Generated 2026-11-02 · State: GA · Standards scope: Grades K–5 · Rebuilt automatically from data/standards_crosswalk_ga.json
🌱 Looking for middle or high school? The Georgia report for an older band is published here: Georgia Grades 6–8 (mathematics plus Grade-6 English Language Arts). Any band not linked has no Georgia report yet, and we claim nothing for it. This page covers the Pre-K–5 band of the Pre-K–12 program.
Verification log: 201 verdicts across 2 review days, 24 Oct 2026 – 25 Oct 2026.
Why this report stops at Kindergarten. This report covers the Pre-K–5 band of the Pre-K–12 program (older grades get their own Georgia reports as they are published): 17 of its 104 skills are flagged for the Pre-K track — Counting, Compare Numbers, Shapes, Sort & Size, Patterns, Sight Words, Letters, Phonics, Sílabas, Read It Myself, Tracing, First Letter, Animals & Nature, Community Helpers, Feelings, Colors, Weather. These are leveled skills, so several also carry claims at higher grades in the tables below. This crosswalk maps only to Georgia'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. Georgia separately publishes early-learning standards for the years before Kindergarten (the Georgia Early Learning and Development Standards), and we have NOT crosswalked against them; no Pre-K alignment is claimed here.
Georgia's 2023-24 mathematics standards have their own structure and codes: Numerical Reasoning (G.NR), Patterning & Algebraic Reasoning (G.PAR), Measurement & Data Reasoning (G.MDR) and Geometric & Spatial Reasoning (G.GSR). Each Georgia standard (for example K.NR.1) carries numbered expectations (K.NR.1.1, K.NR.1.2, …), and each row in this table is one expectation: the standard above it is context, not a separate row. The Mathematical Practices standard (G.MP, the same eight practices at every grade) is not a row, as in every earlier state report. Nothing lines up with Common Core numbering, so every claim was matched to the Georgia statement by meaning, and a FULL verdict needs the whole expectation text. Georgia-only wording is judged on its own text (for example K.NR.1.1 'up to 10 objects in a scattered arrangement', K.NR.1.4 pennies, nickels and dimes in Kindergarten, 2.NR.1.2 counting by 25s).
| Standard | Statement (official text) | Coverage | Covered by (evidence) |
|---|---|---|---|
| K.NR.1.1 | Count up to 20 objects in a variety of structured arrangements and up to 10 objects in a scattered arrangement. | PARTIAL | |
| K.NR.1.2 | When counting objects, explain that the last number counted represents the total quantity in a set (cardinality), regardless of the arrangement and order. | PARTIAL | |
| K.NR.1.3 | Given a number from 1-20, identify the number that is one more or one less. | PARTIAL | |
| K.NR.1.4 | Identify pennies, nickels, and dimes and know their name and value. | FULL | |
| K.NR.2.1 | Count forward to 100 by tens and ones and backward from 20 by ones. | PARTIAL | |
| K.NR.2.2 | Count forward beginning from any number within 100 and count backward from any number within 20. | PARTIAL | |
| K.NR.3.1 | Describe numbers from 11 to 19 by composing (putting together) and decomposing (breaking apart) the numbers into ten ones and some more ones. | PARTIAL | |
| K.NR.4.1 | Identify written numerals 0- 20 and represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). | FULL | |
| K.NR.4.2 | Compare two sets of up to 10 objects and identify whether the number of objects in one group is more or less than the other group, using the words “greater than,” “less than,” or “the same as”. | PARTIAL | |
| K.NR.5.1 | Compose (put together) and decompose (break apart) numbers up to 10 using objects and drawings. | PARTIAL | |
| K.NR.5.2 | Represent addition and subtraction within 10 from a given authentic situation using a variety of representations and strategies. | PARTIAL | |
| K.NR.5.3 | Use a variety of strategies to solve addition and subtraction problems within 10. | PARTIAL | |
| K.NR.5.4 | Fluently add and subtract within 5 using a variety of strategies to solve practical, mathematical problems. | PARTIAL | |
| K.PAR.6.1 | Create, extend, and describe repeating patterns with numbers and shapes, and explain the rationale for the pattern. | PARTIAL | |
| K.PAR.6.2 | Describe patterns involving the passage of time using words and phrases related to actual events. | PARTIAL | |
| K.MDR.7.1 | Directly compare, describe, and order common objects, using measurable attributes (length, height, width, or weight) and describe the difference. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| K.MDR.7.2 | Classify and sort up to ten objects into categories by an attribute; count the number of objects in each category and sort the categories by count. | PARTIAL | |
| K.MDR.7.3 | Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| K.GSR.8.1 | Identify, sort, classify, analyze, and compare two- dimensional shapes and three-dimensional figures, in different sizes and orientations, using informal language to describe their similarities, differences, number of sides and vertices, and other attributes. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.GSR.8.2 | Describe the relative location of an object using positional words. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.GSR.8.3 | Use basic shapes to represent specific shapes found in the environment by creating models and drawings. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.GSR.8.4 | Use two or more basic shapes to form larger shapes. | FULL | Shapes (FULL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 1.NR.1.1 | Count within 120, forward and backward, starting at any number. In this range, read and write numerals and represent a number of objects with a written numeral. | PARTIAL | |
| 1.NR.1.2 | Explain that the two digits of a 2-digit number represent the amounts of tens and ones. | PARTIAL | |
| 1.NR.1.3 | Compare and order whole numbers up to 100 using concrete models, drawings, and the symbols >, =, and <. | PARTIAL | |
| 1.NR.2.1 | Use a variety of strategies to solve addition and subtraction problems within 20. | PARTIAL | |
| 1.NR.2.2 | Use pictures, drawings, and equations to develop strategies for addition and subtraction within 20 by exploring strings of related problems. | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 1.NR.2.3 | Recognize the inverse relationship between subtraction and addition within 20 and use this inverse relationship to solve authentic problems. | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 1.NR.2.4 | Fluently add and subtract within 10 using a variety of strategies. | PARTIAL | |
| 1.NR.2.5 | Use the meaning of the equal sign to determine whether equations involving addition and subtraction are true or false. | FULL | |
| 1.NR.2.6 | Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. | FULL | |
| 1.NR.2.7 | Apply properties of operations as strategies to solve addition and subtraction problem situations within 20. | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 1.PAR.3.1 | Investigate, create, and make predictions about repeating patterns with a core of up to 3 elements resulting from repeating an operation, as a series of shapes, or a number string. | PARTIAL | |
| 1.PAR.3.2 | Identify, describe, and create growing, shrinking, and repeating patterns based on the repeated addition or subtraction of 1s, 2s, 5s, and 10s. | PARTIAL | |
| 1.GSR.4.1 | Identify common two-dimensional shapes and three-dimensional figures, sort and classify them by their attributes and 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.GSR.4.2 | Compose two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter-circles) and three-dimensional figures (cubes, rectangular prisms, cones, and cylinders) to create a shape formed of two or more common shapes and compose new shapes from the composite shape. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 1.GSR.4.3 | Partition circles and rectangles into two and four equal shares. | FULL | Shapes (FULL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skillFractions (FULL) app/src/lib/content.ts::fractionsQ/consCutStripQ/consCutCircleQ ▶ Play a live item from this skill |
| 1.NR.5.1 | Use a variety of strategies to solve applicable, mathematical addition and subtraction problems with one- and two-digit whole numbers. | PARTIAL | |
| 1.NR.5.2 | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. | PARTIAL | |
| 1.NR.5.3 | Add and subtract multiples of 10 within 100. | PARTIAL | |
| 1.MDR.6.1 | Estimate, measure, and record lengths of objects using non-standard units, and compare and order up to three objects using the recorded measurements. Describe the objects compared. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 1.MDR.6.2 | Tell and write time in hours and half-hours using analog and digital clocks, and measure elapsed time to the hour on the hour using a predetermined number line. | PARTIAL | |
| 1.MDR.6.3 | Identify the value of quarters and compare the values of pennies, nickels, dimes, and quarters. | PARTIAL | |
| 1.MDR.6.4 | Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to compare and order whole numbers. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 2.NR.1.1 | Explain the value of a three-digit number using hundreds, tens, and ones in a variety of ways. | PARTIAL | |
