Generated 2026-11-02 · State: AZ · Standards scope: Grades K–5 · Rebuilt automatically from data/standards_crosswalk_az.json
🌱 Looking for middle or high school? Each older band carries its own audited report, with its own narrower scope: Arizona Grades 6–8 (mathematics plus Grade-6 English Language Arts) · Arizona Grades 9–12 (high-school mathematics plus 9–12 English Language Arts). Both are deliberately broad-PARTIAL — read their verdicts, not this line. This page covers the Pre-K–5 band of the Pre-K–12 program.
Verification log: 91 verdicts across 2 review days, 18 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 (grades 6–8 and 9–12 have their own reports): 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 Arizona'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. Arizona separately publishes Early Learning Standards for the years before Kindergarten (ADE) and we have NOT crosswalked against them; no Pre-K alignment is claimed here.
Arizona's 2016 mathematics standards are Common Core-derived with Arizona's own rewording, additions and moves. Arizona codes carry the cluster letter (3.OA.A.1), and Arizona prints lettered rows only where it splits a standard (1.MD.B.3a time, 1.MD.B.3b coins); elsewhere it writes the parts as sentences inside one row, so the claim unit is the published row and a note names which sentence of a multi-part statement is practiced. Arizona-only rows (for example K.NBT.B.2 adding and subtracting within 10 using place value; 3.OA.D.10 and 4.OA.C.6 judging whether answers are reasonable; 5.OA.B.4 primes and prime factorization) are judged on their own text. ADE's 2025 grade documents star some standards as 'Essential Standards' for its state test; this report does not reproduce that weighting and counts every standard alike.
| Standard | Statement (official text) | Coverage | Covered by (evidence) |
|---|---|---|---|
| K.CC.A.1 | Count to 100 by ones and by tens. | PARTIAL | |
| K.CC.A.2 | Count forward from a given number other than one, within the known sequence (e.g., "Starting at the number 5, count up to 11."). | FULL | |
| K.CC.A.3 | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 to 20 (with 0 representing a count of no objects). | FULL | |
| K.CC.B.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one to one correspondence). b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardle… | PARTIAL | |
| K.CC.B.5 | Count to answer questions about “How many?” when 20 or fewer objects are 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 to 20, count out that many objects. | PARTIAL | |
| K.CC.C.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. (Include groups with up to ten objects.) | PARTIAL | |
| K.CC.C.7 | Compare two numbers between 0 and 10 presented as written numerals. | PARTIAL | |
| K.OA.A.1 | Represent addition and subtraction concretely. See Table 1. | PARTIAL | |
| K.OA.A.2 | Solve addition and subtraction word problems and add and subtract within 10. See Table 1. | PARTIAL | |
| K.OA.A.3 | Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., using fingers, objects, symbols, tally marks, drawings, expressions). | PARTIAL | |
| K.OA.A.4 | For any number from 1 to 9, find the number that makes 10 when added to the given number (e.g., using fingers, objects, symbols, tally marks, drawings, or equation). | FULL | |
| K.OA.A.5 | Fluently add and subtract within 5. | PARTIAL | |
| K.NBT.A.1 | Compose and decompose numbers from 11 to 19 into ten ones and additional ones by using objects, drawings and/or equations. Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones (e.g., 18 = 10 + 8). | PARTIAL | |
| K.NBT.B.2 | Demonstrate understanding of addition and subtraction within 10 using place value. See Table 1. | NOT COVERED | — |
| K.MD.A.1 | Describe measurable attributes of a single object (e.g., length and weight). | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| K.MD.A.2 | Directly compare two objects with a measurable attribute in common to see which object has “more of” or “less of” the attribute, and describe the difference (e.g., directly compare the length of 10 cubes to a pencil and describe one as longer or shorter). | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| K.MD.B.3 | Classify objects into given categories; count the number in each category and sort the categories by count. (Note: limit category counts to be less than or equal to 10.) | PARTIAL | |
| K.G.A.1 | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and 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.A.2 | Correctly name shapes regardless of their orientation or overall size (e.g., circle, triangle, square, rectangle, rhombus, trapezoid, hexagon, cube, cone, cylinder, sphere). | 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.A.3 | Identify shapes as two-dimensional (lying in a plane, 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.B.4 | Analyze and compare two-dimensional 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/corners), and other attributes (e.g., having sides of equal length). | 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.B.5 | Model shapes in the world by building shapes from components (e.g., use sticks and clay balls) and drawing 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.B.6 | Use simple shapes to form composite shapes. For example, “Can you join these 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.OA.A.1 | Use addition and subtraction within 20 to solve word problems with unknowns in all positions (e.g., by using objects, drawings, and/or equations with a symbol for the unknown number to represent the problem). See Table 1. | PARTIAL | |
| 1.OA.A.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/or equations with a symbol for the unknown number to represent the problem). See Table 1. | FULL | |
| 1.OA.B.3 | Apply properties of operations (commutative and associative properties of addition) as strategies to add and subtract within 20. (Students need not use formal terms for these properties.) | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 1.OA.B.4 | Understand subtraction as an unknown-addend problem within 20 (e.g., subtract 10 - 8 by finding the number that makes 10 when added to 8). | FULL | |
| 1.OA.C.5 | Relate counting to addition and subtraction (e.g., by using counting on 2 to add 2). | PARTIAL | |
| 1.OA.C.6 | Fluently add and subtract within 10. | PARTIAL | |
| 1.OA.D.7 | Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 + 1 = 6 - 1, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). | FULL | |
| 1.OA.D.8 | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers (e.g., determine the unknown number that makes the equation true in each of the equations 8 + □ = 11, 5 = □ - 3, 6 + 6 = □). | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 1.NBT.A.1 | Count to 120 by 1's, 2's, and 10's starting at any number less than 100. In this range, read and write numerals and represent a number of objects with a written numeral. | PARTIAL | |
| 1.NBT.B.2 | Understand that the two digits of a two-digit number represent groups of tens and ones. Understand the following as special cases: a. 10 can be thought of as a group 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, o… | FULL | |
| 1.NBT.B.3 | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. | PARTIAL | |
| 1.NBT.C.4 | Demonstrate understanding of addition within 100, connecting objects or drawings to strategies based on place value (including multiples of 10), properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written form. See Table 1. | PARTIAL | |
| 1.NBT.C.5 | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count. | FULL | |
| 1.NBT.C.6 | Subtract multiples of 10 in the range of 10 to 90 (positive or zero differences), using objects or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written form. | PARTIAL | |
| 1.MD.A.1 | Order three objects by length. Compare the lengths of two objects indirectly by using a third object. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 1.MD.A.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. (Limit to contexts where the object being measured is spanned by a whole number of length units 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.B.3a | Tell and write time in hours and half-hours using analog and digital clocks. | PARTIAL | |
| 1.MD.B.3b | Identify coins by name and value (pennies, nickels, dimes and quarters). | FULL | |
| 1.MD.C.4 | Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 1.G.A.1 | Distinguish between defining attributes (triangles are closed and 3 sided) versus non-defining attributes (color, orientation, overall size) for two-dimensional shapes; build and draw shapes that possess defining 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.A.2 | Compose two-dimensional shapes or three-dimensional shapes to create a 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.A.3 | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters. Describe the whole as two of, or four of the shares. Understand that decomposing 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.A.1 | Use addition and subtraction within 100 to solve one- and two-step word problems. Represent a word problem as an equation with a symbol for the unknown. See Table 1. | PARTIAL | |