| 2.NR.1.2 | Count forward and backward by ones from any number within 1000. Count forward by fives from multiples of 5 within 1000. Count forward and backward by 10s and 100s from any number within 1000. Count forward by 25s from 0. | PARTIAL | |
| 2.NR.1.3 | Represent, compare, and order whole numbers to 1000 with an emphasis on place value and equality. Use >, =, and < symbols to record the results of comparisons. | PARTIAL | |
| 2.NR.2.1 | Fluently add and subtract within 20 using a variety of mental, part-whole strategies. | PARTIAL | |
| 2.NR.2.2 | Find 10 more or 10 less than a given three-digit number and find 100 more or 100 less than a given three-digit number. | PARTIAL | |
| 2.NR.2.3 | Solve problems involving the addition and subtraction of two-digit numbers using part-whole strategies. | PARTIAL | |
| 2.NR.2.4 | 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.NR.3.1 | Determine whether a group (up to 20) has an odd or even number of objects. Write an equation to express an even number as a sum of two equal addends. | PARTIAL | |
| 2.NR.3.2 | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. | FULL | |
| 2.PAR.4.1 | Identify, describe, and create a numerical pattern resulting from repeating an operation such as addition and subtraction. | PARTIAL | |
| 2.PAR.4.2 | Identify, describe, and create growing patterns and shrinking patterns involving addition and subtraction up to 20. | PARTIAL | |
| 2.MDR.5.1 | Construct simple measuring instruments using unit models. Compare unit models to rulers. | NOT COVERED | — |
| 2.MDR.5.2 | Estimate and measure the length of an object or distance to the nearest whole unit using appropriate units and standard measuring tools. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 2.MDR.5.3 | Measure to determine how much longer one object is than another and express 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.MDR.5.4 | Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 2.MDR.5.5 | Represent whole-number sums and differences within a standard unit of measurement on a number line diagram. | PARTIAL | |
| 2.MDR.6.1 | Tell and write time from analog and digital clocks to the nearest five minutes, and estimate and measure elapsed time using a timeline, to the hour or half hour on the hour or half hour. | PARTIAL | |
| 2.MDR.6.2 | Find the value of a group of coins and determine combinations of coins that equal a given amount that is less than one hundred cents, and solve problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. | PARTIAL | |
| 2.GSR.7.1 | Describe, compare and sort 2-D shapes including polygons, triangles, quadrilaterals, pentagons, hexagons, and 3-D shapes including rectangular prisms and cones, given a set of attributes. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skillShapes & 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 |
| 2.GSR.7.2 | Identify at least one line of symmetry in everyday objects to describe each object as a whole. | 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 |
| 2.GSR.7.3 | Partition circles and rectangles into two, three, or four equal shares. Identify and describe equal-sized parts of the whole using fractional names (“halves,” “thirds,” “fourths”, “half of,” “third of,” “quarter of,” etc.). | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skillShapes & 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 |
| 2.GSR.7.4 | Recognize that equal shares of identical wholes may be different shapes within the same whole. | NOT COVERED | — |
| 3.NR.1.1 | Read and write multi-digit whole numbers up to 10,000 to the thousands using base-ten numerals and expanded form. | PARTIAL | |
| 3.NR.1.2 | Use place value reasoning to compare multi-digit numbers up to 10,000, using >, =, and < symbols to record the results of comparisons. | PARTIAL | |
| 3.NR.1.3 | Use place value understanding to round whole numbers within up to 1000 to the nearest 10 or 100. | FULL | |
| 3.PAR.2.1 | Fluently add and subtract within 1000 to solve problems. | PARTIAL | |
| 3.PAR.2.2 | Apply part-whole strategies, properties of operations and place value understanding, to solve problems involving addition and subtraction within 10,000. Represent these problems using equations with a letter standing for the unknown quantity. Justify solutions. | PARTIAL | |
| 3.PAR.3.1 | Describe, extend, and create numeric patterns related to multiplication. Make predictions related to the patterns. | PARTIAL | |
| 3.PAR.3.2 | Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division. | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 3.PAR.3.3 | Apply properties of operations (i.e., commutative property, associative property, distributive property) to multiply and divide within 100. | 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 skillFind the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 3.PAR.3.4 | Use the meaning of the equal sign to determine whether expressions involving addition, subtraction, and multiplication are equivalent. | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 3.PAR.3.5 | Use place value reasoning and properties of operations to multiply one-digit whole numbers by multiples of 10, in the range 10-90. | FULL | |
| 3.PAR.3.6 | Solve practical, relevant problems involving multiplication and division within 100 using part-whole strategies, visual representations, and/or concrete models. | PARTIAL | |
| 3.PAR.3.7 | Use multiplication and division to solve problems involving whole numbers to 100. Represent these problems using equations with a letter standing for the unknown quantity. Justify solutions. | PARTIAL | |
| 3.NR.4.1 | Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skillShapes & 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.NR.4.2 | Compare two unit fractions by flexibly using a variety of tools and strategies. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 3.NR.4.3 | Represent fractions, including fractions greater than one, in multiple ways. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 3.NR.4.4 | Recognize and generate simple equivalent fractions. | FULL | Fractions (FULL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 3.MDR.5.1 | Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 3.MDR.5.2 | Tell and write time to the nearest minute and estimate time to the nearest fifteen minutes (quarter hour) from the analysis of an analog clock. | PARTIAL | |
| 3.MDR.5.3 | Solve meaningful problems involving elapsed time, including intervals of time to the hour, half hour, and quarter hour where the times presented are only on the hour, half hour, or quarter hour within a.m. or p.m. only. | PARTIAL | |
| 3.MDR.5.4 | Use rulers to measure lengths in halves and fourths (quarters) of an inch and a whole inch. | NOT COVERED | — |
| 3.MDR.5.5 | Estimate and measure liquid volumes, lengths and masses of objects using customary units. Solve problems involving mass, length, and volume given in the same unit, and reason about the relative sizes of measurement units within the customary system. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 3.GSR.6.1 | Identify perpendicular line segments, parallel line segments, and right angles, identify these in polygons, and solve problems involving parallel line segments, perpendicular line segments, and right angles. | 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.GSR.6.2 | Classify, compare, and contrast polygons, with a focus on quadrilaterals, based on properties. Analyze specific 3-dimensional figures to identify and describe quadrilaterals as faces of these 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 |
| 3.GSR.6.3 | Identify lines of symmetry in polygons. | 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.GSR.7.1 | Investigate area by covering the space of rectangles presented in realistic situations using multiple copies of the same unit, with no gaps or overlaps, and determine the total area (total number of units that covered the space). | 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.GSR.7.2 | Determine the area of rectangles (or shapes composed of rectangles) presented in relevant problems by tiling and counting. | 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.GSR.7.3 | Discover and explain how area can be found by multiplying the dimensions of a rectangle. | 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.GSR.8.1 | Determine the perimeter of a polygon and explain that the perimeter represents the distance around a polygon. Solve problems involving perimeters of polygons. | 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.GSR.8.2 | Investigate and describe how rectangles with the same perimeter can have different areas or how rectangles with the same area can have 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 |
| 4.NR.1.1 | Read and write multi-digit whole numbers to the hundred-thousands place using base-ten numerals and expanded form. | PARTIAL | |
| 4.NR.1.2 | Recognize and show that a digit in one place has a value ten times greater than what it represents in the place to its right and extend this understanding to determine the value of a digit when it is shifted to the left or right, based on the relationship between multiplication and division. | PARTIAL | |
| 4.NR.1.3 | Use place value reasoning to represent, compare, and order multi-digit numbers, using >, =, and < symbols to record the results of comparisons. | PARTIAL | |
| 4.NR.1.4 | Use place value understanding to round multi-digit whole numbers. | PARTIAL | |
| 4.NR.2.1 | Fluently add and subtract multi-digit numbers to solve practical, mathematical problems using place value understanding, properties of operations, and relationships between operations. | PARTIAL | |
| 4.NR.2.2 | Interpret, model, and solve problems involving multiplicative comparison. | PARTIAL | |
| 4.NR.2.3 | Solve relevant problems involving multiplication of a number with up to four digits by a 1-digit whole number or involving multiplication of 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.NR.2.4 | Solve authentic division problems involving up to 4-digit dividends and 1- digit divisors (including whole number quotients with remainders) using strategies based on place-value understanding, properties of operations, and the relationships between operations. | PARTIAL | |
| 4.NR.2.5 | Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions. | PARTIAL | |
| 4.PAR.3.1 | Generate both number and shape patterns that follow a provided rule. | PARTIAL | |
| 4.PAR.3.2 | Use input-output rules, tables, and charts to represent and describe patterns, find relationships, and solve problems. | PARTIAL | |
| 4.PAR.3.3 | Find factor pairs in the range 1–100 and find multiples of single-digit numbers up to 100. | PARTIAL | |
| 4.PAR.3.4 | Identify composite numbers and prime numbers and explain the relationship with the factor pairs. | PARTIAL | |
| 4.NR.4.1 | Using concrete materials, drawings, and number lines, demonstrate and explain the relationship between equivalent fractions, including fractions greater than one, and explain the identity property of multiplication as it relates to equivalent fractions. Generate equivalent fractions using these relationships. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NR.4.2 | Compare two fractions with the same numerator or the same denominator by reasoning about their size and recognize that comparisons are valid only when the two fractions refer to the same whole. | FULL | Fractions (FULL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NR.4.3 | Compare two fractions with different numerators and/or different denominators by flexibly using a variety of tools and strategies and recognize that comparisons are valid only when the two fractions refer to the same whole. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NR.4.4 | Represent whole numbers and fractions as the sum of unit fractions. | NOT COVERED | — |
| 4.NR.4.5 | Represent a fraction as a sum of fractions with the same denominator in more than one way, recording with an equation. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NR.4.6 | Add and subtract fractions and mixed numbers with like denominators using a variety of tools. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skillGraphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 4.NR.5.1 | Demonstrate and explain the concept of equivalent fractions with denominators of 10 and 100, using concrete materials and visual models. Add two fractions with denominators of 10 and 100. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NR.5.2 | Represent, read, and write fractions with denominators of 10 or 100 using decimal notation, and decimal numbers to the hundredths place as fractions, using concrete materials and drawings. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NR.5.3 | Compare two decimal numbers to the hundredths place by reasoning about their size. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions. | PARTIAL | |
| 4.MDR.6.1 | Use the four operations to solve problems involving elapsed time to the nearest minute, intervals of time, metric measurements of liquid volumes, lengths, distances, and masses of objects, including problems involving fractions with like denominators, and also problems that require expressing measurements given in a larger unit in terms of a smaller unit, and expressing a smaller unit in terms of a larger unit based … | PARTIAL | |
| 4.MDR.6.2 | Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 4.MDR.6.3 | Create dot plots to display a distribution of numerical (quantitative) measurement data. | FULL | Graphs & Data (FULL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 4.GSR.7.1 | Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees. | 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.GSR.7.2 | Measure angles in reference to a circle with the center at the common endpoint of two rays. Determine an angle’s measure in relation to the 360 degrees in a circle through division or as a missing factor problem. | 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.GSR.8.1 | Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. 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.GSR.8.2 | Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths. | 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.GSR.8.3 | Solve problems involving area and perimeter of composite rectangles involving whole numbers with known side lengths. | 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 |
| 5.NR.1.1 | Explain 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 | Place Value (PARTIAL) app/src/lib/content.ts::placeValueQ/tenTimesDivQ/powTenQ ▶ Play a live item from this skill |
| 5.NR.1.2 | Explain patterns in the placement of digits when multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10, up to 10³. | PARTIAL | Place Value (PARTIAL) app/src/lib/content.ts::placeValueQ/tenTimesDivQ/powTenQ ▶ Play a live item from this skill |
| 5.NR.2.1 | Fluently multiply multi-digit (up to 3- digit by 2-digit) whole numbers to solve authentic problems. | PARTIAL | |
| 5.NR.2.2 | Fluently divide multi-digit whole numbers (up to 4-digit dividends and 2-digit divisors no greater than 25) to solve practical problems. | PARTIAL | |
| 5.NR.3.1 | Explain the meaning of a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/nfDivisionQ/nfMixedQ ▶ Play a live item from this skill |
| 5.NR.3.2 | Compare and order up to three fractions with different numerators and/or different denominators by flexibly using a variety of tools and strategies. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/nfCompareSymbolQ/nfBenchmarkQ/NUMLINE_ITEMS ▶ Play a live item from this skill |
| 5.NR.3.3 | Model and solve problems involving addition and subtraction of fractions and mixed numbers with unlike denominators. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/nfUnlikeQ/nfMixedQ ▶ Play a live item from this skill |
| 5.NR.3.4 | Model and solve problems involving multiplication of a fraction and a whole number. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/fractionMultiplyQ/nfRealWorldQ/fracOpsQ ▶ Play a live item from this skill |
| 5.NR.3.5 | Explain why multiplying a whole number by a fraction greater than one results in a product greater than the whole number, and why multiplying a whole number by a fraction less than one results in a product less than the whole number and multiplying a whole number by a fraction equal to one results in a product equal to the whole number. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/nfScaleQ/fracOpsQ ▶ Play a live item from this skill |
| 5.NR.3.6 | Model and solve problems involving division of a unit fraction by a whole number and a whole number by a unit fraction. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/nfUnitDivQ/fracOpsQ ▶ Play a live item from this skill |
| 5.NR.4.1 | Read and write decimal numbers to the thousandths place using base-ten numerals written in standard form and expanded form. | PARTIAL | Decimals (PARTIAL) app/src/lib/content.ts::decimalsQ/thousandthsQ/decimalDeepQ ▶ Play a live item from this skill |
| 5.NR.4.2 | Represent, compare, and order decimal numbers to the thousandths place based on the meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. | PARTIAL | Decimals (PARTIAL) app/src/lib/content.ts::decimalsQ/thousandthsQ/decimalDeepQ ▶ Play a live item from this skill |
| 5.NR.4.3 | Use place value understanding to round decimal numbers to the hundredths place. | FULL | |
| 5.NR.4.4 | Solve problems involving addition and subtraction of decimal numbers to the hundredths place using a variety of strategies. | PARTIAL | |
| 5.NR.5.1 | Write, interpret, and evaluate simple numerical expressions involving whole numbers with or without grouping symbols to represent actual situations. | PARTIAL | |
| 5.PAR.6.1 | Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms by completing a table. | PARTIAL | Coordinate Grid (PARTIAL) app/src/lib/content.ts::coordinateGridQ/PATTERN_PLOTS ▶ Play a live item from this skill |
| 5.PAR.6.2 | Represent problems by plotting ordered pairs and explain coordinate values of points in the first quadrant of the coordinate plane. | PARTIAL | Coordinate Grid (PARTIAL) app/src/lib/content.ts::coordinateGridQ/PATTERN_PLOTS ▶ Play a live item from this skill |
| 5.MDR.7.1 | Explore realistic problems involving different units of measurement, including distance, mass, weight, volume, and time. | FULL | |