| 2.OA.B.2 | Fluently add and subtract within 20. By the end of Grade 2, know from memory all sums of two one-digit numbers. | PARTIAL | |
| 2.OA.C.3 | Determine whether a group of objects (up to 20) has an odd or even number of members (e.g., by pairing objects or counting them by 2's). | PARTIAL | |
| 2.OA.C.4 | Use addition to find the total number of objects arranged in rectangular arrays (with up to 5 rows and 5 columns). Write an equation to express the total as a sum of equal addends. | FULL | |
| 2.NBT.A.1 | Understand that the three digits of a three-digit number represent groups of hundreds, tens, and ones (e.g., 706 equals 7 hundreds, 0 tens, and 6 ones and also equals 70 tens and 6 ones). Understand the following as special cases: a. 100 can be thought of as a group 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 ni… | FULL | |
| 2.NBT.A.2 | Count within 1000; skip count by 5's, 10's and 100's. | PARTIAL | |
| 2.NBT.A.3 | Read and write numbers up to 1000 using base-ten numerals, number names, and expanded form. | PARTIAL | |
| 2.NBT.A.4 | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. | FULL | |
| 2.NBT.B.5 | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. | PARTIAL | |
| 2.NBT.B.6 | Add up to three two-digit numbers using strategies based on place value and properties of operations. | FULL | |
| 2.NBT.B.7 | Demonstrate understanding of addition and subtraction within 1000, connecting objects or drawings to strategies based on place value (including multiples of 10), properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written form. See Table 1. | PARTIAL | |
| 2.NBT.B.8 | Mentally add 10 or 100 to a given number in the range of 100 and 900, and mentally subtract 10 or 100 from a given number in the range of 100 and 900. | FULL | |
| 2.NBT.B.9 | Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) | PARTIAL | |
| 2.MD.A.1 | Measure the length of an object by selecting and using appropriate tools (e.g., ruler, meter stick, yardstick, measuring tape). | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 2.MD.A.2 | Measure the length of an object twice, using different standard length units for the two measurements; describe how the two measurements relate to the size of the unit chosen. Understand that depending on the size of the unit, the number of units for the same length varies. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 2.MD.A.3 | Estimate lengths using units of inches, feet, centimeters, and meters. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 2.MD.A.4 | Measure to determine how much longer one object is than another, expressing the length 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.B.5 | Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same unit. See Table 1. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 2.MD.B.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.C.7 | Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. | PARTIAL | |
| 2.MD.C.8 | Solve word problems involving collections of money, including dollar bills, quarters, dimes, nickels, and pennies. Record the total using $ and ¢ appropriately. See Table 1. | PARTIAL | |
| 2.MD.D.9 | Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 2.MD.D.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 the graph. See Table 1. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 2.G.A.1 | Identify and describe specified attributes of two-dimensional and three-dimensional shapes, according to the number and shape of faces, number of angles, and the number of sides and/or vertices. Draw two-dimensional shapes based on the specified attributes (e.g., triangles, quadrilaterals, pentagons, and hexagons). | 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.A.2 | Partition a rectangle into rows and columns of same-size rectangles and count to find the total number of rectangles. | 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.A.3 | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, fourths, half of, third of, fourth of, and describe the whole as two halves, three thirds, or 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.A.1 | Interpret products of whole numbers as the total number of objects in equal groups (e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each). | PARTIAL | |
| 3.OA.A.2 | Interpret whole number quotients of whole numbers (e.g., interpret 56 ÷ 8 as the number of objects in each group when 56 objects are partitioned equally into 8 groups, or as a number of groups when 56 objects are partitioned into equal groups of 8 objects each). See Table 2. | PARTIAL | |
| 3.OA.A.3 | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. See Table 2. | PARTIAL | |
| 3.OA.A.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 = □ . See Table 2. | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 3.OA.B.5 | Apply properties of operations as strategies to multiply and divide. Properties include commutative and associative properties of multiplication and the distributive property. (Students do not need to use the formal terms for these properties.) | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 3.OA.B.6 | Understand division as an unknown-factor problem (e.g., find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8). | FULL | |
| 3.OA.C.7 | Fluently multiply and divide within 100. By the end of Grade 3, know from memory all multiplication products through 10 x 10 and division quotients when both the quotient and divisor are less than or equal to 10. | PARTIAL | |
| 3.OA.D.8 | Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Utilize understanding of the Order of Operations when there are no parentheses. | PARTIAL | |
| 3.OA.D.9 | Identify patterns in the addition table and the multiplication table and explain them using properties of operations (e.g. observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends). | NOT COVERED | — |
| 3.OA.D.10 | When solving problems, assess the reasonableness of answers using mental computation and estimation strategies including rounding. | NOT COVERED | — |
| 3.NBT.A.1 | Use place value understanding to round whole numbers to the nearest 10 or 100. | FULL | |
| 3.NBT.A.2 | Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. | PARTIAL | |
| 3.NBT.A.3 | Multiply one-digit whole numbers by multiples of 10 in the range 10 to 90 using strategies based on place value and the properties of operations (e.g., 9 x 80, 5 x 60). | FULL | |
| 3.NF.A.1 | Understand a fraction (1/b) as the quantity formed by one part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. | FULL | Fractions (FULL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 3.NF.A.2 | Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into equal parts. Understand that each part has size 1/b and that the end point of the part based at 0 locates the number 1/b on the number line. Represent a fraction a/b on a number line diagram by m… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 3.NF.A.3 | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Understand two fractions as equivalent if they have the same relative size compared to 1 whole. Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Compare two fractions with t… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 3.MD.A.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 (e.g., representing the problem on a number line diagram). Solve word problems involving money through $20.00, using symbols $, ".", ₵. | PARTIAL | |
| 3.MD.A.2 | Measure and estimate liquid volumes and masses of objects using metric units. (Excludes compound units such as cm³ and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units. Excludes multiplicative comparison problems (problems involving notions of “times as much”). See Table 2. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 3.MD.B.3 | Create 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. See Table 1. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 3.MD.B.4 | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch to the nearest quarter-inch. Show the data by making a line plot, 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.C.5 | Understand area as an attribute of plane figures and understand concepts of area measurement. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n 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.C.6 | Measure areas by counting unit squares (e.g., square cm, square m, square in, square ft, 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.C.7 | Relate area to the operations of multiplication and addition. 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. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangular ar… | 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.C.8 | Solve real-world and mathematical problems involving perimeters of plane figures and areas of rectangles, including finding the perimeter given the side lengths, finding an unknown side length. Represent rectangles with the same perimeter and different areas or 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.A.1 | Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples quadrilaterals that do not belong to any of these subcategories. | 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.A.2 | Partition shapes into b parts with equal areas. Express the area of each part as a unit fraction 1/b of the whole. (Grade 3 expectations are limited to fractions with denominators b = 2,3,4,6,8.) | 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.A.1 | Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison (e.g., 35 is the number of objects in 5 groups, each containing 7 objects, and is also the number of objects in 7 groups, each containing 5 objects). | PARTIAL | |