| 5.MDR.7.2 | Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 5.MDR.7.3 | Convert among units within the metric system and then apply these conversions to solve multistep, practical problems. | PARTIAL | |
| 5.MDR.7.4 | Convert among units within relative sizes of measurement units within the customary measurement system. | PARTIAL | |
| 5.GSR.8.1 | Classify, compare, and contrast polygons based on properties. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ ▶ Play a live item from this skill |
| 5.GSR.8.2 | Determine, through exploration and investigation, that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ ▶ Play a live item from this skill |
| 5.GSR.8.3 | Investigate volume of right rectangular prisms by packing them with unit cubes without gaps or overlaps. Then, determine the total volume to solve problems. | PARTIAL | |
| 5.GSR.8.4 | Discover and explain how the volume of a right rectangular prism can be found by multiplying the area of the base times the height to solve authentic, mathematical problems. | PARTIAL |
Grade 2: 2.MDR.5.1, 2.GSR.7.4
Grade 3: 3.MDR.5.4
Grade 4: 4.NR.4.4
AcornSmarts is a question-based practice app. In ELA it practices what short, checkable questions can honestly practice: phonics and word analysis, spelling, vocabulary and word relationships, grammar and mechanics recognition, and comprehension of short passages. Whole categories of the Georgia ELA standards require things a practice app does not do, and we do not claim them: every Collaboration & Presentation standard (P.CP: collaborating with others and presenting to an audience), the reader-and-writer identity standard (P.EICC.1: goals, preferences, choosing texts), the context standard (P.ST.1), research on a self-selected topic (T.RA.1), and cursive and handwriting fluency (F.H in grades 2-5). Most Georgia Practices and Texts standards also carry a composing expectation; composing a text is never counted, so those rows cap at PARTIAL. Where a component IS practiceable at quality it is built and marked PARTIAL, never FULL. Georgia's 2025 ELA standards have their own codes (G.F Foundations, G.P Practices, G.L Language, G.T Texts). Each row is one Georgia standard with its lettered expectations (or, for Grammar, Usage & Mechanics, its numbered skills) kept inside the row, so a FULL needs every live expectation, and every claim was matched to the Georgia statement by meaning. Rows that Georgia prints in a grade only as a placeholder ('This progression begins in 3rd grade.', 'This standard only applies to the K-2 grade band.') are shown as N/A and not counted.
| Standard | Statement (official text) | Coverage | Covered by (evidence) |
|---|---|---|---|
| K.F.PA.1 | Identify and produce rhyme in spoken language and oral texts. a. Identify and pair words that rhyme in spoken language, distinguishing them from those that do not. b. Orally produce words that rhyme. | PARTIAL | |
| K.F.PA.2 | Recognize the basic relationships that exist between words and sentences. a. Know words are put together to make sentences, and sentences communicate complete thoughts. b. Segment phrases and sentences into words. c. Know that sounds are put together to make words and that words have distinct meanings. | PARTIAL | |
| K.F.PA.3 | Identify and manipulate separate words in compound words. a. Blend and segment separate words in spoken compound words. b. Add, delete, and substitute single words in spoken compound words. | PARTIAL | |
| K.F.PA.4 | Identify and manipulate syllables in spoken words. a. Know that syllables are word parts with one vowel sound. b. Count and pronounce syllables in single and multisyllabic spoken words. c. Blend and segment syllables in spoken words. d. Delete syllables in spoken words. | PARTIAL | |
| K.F.PA.5 | Blend and segment onsets and rimes in spoken words. a. Blend onsets and rimes of spoken one-syllable words. b. Segment onsets and rimes of spoken one-syllable words. | NOT COVERED | — |
| K.F.PA.6 | Identify and manipulate the individual sounds in spoken words. a. Isolate and pronounce initial, final, and then medial sounds in spoken words with three phonemes. b. Identify short and long vowel sounds in spoken one-syllable words. c. Blend, count, and segment up to three phonemes in spoken one-syllable words. d. Add, delete, and substitute phonemes in spoken one-syllable words with up to three phonemes. | PARTIAL | |
| K.F.CP.1 | Understand that texts communicate messages. a. Recognize that texts and images represent objects and ideas, have meaning, and convey messages. b. Recognize and interpret print messages in the environment, such as labels and signs. c. Distinguish between letters, words, digits, and graphics. | PARTIAL | |
| K.F.CP.2 | Understand the conventional layout of books and how to maneuver them. a. Hold books upright and begin reading at the front. b. Follow text from top to bottom, left to right, and turn pages from right to left. c. Identify the front and back covers of books and their basic elements: titles, author names, illustrator names, and graphics. | PARTIAL | |
| K.F.CP.3 | Build a knowledge base of print conventions. a. Recognize that written words are made up of individual letters. b. Recognize that words are separated by spaces. c. Understand that sentences begin with capital letters and end with punctuation to indicate the end of a sentence. | PARTIAL | |
| K.F.CP.4 | Demonstrate knowledge of the alphabet. a. Recite the letters of the alphabet in order. b. Name and identify each uppercase and lowercase letter in random order. | PARTIAL | |
| K.F.P.1 | Identify and produce phoneme-grapheme correspondences. a. Identify and produce basic one-to-one phoneme-grapheme correspondences for the most frequently used sound for each consonant. b. Identify and produce both long and short vowel sounds for A, E, I, O, U. | PARTIAL | |
| K.F.P.2 | Use grade-level phonics skills to decode words in context and in isolation. a. Blend letter sounds to decode simple one-syllable words, including regularly spelled high-frequency words (VC, CV, CVC). b. Identify and decode parts of irregularly spelled high-frequency words. e. Identify and distinguish between words that are spelled similarly by identifying the sounds of the letters that differ. | PARTIAL | |
| K.F.P.3 | Use grade-level phonics skills to encode words in context and in isolation. a. Use knowledge of letter/sound correspondences to connect letters (graphemes) to sounds (phonemes) to encode simple one-syllable words, including high-frequency words (VC, CV, CVC). b. Identify and encode irregularly spelled high- frequency words. | PARTIAL | |
| K.F.P.4 | This progression begins in 3rd grade. | N/A | — |
| K.F.F.1 | Demonstrate oral and silent reading fluency while reading texts for understanding, self-correcting as necessary to ensure accuracy and aid comprehension. a. Develop sight word vocabulary using decoding skills by reading regularly and irregularly spelled high-frequency words in isolation and context with increasing automaticity, including first and last names of students and others. b. Read familiar texts chorally wit… | PARTIAL | |
| K.F.H.1 | Use fine motor skills to form legible letters and words in print. a. Form all uppercase and lowercase letters. b. Form words, including first and last names. c. Use appropriate spacing between letters, words, and sentences. | PARTIAL | |
| K.F.H.2 | Use working memory skills to transcribe oral language to written text and maintain meaning while writing letters, words, and sentences quickly and accurately. a. Practice basic transcription skills. b. Begin building handwriting fluency by forming accurate letters, including those in first and last names. | PARTIAL | |
| K.F.H.3 | This progression begins in 3rd grade. | N/A | — |
| K.F.H.4 | This progression begins in 3rd grade. | N/A | — |
| K.P.EICC.1 | Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. a. Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) b. Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, … | NOT COVERED | — |
| K.P.EICC.2 | Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. a. Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) b. Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) c. Explain and learn co… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (PASSAGES + PASSAGE_ORDER + TEXT_CONCEPTS + TEXT_PAIRS + PAIRK_ITEMS + WORLD_ITEMS + textNavQ) ▶ Play a live item from this skill |
| K.P.EICC.3 | Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. a. Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) b. Scan and skim the text, making note of structures and sections that might be most useful. (I) c. Draw from, compare, buil… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (PASSAGES + ILLUS_ITEMS predict + PASSAGE_TOPIC + PASSAGE_ORDER + textNavQ) ▶ Play a live item from this skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ) ▶ Play a live item from this skillWord Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| K.P.EICC.4 | Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. a. Establish a purpose and goals for writing and identify a target audience. (C) b. Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) c. Generate ideas for content b… | NOT COVERED | — |