| 4.OA.A.2 | Multiply or divide within 1000 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, distinguishing multiplicative comparison from additive comparison). See Table 2. | PARTIAL | |
| 4.OA.A.3 | Solve multistep word problems using the four operations, including problems in which remainders must be interpreted. Understand how the remainder is a fraction of the divisor. Represent these problems using equations with a letter standing for the unknown quantity. | PARTIAL | |
| 4.OA.B.4 | Find all factor pairs for a whole number in the range 1 to 100 and understand that a whole number is a multiple of each of its factors. | PARTIAL | |
| 4.OA.C.5 | Generate a number pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself and explain the pattern informally (e.g., 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). | PARTIAL | |
| 4.OA.C.6 | When solving problems, assess the reasonableness of answers using mental computation and estimation strategies including rounding. | NOT COVERED | — |
| 4.NBT.A.1 | Apply concepts of place value, multiplication, and division to understand that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. | PARTIAL | |
| 4.NBT.A.2 | Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. | PARTIAL | |
| 4.NBT.A.3 | Use place value understanding to round multi-digit whole numbers to any place. | PARTIAL | |
| 4.NBT.B.4 | Fluently add and subtract multi-digit whole numbers using a standard algorithm. | PARTIAL | |
| 4.NBT.B.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.B.6 | Demonstrate understanding of division by finding whole-number quotients and remainders with up to four-digit dividends and one-digit divisors. | PARTIAL | |
| 4.NF.A.1 | Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x 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 understand and generate equivalent fractions. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.A.2 | Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators and by comparing to a benchmark fraction). Understand that comparisons are valid only when the two fractions refer to the same size whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.B.3 | Understand a fraction a/b with a > 1 as a sum of unit fractions (1/b). Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Decompose a fraction into a sum of fractions with the same denominator in more than one way (e.g., 3/8 = 1/8 + 1/8+1/8; 3/8 = 2/8 + 1/8; 2 1/8 = 1 + 1 + 1/8 + or 2 1/8 = 8/8 + 8/8 + 1/8). Add and subtract mixed numbers with like denominato… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.B.4 | Build fractions from unit fractions. Understand a fraction a/b as a multiple of a unit fraction 1/b. In general, a/b = a x 1/b. Understand a multiple of a/b as a multiple of a unit fraction 1/b, and use this understanding to multiply a whole number by a fraction. In general, n x a/b = (n x a)/b. Solve word problems involving multiplication of a whole number by a fraction. For example, if each person at a party will e… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.C.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 (tenths) and 100 (hundredths). For example, express 3/10 as 30/100, and and 3/10 + 4/100 = 34/100. (Note: Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtra… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.C.6 | Use decimal notation for fractions with denominators 10 (tenths) or 100 (hundredths), and locate these decimals on a number line. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.C.7 | Compare two decimals to hundredths by reasoning about their size. Understand that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <. | PARTIAL | |
| 4.MD.A.1 | Know relative sizes of measurement units within one system of units which could include 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 and in a smaller unit in terms of a larger unit. 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 f… | PARTIAL | |
| 4.MD.A.2 | Use the four operations to solve word problems and problems in real-world context involving distances, intervals of time (hr, min, sec), liquid volumes, masses of objects, and money, including decimals and problems involving fractions with like denominators, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using a variety of represen… | PARTIAL | |
| 4.MD.A.3 | Apply the area and perimeter formulas for rectangles in mathematical problems and problems in real-world contexts including problems with unknown side lengths. See Table 2. | 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.B.4 | 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. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 4.MD.C.5 | Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: 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 called a “one-degree … | NOT COVERED | — |
| 4.MD.C.6 | Measure angles in whole-number degrees using a protractor. 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.C.7 | Understand angle measures as additive. (When an angle is decomposed 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 within mathematical problems as well as problems in real-world contexts. | NOT COVERED | — |
| 4.G.A.1 | Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional 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.A.2 | Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size (e.g., understand 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.A.3 | Recognize a line of symmetry for a two-dimensional 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.A.1 | Use parentheses and brackets in numerical expressions, and evaluate expressions with these symbols (Order of Operations). | PARTIAL | |
| 5.OA.A.2 | Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them (e.g., express the calculation "add 8 and 7, then multiply by 2" as 2 x (8 + 7). Recognize that 3 x (18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product). | PARTIAL | |
| 5.OA.B.3 | Generate two numerical patterns using two given rules (e.g., generate terms in the resulting sequences). Identify and explain the 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 (e.g., given the rule "add 3" and the starting number 0, and given the rule "add 6" and the starting number 0, g… | PARTIAL | |
| 5.OA.B.4 | Understand primes have only two factors and decompose numbers into prime factors. | PARTIAL | |
| 5.NBT.A.1 | Apply concepts of place value, multiplication, and division to understand 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.A.2 | Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. | PARTIAL | |
| 5.NBT.A.3 | Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. | PARTIAL | |
| 5.NBT.A.4 | Use place value understanding to round decimals to any place. | PARTIAL | |
| 5.NBT.B.5 | Fluently multiply multi-digit whole numbers using a standard algorithm. | PARTIAL | |
| 5.NBT.B.6 | Apply and extend understanding of division to find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors. | PARTIAL | |
| 5.NBT.B.7 | Add, subtract, multiply, and divide decimals to hundredths, connecting objects or drawings to strategies based on place value, properties of operations, and/or the relationship between operations. Relate the strategy to a written form. | PARTIAL | |
| 5.NF.A.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 (e.g., 2/3 + 5/4 = 8/12 + 15/12 = 23/12). | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.NF.A.2 | Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators by using a variety of representations, equations, and visual models to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers (e.g. recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.NF.B.3 | Interpret a fraction as the number that results from dividing the whole number numerator by the whole number denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers. 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 equally among 4 people, each … | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.NF.B.4 | Apply and extend previous understandings of multiplication to multiply a fraction by a whole number and a fraction by fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts. For example, use a visual fraction model to show (2/3) x 4 = 8/3, and create a story context for this equation. Interpret the product of a fraction multiplied by a fraction (a/b) x (c/d). Use a visual fraction… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.NF.B.5 | Interpret multiplication as scaling (resizing), by: 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. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number; explaining why multiplying a given number by a fraction less than 1 results in a product sma… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.NF.B.6 | Solve problems in real-world contexts involving multiplication of fractions, including mixed numbers, by using a variety of representations including equations and models. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.NF.B.7 | Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. Use the relationship between multiplication and division to justify conclusions. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story … | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.MD.A.1 | Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step, real-world problems. | PARTIAL | |
| 5.MD.B.2 | Make a line plot to display a data set of measurements in fractions of a unit (1/8, 1/2, 3/4). Use operations on fractions for this grade to 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.C.3 | Recognize volume as an attribute of solid figures and understand concepts of volume measurement. 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. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. | PARTIAL | |
| 5.MD.C.4 | Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. | PARTIAL | |
| 5.MD.C.5 | Relate volume to the operations of multiplication and addition and solve mathematical problems and problems in real-world contexts involving volume. 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. Represent th… | PARTIAL | |
| 5.G.A.1 | Understand and describe a coordinate system as perpendicular number lines, called axes, that intersect at the origin (0 , 0). Identify a given point in the first quadrant of the coordinate plane using an ordered pair of numbers, called coordinates. Understand that the first number (x) indicates the distance traveled on the horizontal axis, and the second number (y) indicates the distance traveled on the vertical axis… | PARTIAL | |
| 5.G.A.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.B.3 | Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. | 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.B.4 | Classify two-dimensional figures in a hierarchy based on 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 |
Kindergarten: K.NBT.B.2
Grade 3: 3.OA.D.9, 3.OA.D.10
Grade 4: 4.OA.C.6, 4.MD.C.5, 4.MD.C.7
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 Arizona ELA standards require things a practice app does not do, and we do not claim them: writing production (W: composing opinion, informative and narrative pieces, planning, revising and publishing, research), handwriting and cursive (Arizona's Writing Foundations strand, WF), speaking and listening (every SL standard), and range-of-reading and whole-work standards (RL/RI.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, Arizona keeps a separate Language strand (L.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', 'Standard ends at grade 2') are shown as N/A and never counted.
| Standard | Statement (official text) | Coverage | Covered by (evidence) |
|---|---|---|---|
| K.RL.1 | With prompting and support, ask and answer questions about key details in a text. | PARTIAL | |
| K.RL.2 | With prompting and support, retell familiar stories, including key details. | PARTIAL | |
| K.RL.3 | With prompting and support, identify characters, settings, and major events in a story. | PARTIAL | |
| K.RL.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 |
| K.RL.5 | Recognize common types of texts (e.g., storybooks, poems); identify the front cover, back cover, and title of a book. | PARTIAL | |
| K.RL.6 | With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. | PARTIAL | |
| K.RL.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). | PARTIAL | |
| K.RL.8 | (Not applicable to literature) | N/A | — |
| K.RL.9 | With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. | PARTIAL | |
| K.RL.10 | With prompting and support, actively engage in group reading activities with purpose and understanding. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| K.RI.1 | With prompting and support, ask and answer questions about key details in a text. | PARTIAL | |
| K.RI.2 | With prompting and support, identify the main topic and retell key details of a text. | PARTIAL | |
| K.RI.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 |
| K.RI.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 |
| K.RI.5 | Recognize common types of informational text; identify the front cover, back cover, and title page of a book. | PARTIAL | |
| K.RI.6 | With prompting and support, name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. | PARTIAL | |
| K.RI.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 | |
| K.RI.8 | With prompting and support, identify the reasons an author gives to support points in a text. | PARTIAL | |
| K.RI.9 | With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). | PARTIAL | |
| K.RI.10 | With prompting and support, actively engage in group reading activities with purpose and understanding. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| K.RF.1 | 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. Identify that a sentence is made up of a group of words. d. Recognize the difference between a letter and a printed word. e. Understand that words are separated by spaces in… | PARTIAL | |
| K.RF.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes).a. Identify and produce sounds (phonemes) in a spoken word. b. Recognize and produce rhyming words.c. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Blend spoken phonemes to form one-syllable words (e.g., /m/ /a/ /n/).d. Isolate and pronounce the initial, med… | PARTIAL | |
| K.RF.3 | Know and apply phonics and word analysis skills in decoding words.a. Demonstrate basic knowledge of one‐to‐one letter‐sound correspondence by producing the primary or most frequent sound(s) for each consonant and the five major vowels. b. Decode regularly spelled closed-syllable words.c. Read 50 common high-frequency words by sight from a research-based word list.d. Distinguish between similarly spelled words by iden… | PARTIAL | |
| K.RF.4 | Read emergent-reader texts with purpose and understanding. | PARTIAL | |
| K.W.1 | With guidance and support from adults, use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .). | NOT COVERED | — |
| K.W.2 | With guidance and support from adults, 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 | — |
| K.W.3 | With guidance and support from adults, use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. | NOT COVERED | — |
| K.W.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 | — |
| K.W.5 | With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. | NOT COVERED | — |
| K.W.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 | — |
| K.W.7 | With guidance and support from adults, participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). | NOT COVERED | — |
| K.W.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 |
| K.W.9 | (Begins in grade 4) | N/A | — |
| K.W.10 | (Begins in grade 3) | N/A | — |
| K.WF.1 | Demonstrate and apply handwriting skills. a. Match upper and lower case manuscript letters.b. Write upper and lower manuscript letters, with reference to a model. c. Write left to right using appropriate spacing between words. | PARTIAL | |
| K.WF.2 | Demonstrate and apply sound-letter concepts when writing. a. Orally segment the phonemes in any single-syllable, spoken word. b. Demonstrate and understand that each syllable is organized around a vowel sound. | NOT COVERED | — |
| K.WF.3 | Know and apply phonics and word analysis skills when encoding words. a. Represent phonemes in simple words, using letter-sound relationships. b. Write or select an initial or final consonant when a medial vowel is provided. c. Spell VC (Vowel-Consonant) (e.g., at, in) and CVC (Consonant-Vowel-Consonant) (e.g., pet, mud) words with short vowel sounds. d. Accurately write grade-level appropriate words, as found in a re… | PARTIAL | |
| K.SL.1 | 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, taking turns speaking about the topics and texts under discussion).b. Continue a conversation through multiple exchanges. | NOT COVERED | — |
| K.SL.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 |
| K.SL.3 | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. | NOT COVERED | — |
| K.SL.4 | Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. | NOT COVERED | — |
| K.SL.5 | Add drawings or other visual displays to descriptions as desired to provide additional detail. | NOT COVERED | — |
| K.SL.6 | Speak audibly and express thoughts, feelings, and ideas clearly. | NOT COVERED | — |
| K.L.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Use frequently occurring nouns and verbs.b. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).c. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).d. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for… | PARTIAL | |
| K.L.2 | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.a. Capitalize the first word in a sentence and the pronoun I.b. Recognize and name end punctuation. | PARTIAL | |