| K.P.ST.1 | Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. a. Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) b. Consider how context impacts the purposes of the autho… | NOT COVERED | — |
| K.P.ST.2 | Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. a. Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) b. Draw from knowled… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (TEXT_CONCEPTS + PASSAGE_ELEMENTS + PASSAGE_REASON + PLAY_ITEMS + MEDIA_ITEMS) ▶ Play a live item from this skill |
| K.P.AC.1 | Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. a. Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (TEXT_CONCEPTS + PASSAGE_ELEMENTS + PASSAGE_REASON + PLAY_ITEMS + MEDIA_ITEMS) ▶ Play a live item from this skill |
| K.P.AC.2 | Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. a. Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) b. Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a … | NOT COVERED | — |
| K.P.AC.3 | Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. a. Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) b. Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) c. Apply knowl… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (TEXT_CONCEPTS + PASSAGE_ELEMENTS + PASSAGE_REASON + PLAY_ITEMS + MEDIA_ITEMS) ▶ Play a live item from this skill |
| K.P.CP.1 | Collaborate with others to accomplish shared goals and projects. a. Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) b. Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) c. Contribute to discussions and shared projects by offering ideas, listening to the idea… | NOT COVERED | — |
| K.P.CP.2 | Use presentation skills to tailor communication to target audiences for specific purposes. a. Communicate clearly to present ideas, information, and texts. (I/C) b. Integrate modes and genres most appropriate to purpose and audience. (I/C) c. Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) d. Engage in dialogue with audiences by asking and answering questions. (I/C) e. Build back… | NOT COVERED | — |
| K.L.GC.1 | Learn and apply conventions of Standard English grammar, usage, and mechanics to aid the comprehension of texts and to communicate clearly in written and spoken language. 1. Usage: Use nouns and verbs to share complete thoughts when speaking. (Introduce, Master) 2. Usage: Form and use singular and plural nouns when speaking. (Introduce, Master) 3. Usage: Use interrogatives to ask questions when speaking. (Introduce, … | PARTIAL | Build a Sentence (PARTIAL) app/src/lib/content.ts::sentenceBuildQ + nounVerbQ + endMarkQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| K.L.GC.2 | Recognize and compose coherent sentences that express complete thoughts. a. Recognize that conventional sentences always include a subject and a predicate. (I) b. With adult support, use simple sentences to express complete thoughts in written texts. (C) c. With adult support, use singular and plural subjects with matching verbs. (C) | PARTIAL | Build a Sentence (PARTIAL) app/src/lib/content.ts::sentenceBuildQ + nounVerbQ + endMarkQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| K.L.V.1 | Acquire and use general, academic, and specialized vocabulary words and phrases in a variety of settings. a. Acquire general, academic, and specialized vocabulary words and phrases through grade-level texts and content. (I) b. Use grade-level general, academic, and specialized vocabulary words and phrases to communicate in a variety of settings. (C) | PARTIAL | |
| K.L.V.2 | Acquire and apply word analysis skills to deconstruct and construct words to make meaning. | N/A | — |
| K.L.V.3 | Make connections between words and phrases and use reference materials to determine or clarify word meanings in a variety of settings and for a variety of purposes. a. With adult support, determine or clarify the meaning of unknown and multiple-meaning words and phrases. (I) b. Identify and sort common words into basic categories based on similarities and differences. (I) e. Use knowledge of word relationships and le… | PARTIAL | Sight Words (PARTIAL) app/src/lib/content.ts::sightWordsQ (PIC_SORTS + pictureDictQ) ▶ Play a live item from this skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + PHRASES + MULTI) ▶ Play a live item from this skill |
| K.T.C.1 | Explain how authors of texts use language for a specific purpose and a target audience. a. Identify the general purpose (e.g., to tell stories, to provide information, to share opinions) and target audience in a variety of texts. (I) b. With adult support, identify different modes of communication: print, digital, auditory, and visual. (I) c. With adult support, create texts in various modes (e.g., print, digital, au… | PARTIAL | |
| K.T.C.2 | Investigate the relationships between authors and speakers in texts. a. Identify the authors and illustrators of picture books and explain their roles. (I) | PARTIAL | |
| K.T.SS.1 | Identify and use organizational structures to craft meaning. a. Identify and use text features, including titles, headings, photos, and illustrations, to determine if a text is fiction or nonfiction. (I) b. With adult support, use text features, including titles, illustrations, and/or labels, to add clarity/coherence to texts. (C) c. With adult support, retell events and actions in sequence. (C) | PARTIAL | |
| K.T.SS.2 | Identify and use descriptive and engaging language. a. Identify interesting and/or descriptive words that express feelings or appeal to the senses in texts. (I) b. With adult support, use interesting and/or descriptive words to craft engaging texts. (C) | PARTIAL | |
| K.T.T.1 | Identify and use narrative techniques to shape understanding. a. Identify techniques used to craft stories, including characters, setting, and major events. (I) c. With adult support, demonstrate an understanding of the central message, lesson, or moral of the story based on the words and actions of the main characters. (I) d. With adult support, compare and contrast characters and their experiences in stories across… | PARTIAL | |
| K.T.T.2 | Identify and use expository techniques to shape understanding. a. Identify techniques used to craft expository texts, including main topic. (I) b. With adult support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (I) d. Use a combination of drawing, labeling, writing, and dictating* to create a text with expository techniques that includes a topic and information … | PARTIAL | |
| K.T.T.3 | Identify and use opinion techniques to shape understanding. a. Explain the difference between opinions and facts about a topic. (I) c. Use a combination of drawing, labeling, writing, and dictating* to express an opinion about a topic. (C) | PARTIAL | |
| K.T.T.4 | Identify and use poetic techniques to shape understanding. a. Identify poetic techniques used to craft poetic texts, including rhyme. (I) b. With adult support, use poetic techniques to create poems that may or may not rhyme. (C) | PARTIAL | |
| K.T.RA.1 | Build knowledge about the world by asking or generating questions about topics of interest, researching the answers, using multiple sources, and communicating relevant and accurate information about the topic. a. With adult support, ask questions about topics of interest for research. (I) b. With adult support, collaborate to conduct research on a shared topic of interest by gathering and organizing information from … | PARTIAL | |
| K.T.RA.2 | Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. a. With adult support, refer to parts of texts when supporting an idea, answer, or opinion. (I) b. With adult support, explore various sources of information, including print, digital, and personal communication. (I) | PARTIAL | |
| 1.F.PA.1 | This standard only applies to kindergarten | N/A | — |
| 1.F.PA.2 | This standard only applies to kindergarten | N/A | — |
| 1.F.PA.3 | This standard only applies to kindergarten. | N/A | — |
| 1.F.PA.4 | Identify and manipulate syllables in spoken words. a. Reinforce as appropriate. b. Reinforce as appropriate. c. Reinforce as appropriate. d. Add, delete, and substitute syllables in spoken words. | PARTIAL | |
| 1.F.PA.5 | Blend and segment onsets and rimes in spoken words. a. Blend onsets and rimes of spoken one-syllable words with blends, digraphs, and trigraphs in the initial and final positions. b. Segment onsets and rimes of spoken one-syllable words with blends, digraphs, and trigraphs in the initial and final positions. | NOT COVERED | — |
| 1.F.PA.6 | Identify and manipulate the individual sounds in spoken words. a. Isolate and pronounce initial, medial, and final sounds in spoken one- syllable words, including words with digraphs and blends. b. Distinguish between short and long vowel sounds in spoken one-syllable words. c. Blend and segment up to five phonemes, including consonant blends and digraphs, in spoken words. d. Add, delete, and substitute phonemes in s… | PARTIAL | |
| 1.F.P.1 | Identify and produce phoneme-grapheme correspondences. a. Identify and produce phoneme-grapheme correspondences for frequently used consonant blends and digraphs. b. Identify and produce both long and short vowel sounds for A, E, I, O, U, including final -e and vowel digraphs. | PARTIAL | |