| K.L.3 | (Begins in grade 2) | N/A | — |
| K.L.4 | (Begins in grade 1) | N/A | — |
| K.L.5 | 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 antonyms.c. Identify real‐life connections between words and their use (e.g., note places at school that ar… | PARTIAL | |
| K.L.6 | Use words and phrases acquired through conversations, reading and being read to, and responding to texts. | NOT COVERED | — |
| 1.RL.1 | Ask and answer questions such as who, what, where, why, when, and how about key details in a text. | PARTIAL | |
| 1.RL.2 | Retell stories, including key details, and demonstrate understanding of their main idea, central message, or lesson. | PARTIAL | |
| 1.RL.3 | Describe characters, settings, and major events in a story, using key details. | PARTIAL | |
| 1.RL.4 | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. | PARTIAL | |
| 1.RL.5 | Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. | PARTIAL | |
| 1.RL.6 | Identify who is telling the story at various points in a text. | FULL | |
| 1.RL.7 | Use illustrations and details in a story to describe its characters, setting, or events. | PARTIAL | |
| 1.RL.8 | (Not applicable to literature) | N/A | — |
| 1.RL.9 | Compare and contrast the adventures and experiences of characters in stories. | FULL | |
| 1.RL.10 | With prompting and support, read stories, drama, and poetry 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 |
| 1.RI.1 | Ask and answer questions such as who, what, where, why, and how about key details in a text. | PARTIAL | |
| 1.RI.2 | Identify the main topic and retell key details of a text. | PARTIAL | |
| 1.RI.3 | Describe the connection between two individuals, events, ideas, or pieces of information in a text using key details. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| 1.RI.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 |
| 1.RI.5 | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. | FULL | |
| 1.RI.6 | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. | FULL | |
| 1.RI.7 | Use the illustrations and details in a text to describe its key ideas. | PARTIAL | |
| 1.RI.8 | Identify the reasons an author gives to support points in a text. | FULL | |
| 1.RI.9 | Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). | FULL | |
| 1.RI.10 | With prompting and support, read informational texts, including functional texts, history/social studies, science, and technical texts, appropriately complex for grade 1. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| 1.RF.1 | Demonstrate understanding of the organization and basic features of print.a. Recognize the distinguishing features of a sentence (e.g., capitalization of first word and ending punctuation). | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| 1.RF.2 | 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 one-syllable words of three to five phonem… | PARTIAL | |
| 1.RF.3 | Know and apply phonics and word analysis skills in decoding one-syllable or two-syllable words. a. Know the spelling‐sound correspondences for common consonant digraphs.b. Decode regularly spelled one-syllable words.c. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.d. Recognize and apply all six syllable types when decoding grade level texts. e. Read w… | PARTIAL | |
| 1.RF.4 | 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 | |
| 1.W.1 | Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. | NOT COVERED | — |
| 1.W.2 | Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. | NOT COVERED | — |
| 1.W.3 | Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. | NOT COVERED | — |
| 1.W.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 | — |
| 1.W.5 | With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. | PARTIAL | |
| 1.W.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 | — |
| 1.W.7 | With guidance and support from adults, 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). | NOT COVERED | — |
| 1.W.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 |
| 1.W.9 | (Begins in grade 4) | N/A | — |
| 1.W.10 | (Begins in grade 3) | N/A | — |
| 1.WF.1 | Demonstrate and apply handwriting skills. a. Write upper and lower case manuscript alphabet from memory using correct letter formation. b. Write the common grapheme (letter or letter group) for each phoneme. c. Write with appropriate spacing between letters and words. | NOT COVERED | — |
| 1.WF.2 | Demonstrate and apply sound-letter concepts. a. Segment all the phonemes in two and three-phoneme syllables and represent those phonemes with letters. b. Write the letters used to represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel. | NOT COVERED | — |
| 1.WF.3 | Know and apply phonics and word analysis skills when encoding words. a. Spell common, regular, single-syllable words using: 1. Short vowels and single consonants. 2. Consonant graphemes including qu, x, and -ck; digraphs (e.g., thin, shop, when, much, sing); and doubled letters (e.g., off, will, mess). 3. Initial and final consonant blends (e.g., must, slab, plump). 4. Long vowel patterns spelled correctly, including… | PARTIAL | |
| 1.SL.1 | 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 questions… | NOT COVERED | — |
| 1.SL.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 |
| 1.SL.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 | — |
| 1.SL.4 | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. | NOT COVERED | — |
| 1.SL.5 | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. | NOT COVERED | — |
| 1.SL.6 | Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.) | NOT COVERED | — |
| 1.L.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.a. Use common, proper, and possessive nouns.b. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.). c. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).d. Use verbs to convey a sense of past, present, and future (e.g.,… | PARTIAL | |
| 1.L.2 | 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. | PARTIAL | |
| 1.L.3 | (Begins in grade 2) | N/A | — |
| 1.L.4 | With guidance and support from adults, 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 frequently occurring affixes as a clue to the meaning of a word. b. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). c. Use sentence‐level c… | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 1.L.5 | 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 their… | PARTIAL | |
| 1.L.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 | — |
| 2.RL.1 | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. | PARTIAL | |
| 2.RL.2 | Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. | PARTIAL | |
| 2.RL.3 | Describe how characters in a story respond to major events and challenges. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| 2.RL.4 | Describe how words and phrases supply rhythm (e.g., regular beats, alliteration, rhymes, repeated lines) and meaning in a story, poem, or song. | PARTIAL | |
| 2.RL.5 | Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action. | PARTIAL | |
| 2.RL.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 | |
| 2.RL.7 | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. | FULL | |
| 2.RL.8 | (Not applicable to literature) | N/A | — |
| 2.RL.9 | Compare and contrast the characters and settings from two or more versions of the same story by different authors or from different cultures. | PARTIAL | |
| 2.RL.10 | By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 2. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| 2.RI.1 | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. | PARTIAL | |
| 2.RI.2 | Identify and explain the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. | PARTIAL | |
| 2.RI.3 | With prompting and support, describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. | PARTIAL | |
| 2.RI.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 |
| 2.RI.5 | Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. | FULL | |
| 2.RI.6 | Identify the main purpose of a text, including what the author wants to answer, explain, or describe. | FULL | |
| 2.RI.7 | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. | PARTIAL | |
| 2.RI.8 | Describe how reasons support specific points the author makes in a text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| 2.RI.9 | Compare and contrast the most important points presented by two texts on the same topic. | FULL | |
| 2.RI.10 | By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade two. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| 2.RF.3 | Know and apply grade-level phonics and word analysis skills in decoding one-syllable or two-syllable 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. Identify and apply all six syllable types to decode appropriate grade-level text.d. Decode words with common prefixes and suffixes.e. Identify words w… | PARTIAL | |
| 2.RF.4 | 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 | |
| 2.W.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 a concluding statement or section. | NOT COVERED | — |
| 2.W.2 | Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. | NOT COVERED | — |
| 2.W.3 | Write narratives in which they recount a well‐elaborated event or short sequence of events; include details to describe actions, thoughts, and feelings; use temporal words to signal event order and provide a sense of closure. | NOT COVERED | — |
| 2.W.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 | — |
| 2.W.5 | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. | NOT COVERED | — |
| 2.W.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 | — |
| 2.W.7 | Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). | NOT COVERED | — |
| 2.W.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 |
| 2.W.9 | (Begins in grade 4) | N/A | — |
| 2.W.10 | (Begins in grade 3) | N/A | — |
| 2.WF.1 | Demonstrate and apply handwriting skills. a. Write legibly in manuscript using correct letter formation. b. Transcribe ideas in manuscript with automaticity and proper spacing. | NOT COVERED | — |
| 2.WF.2 | Demonstrate and apply sound-letter concepts. a. Write the most common graphemes (letters or letter groups) for each phoneme. For example: 1. Consonants: /s/= s, ss, ce, ci, cy /f/= f, ff, ph /k/= c, k, ck 2. Vowels: /o/= o, o_e, oa, ow (long o) /a/= a, a_e, ai, ay, eigh (long a) | NOT COVERED | — |
| 2.WF.3 | Know and apply phonics and word analysis skills when encoding words. a. Spell on-level, regular, single-syllable words that include: 1. Position-based patterns (e.g., ch, -tch; k, -ck; -ge, -dge). 2. Complex consonant blends (e.g., scr, str, squ). 3. Less common vowel teams for long vowels (e.g., ow, oo, au, ou, ue). 4. Vowel-r combinations (e.g., turn, star, third, four, for). 5. Contractions (e.g., we'll, I'm, they… | PARTIAL | |
| 2.SL.1 | 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 o… | NOT COVERED | — |
| 2.SL.2 | Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. | NOT COVERED | — |
| 2.SL.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 | — |
| 2.SL.4 | Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. | NOT COVERED | — |
| 2.SL.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 | — |
| 2.SL.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 | — |
| 2.L.1 | 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, present, and future tenses of frequently occurring regular and irregular verbs (e.g. sat, hit, and … | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| 2.L.2 | 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 closings 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 mat… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| 2.L.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Compare formal and informal uses of English. | NOT COVERED | — |
| 2.L.4 | 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. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). c. Us… | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 2.L.5 | 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. Identify synonyms and antonyms to distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). | PARTIAL | |
| 2.L.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 | — |
| 3.RL.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. | PARTIAL | |
| 3.RL.2 | Recount and paraphrase stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in text. | PARTIAL | |
| 3.RL.3 | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| 3.RL.4 | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. | PARTIAL | Figurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| 3.RL.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 | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| 3.RL.6 | Distinguish one's own point of view from that of the narrator or those of the characters. | NOT COVERED | — |
| 3.RL.7 | Explain how specific aspects of a 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 | |
| 3.RL.8 | (Not applicable to literature) | N/A | — |
| 3.RL.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 |
| 3.RL.10 | By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 3. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| 3.RI.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. | PARTIAL | |
| 3.RI.2 | Determine the main idea of a text; recount and paraphrase the key details and explain how they support the main idea. | PARTIAL | |
| 3.RI.3 | Describe the relationship between 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 |
| 3.RI.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 |
| 3.RI.5 | Use text features and search tools (e.g., 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 |
| 3.RI.6 | Distinguish one's 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 |
| 3.RI.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 | |
| 3.RI.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 |
| 3.RI.9 | Compare and contrast the most important points and key details presented in two texts on the same topic. | PARTIAL | |
| 3.RI.10 | By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 3. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| 3.RF.3 | Know and apply phonics and word analysis skills in decoding one-syllable or multisyllabic words. Identify and know the meaning of the most common prefixes and derivational suffixes. Decode words with common Latin suffixes. Apply knowledge of the six syllable types to read grade-level words accurately. Read grade-level appropriate irregularly spelled words. | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 3.RF.4 | Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | PARTIAL | |
| 3.W.1 | Write opinion pieces on topics or texts, using reasons to support one's point of view. Introduce the topic or text, state an opinion, and create an organizational structure that lists reasons. Provide reasons that support the opinion. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Provide a concluding statement or section. | NOT COVERED | — |
| 3.W.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Develop the topic with facts, definitions, and details. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Provide a concluding statement … | NOT COVERED | — |
| 3.W.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. Use temporal… | NOT COVERED | — |
| 3.W.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 | — |
| 3.W.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 | |
| 3.W.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. | NOT COVERED | — |
| 3.W.7 | Conduct short research projects that build knowledge about a topic. | NOT COVERED | — |
| 3.W.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 | — |
| 3.W.9 | (Begins in grade 4) | N/A | — |
| 3.W.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 | — |
| 3.WF.1 | Demonstrate and apply handwriting skills. Read and write cursive letters, upper and lower case. Transcribe ideas legibly in cursive and manuscript, with appropriate spacing and indentation. | NOT COVERED | — |
| 3.WF.2 | Standard ends at grade 2. | N/A | — |
| 3.WF.3 | Know and apply spelling conventions and patterns. Spell single-syllable words with less common and complex graphemes (e.g., ough, augh, old, -ind, -ost, -ild families). Identify language of origin for words, as noted in dictionaries. Spell singular and plural possessives (e.g., teacher's, teachers'). Spell regular two-and three-syllable words that: Combine all basic syllable types: closed, VCe (Vowel-Consonant-silent… | PARTIAL | |
| 3.SL.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 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. Follow agreed-upon rul… | NOT COVERED | — |
| 3.SL.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 | — |
| 3.SL.3 | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. | NOT COVERED | — |
| 3.SL.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 | — |
| 3.SL.5 | Create audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. | NOT COVERED | — |
| 3.SL.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 | — |
| 3.L.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Form and use regular and irregular plural nouns. Use abstract nouns (e.g., childhood). Form and use regular and irregular verbs. Form and use the simple verb tenses (e.g., I walked; I walk;… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| 3.L.2 | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Capitalize appropriate words in titles. Use commas in addresses. Use commas and quotation marks in dialogue. Form and use possessives. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| 3.L.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases for effect. Recognize and observe differences between the conventions of spoken and written Standard English. | PARTIAL | |
| 3.L.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). Use a known root word as a clue to the meaning of an unknown word with the s… | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 3.L.5 | Demonstrate understanding of word relationships and nuances in word meanings. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). Identify real-life connections between words and their uses (e.g., describe people who are friendly or helpful). Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, sus… | 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 skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| 3.L.6 | Acquire and use accurately 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 | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES) ▶ Play a live item from this skill |