| 1.F.P.2 | Use grade-level phonics skills to decode words in context and in isolation. a. Decode regularly spelled one-syllable words with a variety of spelling patterns (VC, CV, CVC, CVCe, VCC, CCVC, CVCC, CVVC, CCVCC), including high-frequency words. b. Identify and decode parts of irregularly spelled words, including high-frequency words. c. Decode one-syllable nonsense words with a variety of spelling patterns (VC, CV, CVC,… | PARTIAL | |
| 1.F.P.3 | Use grade-level phonics skills to encode words in context and in isolation. a. Encode regularly spelled one-syllable words with a variety of spelling patterns (VC, CVC, CVCe, VCC, CCVC, CVCC, CCVCC), including high-frequency words. b. Identify and encode irregularly spelled words, including high-frequency words. c. Encode one-syllable nonsense words with a variety of spelling patterns (VC, CVC, CVCe, VCC, CCVC, CVCC,… | PARTIAL | |
| 1.F.P.4 | This progression begins in 3rd grade. | N/A | — |
| 1.F.F.1 | Demonstrate oral and silent reading fluency while reading texts for understanding, self-correcting as necessary to ensure accuracy and aid comprehension. a. Increase sight word vocabulary using decoding skills by reading grade- appropriate regularly and irregularly spelled words, including high-frequency words, in isolation and context with increasing automaticity. b. Read a wide range of grade-level texts aloud with… | PARTIAL | |
| 1.F.H.1 | Use fine motor skills to form legible letters and words in print. a. Form all uppercase and lowercase letters and words with accuracy and consistency. b. Form words with accuracy and consistency. c. Use appropriate spacing between letters, words, and sentences across lines on a page. | PARTIAL | |
| 1.F.H.2 | Use working memory to transcribe oral language to written text and maintain meaning while writing letters, words, and sentences quickly and accurately. a. Perform basic transcription skills. b. Build handwriting fluency by forming accurate letters and words with increasing speed. | PARTIAL | |
| 1.F.H.3 | This progression begins in 3rd grade. | N/A | — |
| 1.F.H.4 | This progression begins in 3rd grade. | N/A | — |
| 1.P.EICC.1 | Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. a. Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) b. Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, … | NOT COVERED | — |
| 1.P.EICC.2 | Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. a. Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) b. Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) c. Explain and learn co… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (PASSAGES + PASSAGE_ORDER + TEXT_CONCEPTS + TEXT_PAIRS + PAIRK_ITEMS + WORLD_ITEMS + textNavQ) ▶ Play a live item from this skill |
| 1.P.EICC.3 | Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. a. Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) b. Scan and skim the text, making note of structures and sections that might be most useful. (I) c. Draw from, compare, buil… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (PASSAGES + ILLUS_ITEMS predict + PASSAGE_TOPIC + PASSAGE_ORDER + textNavQ) ▶ Play a live item from this skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ) ▶ Play a live item from this skillWord Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 1.P.EICC.4 | Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. a. Establish a purpose and goals for writing and identify a target audience. (C) b. Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) c. Generate ideas for content b… | PARTIAL | |
| 1.P.ST.1 | Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. a. Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) b. Consider how context impacts the purposes of the autho… | NOT COVERED | — |
| 1.P.ST.2 | Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. a. Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) b. Draw from knowled… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (TEXT_CONCEPTS + PASSAGE_ELEMENTS + PASSAGE_REASON + PLAY_ITEMS + MEDIA_ITEMS) ▶ Play a live item from this skill |
| 1.P.AC.1 | Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. a. Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (TEXT_CONCEPTS + PASSAGE_ELEMENTS + PASSAGE_REASON + PLAY_ITEMS + MEDIA_ITEMS) ▶ Play a live item from this skill |
| 1.P.AC.2 | Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. a. Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) b. Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a … | NOT COVERED | — |
| 1.P.AC.3 | Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. a. Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) b. Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) c. Apply knowl… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (TEXT_CONCEPTS + PASSAGE_ELEMENTS + PASSAGE_REASON + PLAY_ITEMS + MEDIA_ITEMS) ▶ Play a live item from this skill |
| 1.P.CP.1 | Collaborate with others to accomplish shared goals and projects. a. Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) b. Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) c. Contribute to discussions and shared projects by offering ideas, listening to the idea… | NOT COVERED | — |
| 1.P.CP.2 | Use presentation skills to tailor communication to target audiences for specific purposes. a. Communicate clearly to present ideas, information, and texts. (I/C) b. Integrate modes and genres most appropriate to purpose and audience. (I/C) c. Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) d. Engage in dialogue with audiences by asking and answering questions. (I/C) e. Build back… | NOT COVERED | — |
| 1.L.GC.1 | Learn and apply conventions of Standard English grammar, usage, and mechanics to aid the comprehension of texts and to communicate clearly in written and spoken language. 5. Grammar: Form regular plural nouns by adding -s or -es. (Master) 6. Grammar: Form and use verbs by adding -ing, -ed, or -s. (Master) 7. Grammar: Use action verbs. (Master) 8. Grammar: Use adjectives and adverbs. (Continue) 9. Grammar: Use common … | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ + GRAM2_ITEMS ▶ Play a live item from this skillBuild a Sentence (PARTIAL) app/src/lib/content.ts::sentenceBuildQ + nounVerbQ + endMarkQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| 1.L.GC.2 | Recognize and compose coherent sentences that express complete thoughts. a. Distinguish between complete and incomplete simple sentences, and identify sentence type (i.e., declarative, imperative, interrogative, and exclamatory). (I) b. Use a variety of simple sentences (including a variety of sentence types) to develop clarity in written texts. (C) c. Use singular and plural subjects with matching verbs. (C) d. With… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ + GRAM2_ITEMS ▶ Play a live item from this skillBuild a Sentence (PARTIAL) app/src/lib/content.ts::sentenceBuildQ + nounVerbQ + endMarkQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| 1.L.V.1 | Acquire and use general, academic, and specialized vocabulary words and phrases in a variety of settings. a. Acquire general, academic, and specialized vocabulary words and phrases through grade-level texts and content. (I) b. Use grade-level general, academic, and specialized vocabulary words and phrases to communicate in a variety of settings. (C) | PARTIAL | |
| 1.L.V.2 | Acquire and apply word analysis skills to deconstruct and construct words to make meaning. a. Identify frequently occurring root words (e.g., look) and inflectional endings used to form and comprehend new words (e.g., looks, looked, looking). (I) c. Construct words using frequently occurring root words and inflectional endings. (C) | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 1.L.V.3 | Make connections between words and phrases and use reference materials to determine or clarify word meanings in a variety of settings and for a variety of purposes. a. Use context within and beyond a sentence to determine or clarify the meaning of unknown and multiple-meaning words and phrases. (I) b. Identify the relationship between words and their synonyms and antonyms. (I) c. Distinguish shades of meaning among v… | PARTIAL | Sight Words (PARTIAL) app/src/lib/content.ts::sightWordsQ (PIC_SORTS + pictureDictQ) ▶ Play a live item from this skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + PHRASES + MULTI) ▶ Play a live item from this skill |
| 1.T.C.1 | Explain how authors of texts use language for a specific purpose and a target audience. a. Identify the general purpose (e.g., to tell stories, to provide information, to share opinions, to explain ideas) and target audience in a variety of texts. (I) b. Identify different modes of communication: print, digital, auditory, and visual. (I) c. Create texts in teacher-selected modes (e.g., print, digital, auditory, and/o… | PARTIAL | |
| 1.T.C.2 | Investigate the relationships between authors and speakers in texts. a. Identify who is speaking or telling the story at various points in a text. (I) | PARTIAL | |
| 1.T.SS.1 | Identify and use organizational structures to craft meaning. a. Identify and use various text features (e.g., diagrams, tables of contents) to locate information and make meaning in texts. (I) b. Use text features (e.g., illustrations, page numbers, bold print, headings) to add clarity and meaning to texts. (C) c. Use transition words or phrases, such as once upon a time, next, and last, to sequence events and action… | PARTIAL | |