| 4.RL.1 | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. | PARTIAL | |
| 4.RL.2 | Determine a theme of a story, drama, or poem from details in the text; summarize the text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| 4.RL.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 |
| 4.RL.4 | Determine the meaning of words, phrases, and figurative language found in stories, poetry, myths, and traditional literature from different cultures, including those that allude to significant characters. | PARTIAL | Figurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| 4.RL.5 | Explain the overall structure and major differences between poetry, drama, and prose. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| 4.RL.6 | Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narrations. | PARTIAL | |
| 4.RL.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 | |
| 4.RL.8 | (Not applicable to literature) | N/A | — |
| 4.RL.9 | Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| 4.RL.10 | By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 4. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| 4.RI.1 | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. | PARTIAL | |
| 4.RI.2 | Determine the main idea of a text and explain how it is supported by key details; summarize the text. | PARTIAL | |
| 4.RI.3 | Explain 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 |
| 4.RI.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 |
| 4.RI.5 | Describe the overall structure (e.g., chronology, comparison, cause/effect, and 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 |
| 4.RI.6 | 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 |
| 4.RI.7 | Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears. | PARTIAL | |
| 4.RI.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 |
| 4.RI.9 | Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. | PARTIAL | |
| 4.RI.10 | By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 4. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| 4.RF.3 | Know and apply phonics and word analysis skills in decoding multisyllabic words in context and out of context. Use combined knowledge of all letter-sound correspondences to read unfamiliar multisyllabic words accurately. Apply knowledge of the six syllable patterns to read grade level words accurately. Use combined knowledge of morphology (e.g., roots and affixes) to read grade level words accurately. | NOT COVERED | — |
| 4.RF.4 | Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 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 |
| 4.W.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 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. Provide reasons that are supported by facts and details. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). Provide … | NOT COVERED | — |
| 4.W.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link i… | NOT COVERED | — |
| 4.W.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue and description to develop experiences and events or show the responses of characters to situations. Use a variety of tran… | NOT COVERED | — |
| 4.W.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 | — |
| 4.W.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 | |
| 4.W.6 | With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to complete a writing task. | NOT COVERED | — |
| 4.W.7 | Conduct short research projects that build knowledge through investigation of different aspects of a topic. | NOT COVERED | — |
| 4.W.8 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, categorize information, and provide a list of sources. | NOT COVERED | — |
| 4.W.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 4 Reading standards to literature. Apply grade 4 Reading standards to informational texts. | NOT COVERED | — |
| 4.W.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 | — |
| 4.WF.1 | Demonstrate and apply handwriting skills. Read and write cursive letters, upper and lower case. Transcribe ideas legibly and fluently with appropriate spacing and indentation. | NOT COVERED | — |
| 4.SL.1 | 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. 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. Follow agreed-upon rule… | NOT COVERED | — |
| 4.SL.2 | Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. | NOT COVERED | — |
| 4.SL.3 | Identify the reasons and evidence a speaker provides to support particular points. | NOT COVERED | — |
| 4.SL.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 | — |
| 4.SL.5 | Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. | NOT COVERED | — |
| 4.SL.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 | — |
| 4.L.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). Form and use the progressive verb tenses (e.g., I was walking; I am walking; I will be walking). Use modal auxiliaries (e.g., can, may, must) to convey various conditions. Order adjectives within sentences according to con… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| 4.L.2 | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Use correct capitalization. Use commas and quotation marks to mark direct speech and quotations from a text. Use a comma before a coordinating conjunction in a compound sentence. 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 |
| 4.L.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases to convey ideas precisely. Choose punctuation for effect. 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 | |
| 4.L.4 | 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. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. … | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 4.L.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Demonstrate understanding of words by relating them to their synonyms and antonyms. | 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 skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| 4.L.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 |
| 5.RL.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. | PARTIAL | |
| 5.RL.2 | Determine a theme of a story, drama, or poem from details of the text; include how characters in story or drama respond to challenges, how the speaker in a poem reflects upon a topic, and a summary of the text. | PARTIAL | |
| 5.RL.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). | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| 5.RL.4 | Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. | PARTIAL | Figurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| 5.RL.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 |
| 5.RL.6 | Describe how a narrator’s or speaker’s point of view influences how events are described. | PARTIAL | |
| 5.RL.7 | Analyze how visual and multimedia elements contribute to the purpose, meaning, or tone of the text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem). | PARTIAL | |
| 5.RL.8 | (Not applicable to literature) | N/A | — |
| 5.RL.9 | Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| 5.RL.10 | By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 5. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| 5.RI.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. | PARTIAL | |
| 5.RI.2 | Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. | PARTIAL | |
| 5.RI.3 | Explain the relationships or interactions between 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 |
| 5.RI.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 |
| 5.RI.5 | Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and 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 |
| 5.RI.6 | Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ + sourceReadQ evidence ▶ Play a live item from this skill |
| 5.RI.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. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ + sourceReadQ evidence ▶ Play a live item from this skill |
| 5.RI.8 | Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| 5.RI.9 | Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. | PARTIAL | |
| 5.RI.10 | By the end of the year, proficiently and independently read and comprehend informational text, including history/social studies, science and technological texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 5. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| 5.RF.3 | Know and apply phonics and word analysis skills in decoding multisyllabic words in context and out of context. Use combined knowledge of all letter-sound correspondences to accurately read unfamiliar multisyllabic words. Apply knowledge of the six syllable patterns to read grade level words accurately. Use combined knowledge of morphology to read grade level words accurately. Know and apply common, grade-appropriate … | NOT COVERED | — |
| 5.RF.4 | Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 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 |
| 5.W.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 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. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, speci… | NOT COVERED | — |
| 5.W.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples rel… | NOT COVERED | — |
| 5.W.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue and description, to develop experiences and events or show the responses of characters to si… | NOT COVERED | — |
| 5.W.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 | — |
| 5.W.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 | |
| 5.W.6 | With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills in order to complete a writing task. | NOT COVERED | — |
| 5.W.7 | Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic and to answer a specific question. | NOT COVERED | — |
| 5.W.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 | — |
| 5.W.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 5 Reading standards to literature. Apply grade 5 Reading standards to informational texts. | NOT COVERED | — |
| 5.W.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 | — |
| 5.WF.1 | Demonstrate and apply handwriting skills. Read and write cursive letters, upper and lower case. Transcribe ideas legibly and fluently with appropriate spacing and indentation. | NOT COVERED | — |
| 5.SL.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. 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. Follow agreed-upon rule… | NOT COVERED | — |
| 5.SL.2 | Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. | NOT COVERED | — |
| 5.SL.3 | Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. | NOT COVERED | — |
| 5.SL.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 | — |
| 5.SL.5 | Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. | NOT COVERED | — |
| 5.SL.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 | — |
| 5.L.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct i… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| 5.L.2 | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Use punctuation to separate items in a series. Use a comma to separate an introductory element from the rest of the sentence. 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 direct ad… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| 5.L.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. | PARTIAL | |
| 5.L.4 | 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. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Co… | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 5.L.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and metaphors, in context. Recognize and explain the meaning of common idioms, adages, and proverbs. 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 skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| 5.L.6 | Acquire and use accurately 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: K.W.1, K.W.2, K.W.3, K.W.4, K.W.5, K.W.6, K.W.7, K.WF.2, K.SL.1, K.SL.3, K.SL.4, K.SL.5, K.SL.6, K.L.6
Grade 1: 1.W.1, 1.W.2, 1.W.3, 1.W.4, 1.W.6, 1.W.7, 1.WF.1, 1.WF.2, 1.SL.1, 1.SL.3, 1.SL.4, 1.SL.5, 1.SL.6, 1.L.6
Grade 2: 2.W.1, 2.W.2, 2.W.3, 2.W.4, 2.W.5, 2.W.6, 2.W.7, 2.WF.1, 2.WF.2, 2.SL.1, 2.SL.2, 2.SL.3, 2.SL.4, 2.SL.5, 2.SL.6, 2.L.3, 2.L.6
Grade 3: 3.RL.6, 3.W.1, 3.W.2, 3.W.3, 3.W.4, 3.W.6, 3.W.7, 3.W.8, 3.W.10, 3.WF.1, 3.SL.1, 3.SL.2, 3.SL.3, 3.SL.4, 3.SL.5, 3.SL.6
Grade 4: 4.RF.3, 4.W.1, 4.W.2, 4.W.3, 4.W.4, 4.W.6, 4.W.7, 4.W.8, 4.W.9, 4.W.10, 4.WF.1, 4.SL.1, 4.SL.2, 4.SL.3, 4.SL.4, 4.SL.5, 4.SL.6
Grade 5: 5.RF.3, 5.W.1, 5.W.2, 5.W.3, 5.W.4, 5.W.6, 5.W.7, 5.W.8, 5.W.9, 5.W.10, 5.WF.1, 5.SL.1, 5.SL.2, 5.SL.3, 5.SL.4, 5.SL.5, 5.SL.6
Animals & Nature — Not counted toward Arizona coverage in this first edition: Arizona's science standards are not yet crosswalked, so no Arizona claim is made for this skill.
Colors — Not counted toward Arizona coverage in this first edition: Arizona's science standards are not yet crosswalked, so no Arizona claim is made for this skill.
Weather — Not counted toward Arizona coverage in this first edition: Arizona's science standards are not yet crosswalked, so no Arizona claim is made for this skill.
Living Things — Not counted toward Arizona coverage in this first edition: Arizona's science standards are not yet crosswalked, so no Arizona claim is made for this skill.
Matter & Energy — Not counted toward Arizona coverage in this first edition: Arizona's science standards are not yet crosswalked, so no Arizona claim is made for this skill.
Earth & Space — Not counted toward Arizona coverage in this first edition: Arizona's science standards are not yet crosswalked, so no Arizona claim is made for this skill.
The Human Body — Not counted toward Arizona coverage in this first edition: Arizona's science standards are not yet crosswalked, so no Arizona claim is made for this skill.
Community Helpers — Not counted toward Arizona coverage in this first edition: Arizona's history and social science standards are not yet crosswalked, so no Arizona claim is made for this skill.
Feelings — Not counted toward Arizona coverage in this first edition: Arizona's history and social science standards are not yet crosswalked, so no Arizona claim is made for this skill.
Geography — Not counted toward Arizona coverage in this first edition: Arizona's history and social science standards are not yet crosswalked, so no Arizona claim is made for this skill.
Civics — Not counted toward Arizona coverage in this first edition: Arizona's history and social science standards are not yet crosswalked, so no Arizona claim is made for this skill.
History — Not counted toward Arizona coverage in this first edition: Arizona's history and social science standards are not yet crosswalked, so no Arizona claim is made for this skill.
Money & Jobs — Not counted toward Arizona coverage in this first edition: Arizona's history and social science standards are not yet crosswalked, so no Arizona claim is made for this skill.
U.S. Symbols — Not counted toward Arizona coverage in this first edition: Arizona's history and social science standards are not yet crosswalked, so no Arizona claim is made for this skill.
States & Capitals — Not counted toward Arizona coverage in this first edition: Arizona's history and social science standards are not yet crosswalked, so no Arizona claim is made for this skill.
Map Skills — Not counted toward Arizona coverage in this first edition: Arizona's history and social science standards are not yet crosswalked, so no Arizona claim is made for this skill.
Timelines — Not counted toward Arizona coverage in this first edition: Arizona's history and social science standards are not yet crosswalked, so no Arizona claim is made for this skill.
Order & Position — Not counted toward Arizona K–5 coverage (18 Oct 2026). Arizona's K–5 mathematics standards contain no ordinal-number standard, and Arizona's Counting and Cardinality domain is Kindergarten only. K.G.A.1 (describing relative positions such as above, below and next to) was considered and rejected: this skill asks which object is first to sixth counting from the left, never where objects are relative to each other. Kept as a readiness skill.
Contractions — Not counted toward Arizona coverage (18 Oct 2026). Arizona names contractions in 2.WF.3 (spelling words that include contractions, such as we'll, I'm, they've and don't) and in 2.L.2 part c, 'Use an apostrophe to form contractions and frequently occurring possessives'. This skill asks which contraction matches two words, and the reverse, and every choice is already correctly spelled with its apostrophe in place, so the child never spells a contraction or places an apostrophe.
Chance & Probability — Not counted toward Arizona K–5 coverage (18 Oct 2026). Arizona's K–5 mathematics standards contain no probability standard: their data standards (K.MD.B.3, 1.MD.C.4, 2.MD.D.9–10, 3.MD.B.3–4, 4.MD.B.4, 5.MD.B.2) 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 Arizona K–5 coverage (18 Oct 2026). Percent appears in no Arizona K–5 mathematics standard, and every K–5 item in this skill needs percent. 4.NF.C.5 (fractions with denominator 10 as equivalent fractions with denominator 100) and 4.NF.C.6 (decimal notation) were considered and rejected: the child picks a percent and never writes a fraction over 100 or a decimal. Offered as a Grade-6 preview.
Sílabas — Supplemental — Spanish-native foundational literacy (sílabas), not counted toward Arizona ELA coverage. Arizona's ELA standards are English-language standards (for example K.RF.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.
Verification scope: every one of the 408 code-level claims in this crosswalk was read by an auditor against the official Arizona statement and the AcornSmarts question-generator source, and every FULL (40) 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 Arizona wording, not attacked a second time. The audit overturns its own claims rather than confirming them: 6 FULL claims fell to PARTIAL and 2 claims or proposals were rejected under attack, and 13 inherited Kansas claims were dropped for having no honest Arizona 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).
Dated round log — 18OCT2026 build: 89 verdicts recorded.
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