| 1.T.SS.2 | Identify and use descriptive and engaging language. a. Identify and explain the use of descriptive words in texts. (I) b. Use descriptive words to craft engaging texts. (C) | PARTIAL | |
| 1.T.T.1 | Identify and use narrative techniques to shape understanding. a. Identify techniques used to craft stories, including characters, setting, major events, and dialogue. (I) b. Identify a simple plot with a problem and solution. (I) c. Describe traits of the main characters and explain how their words and actions support the central message, lesson, or moral of the story. (I) d. With adult support, compare and contrast … | PARTIAL | |
| 1.T.T.2 | Identify and use expository techniques to shape understanding. a. Identify techniques used to craft expository texts, including main topic and supporting details. (I) b. Describe the connection between two individuals, events, ideas, or pieces of information in a text. (I) d. Use knowledge of expository techniques to introduce a topic, supply facts about the topic, and provide a sense of closure. (C) | PARTIAL | |
| 1.T.T.3 | Identify and use opinion techniques to shape understanding. a. Identify techniques used to craft opinion texts, including the author’s opinion and supporting reasons. (I) c. Use knowledge of opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, and provide two or more reasons to support the opinion with linking words and and because. (C) | PARTIAL | |
| 1.T.T.4 | Identify and use poetic techniques to shape understanding. a. Identify and describe poetic techniques used to craft texts, including rhyme, alliteration, and repeated lines. (I) b. Use poetic techniques to create poems using simple words and/or phrases that may or may not rhyme. (C) | PARTIAL | |
| 1.T.RA.1 | Build knowledge about the world by asking or generating questions about topics of interest, researching the answers, using multiple sources, and communicating relevant and accurate information about the topic. a. Ask questions about topics of interest for research. (I) b. Work collaboratively or individually to conduct research on a shared or personal topic of interest by gathering and organizing information from pro… | PARTIAL | |
| 1.T.RA.2 | Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. a. Refer to parts of texts when supporting an idea, answer, or opinion. (I) b. Explore various sources of information, including print, digital, and personal communication. (I) | PARTIAL | |
| 2.F.P.1 | Identify and produce phoneme-grapheme correspondences. a. Identify and produce all phoneme- grapheme correspondences for all consonants, including consonant blends and digraphs. b. Identify and produce both long and short vowel sounds for A, E, I, O, U, including final -e, vowel digraphs, r-controlled vowels, and diphthongs. | PARTIAL | |
| 2.F.P.2 | Use grade-level phonics skills to decode words in context and in isolation. a. Decode regularly spelled two-syllable words with a variety of spelling patterns (VVCC, VVCe, VCCC, VVCCC) by applying knowledge of basic phonics skills, including high-frequency words. b. Identify and decode parts of irregularly spelled words, including high-frequency words. c. Decode two-syllable nonsense words by applying rules of basic … | PARTIAL | |
| 2.F.P.3 | Use grade-level phonics skills to encode words in context and in isolation. a. Encode regularly spelled two-syllable words with a variety of spelling patterns (VVCC, VVCe, VCCC, VVCCC) by applying knowledge of basic phonics skills, including high- frequency words. b. Identify and encode irregularly spelled words, including high-frequency words. c. Encode two-syllable nonsense words with a variety of spelling patterns… | PARTIAL | |
| 2.F.P.4 | This progression begins in 3rd grade. | N/A | — |
| 2.F.F.1 | Demonstrate oral and silent reading fluency while reading texts for understanding, self-correcting as necessary to ensure accuracy and aid comprehension. a. Increase sight word vocabulary using decoding skills by reading grade appropriate regularly and irregularly spelled words, including high-frequency words, in isolation and context with increasing automaticity. b. Read a wide range of grade-level texts aloud with … | PARTIAL | |
| 2.F.H.1 | Use fine motor skills to form legible letters and words in print. a. Form all uppercase and lowercase letters and words with accuracy, consistency, and efficiency. b. Form words and sentences efficiently. c. Use appropriate spacing throughout the body of a text. | PARTIAL | |
| 2.F.H.2 | Use working memory to transcribe oral language to written text and maintain meaning while writing letters, words, and sentences quickly and accurately. a. Efficiently and accurately transcribe text. b. Track and maintain speed and efficiency while forming words and sentences. | NOT COVERED | — |
| 2.F.H.3 | This progression begins in 3rd grade. | N/A | — |
| 2.F.H.4 | This progression begins in 3rd grade. | N/A | — |
| 2.P.EICC.1 | Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. a. Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) b. Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, … | NOT COVERED | — |
| 2.P.EICC.2 | Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. a. Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) b. Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) c. Explain and learn co… | PARTIAL | |
| 2.P.EICC.3 | Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. a. Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) b. Scan and skim the text, making note of structures and sections that might be most useful. (I) c. Draw from, compare, buil… | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 2.P.EICC.4 | Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. a. Establish a purpose and goals for writing and identify a target audience. (C) b. Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) c. Generate ideas for content b… | PARTIAL | |
| 2.P.ST.1 | Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. a. Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) b. Consider how context impacts the purposes of the autho… | NOT COVERED | — |
| 2.P.ST.2 | Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. a. Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) b. Draw from knowled… | PARTIAL | |
| 2.P.AC.1 | Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. a. Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text… | PARTIAL | Figurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skill |
| 2.P.AC.2 | Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. a. Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) b. Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a … | NOT COVERED | — |
| 2.P.AC.3 | Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. a. Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) b. Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) c. Apply knowl… | PARTIAL | |
| 2.P.CP.1 | Collaborate with others to accomplish shared goals and projects. a. Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) b. Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) c. Contribute to discussions and shared projects by offering ideas, listening to the idea… | NOT COVERED | — |
| 2.P.CP.2 | Use presentation skills to tailor communication to target audiences for specific purposes. a. Communicate clearly to present ideas, information, and texts. (I/C) b. Integrate modes and genres most appropriate to purpose and audience. (I/C) c. Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) d. Engage in dialogue with audiences by asking and answering questions. (I/C) e. Build back… | NOT COVERED | — |
| 2.L.GC.1 | Learn and apply conventions of Standard English grammar, usage, and mechanics to aid the comprehension of texts and to communicate clearly in written and spoken language. 8. Grammar: Use adjectives and adverbs. (Master) 9. Grammar: Use common and proper nouns. (Master) 10. Grammar: Form and use the simple verb tenses. (Master) 11. Usage: Use determiners (articles, possessive determiners, demonstrative adjectives). (M… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ + GRAM2_ITEMS ▶ Play a live item from this skillBuild a Sentence (PARTIAL) app/src/lib/content.ts::sentenceBuildQ + nounVerbQ + endMarkQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| 2.L.GC.2 | Recognize and compose coherent sentences that express complete thoughts. a. Distinguish between simple and compound sentences, and identify the sentence type (i.e., declarative, imperative, interrogative, and exclamatory). (I) b. Use a variety of simple and compound sentences (including a variety of sentence types) to develop clarity and coherence in written texts. (C) c. Use correct subject and verb agreement in sen… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ + GRAM2_ITEMS ▶ Play a live item from this skillBuild a Sentence (PARTIAL) app/src/lib/content.ts::sentenceBuildQ + nounVerbQ + endMarkQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| 2.L.V.1 | Acquire and use general, academic, and specialized vocabulary words and phrases in a variety of settings. a. Acquire general, academic, and specialized vocabulary words and phrases through grade-level texts and content. (I) b. Use grade-level general, academic, and specialized vocabulary words and phrases to communicate in a variety of settings. (C) | PARTIAL | |
| 2.L.V.2 | Acquire and apply word analysis skills to deconstruct and construct words to make meaning. a. Identify and use frequently occurring root words and affixes (e.g., prefixes, suffixes) to deconstruct words to determine or clarify meaning. (I) c. Construct words using frequently occurring root words and affixes. (C) | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 2.L.V.3 | Make connections between words and phrases and use reference materials to determine or clarify word meanings in a variety of settings and for a variety of purposes. a. Use context within and beyond a sentence to determine or clarify the meaning of unknown and multiple-meaning words and phrases. (I) b. Determine the relationship between words and their synonyms and antonyms. (I) c. Distinguish shades of meaning among … | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + TEXT_CONCEPTS) ▶ Play a live item from this skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + PHRASES + MULTI) ▶ Play a live item from this skill |
| 2.T.C.1 | Explain how authors of texts use language for a specific purpose and a target audience. a. Determine the general purpose and target audience in a variety of texts. (I) b. Recognize different modes of communication: print, digital, auditory, spoken, visual, and multimodal. (I) c. Choose two or more modes and create a multimodal text on a self-selected topic. (C) | PARTIAL | |
| 2.T.C.2 | Investigate the relationships between authors and speakers in texts. a. Use examples of language from the text to identify various points of view (e.g., first person, third person). (I) | PARTIAL | |
| 2.T.SS.1 | Identify and use organizational structures to craft meaning. a. Explain how various text features (e.g., captions, subheadings, charts, indexes) contribute to meaning and organization of texts. (I) b. Use text features (e.g., illustrations, page numbers, bold print, headings) to add clarity and meaning to texts. (C) c. Use conjunctions and transition words or phrases to sequence events and actions. (C) | PARTIAL | |
| 2.T.SS.2 | Identify and use descriptive and engaging language. a. Identify the difference between literal and nonliteral or figurative language in texts. (I) b. Use descriptive words to craft engaging texts. (C) | 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 skill |
| 2.T.T.1 | Identify and use narrative techniques to shape understanding. a. Identify and describe techniques used to craft stories, including characters, setting, major events, and dialogue. (I) b. Identify the major plot events that occur between a problem and solution. (I) c. Identify and describe how characters’ responses to major challenges or events support the central message, lesson, or moral of the story. (I) d. Compare… | PARTIAL | |
| 2.T.T.2 | Identify and use expository techniques to shape understanding. a. Identify and describe techniques used to craft expository texts, including main idea and key supporting details within specific paragraphs. (I) b. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (I) d. Use knowledge of expository techniques to create texts that int… | PARTIAL | |
| 2.T.T.3 | Identify and use opinion techniques to shape understanding. a. Identify and describe techniques used to craft opinion texts, including the author’s opinion, supporting reasons, and facts. (I) c. Use knowledge of opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, supply reasons to support the opinion with linking words (e.g., because, and, also), and provide a concl… | PARTIAL | |
| 2.T.T.4 | Identify and use poetic techniques to shape understanding. a. Identify, classify, and describe poetic techniques used to craft texts, including rhyme, alliteration, repeated lines, stanzas, and line breaks. (I) b. Use poetic techniques to create poems using words and/or phrases that may or may not rhyme. (C) | PARTIAL | |
| 2.T.RA.1 | Build knowledge about the world by asking or generating questions about topics of interest, researching the answers, using multiple sources, and communicating relevant and accurate information about the topic. a. Generate questions about self-selected topics of interest for research. (I) b. Work collaboratively or individually to conduct research to answer questions on a shared or personal topic of interest by gather… | NOT COVERED | — |
| 2.T.RA.2 | Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. a. Refer to specific parts of texts when supporting an idea, answer, or opinion. (I) b. Explore various sources of information, including print, digital, and personal communication, and discuss connections to various topics. (I) | PARTIAL | |
| 3.F.P.1 | This standard only applies to the K-2 grade band. | N/A | — |
| 3.F.P.2 | This standard only applies to the K-2 grade band. | N/A | — |
| 3.F.P.3 | This standard only applies to the K-2 grade band. | N/A | — |
| 3.F.P.4 | Use knowledge of phonics to decode and encode grade-level words. a. Decode and encode words with graphemes that represent multiple letter-sound correspondences. b. Decode and encode single-syllable and multisyllabic words of all syllable types. c. Decode and encode words with common prefixes and suffixes. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skillWord Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 3.F.F.1 | Demonstrate oral and silent reading fluency to read grade-level texts for understanding, self-correcting as necessary to ensure accuracy and aid comprehension. a. Increase sight word vocabulary by reading regularly and irregularly spelled words in isolation and context with accuracy and automaticity. b. Read a variety of unfamiliar grade-level texts with increasing accuracy. c. Read a wide range of grade-level texts … | PARTIAL | |
| 3.F.H.1 | This progression ends in 2nd grade. | N/A | — |
| 3.F.H.2 | This progression ends in 2nd grade. | N/A | — |
| 3.F.H.3 | Read texts written in cursive. a. Read phrases and sentences written in cursive. | NOT COVERED | — |
| 3.F.H.4 | Use fine motor skills to form legible letters and words in cursive. a. Practice forming cursive letters and connectors in words. b. Use appropriate spacing between cursive words in a sentence. | NOT COVERED | — |
| 3.P.EICC.1 | Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. a. Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) b. Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, … | NOT COVERED | — |
| 3.P.EICC.2 | Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. a. Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) b. Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) c. Explain and learn co… | PARTIAL | |
| 3.P.EICC.3 | Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. a. Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) b. Scan and skim the text, making note of structures and sections that might be most useful. (I) c. Draw from, compare, buil… | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 3.P.EICC.4 | Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. a. Establish a purpose and goals for writing and identify a target audience. (C) b. Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) c. Generate ideas for content b… | PARTIAL | |
| 3.P.ST.1 | Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. a. Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) b. Consider how context impacts the purposes of the autho… | NOT COVERED | — |
| 3.P.ST.2 | Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. a. Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) b. Draw from knowled… | PARTIAL | |
| 3.P.AC.1 | Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. a. Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text… | PARTIAL | Figurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skill |
| 3.P.AC.2 | Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. a. Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) b. Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a … | PARTIAL | |
| 3.P.AC.3 | Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. a. Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) b. Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) c. Apply knowl… | PARTIAL | |
| 3.P.CP.1 | Collaborate with others to accomplish shared goals and projects. a. Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) b. Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) c. Contribute to discussions and shared projects by offering ideas, listening to the idea… | NOT COVERED | — |
| 3.P.CP.2 | Use presentation skills to tailor communication to target audiences for specific purposes. a. Communicate clearly to present ideas, information, and texts. (I/C) b. Integrate modes and genres most appropriate to purpose and audience. (I/C) c. Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) d. Engage in dialogue with audiences by asking and answering questions. (I/C) e. Build back… | NOT COVERED | — |
| 3.L.GC.1 | Learn and apply conventions of Standard English grammar, usage, and mechanics to aid the comprehension and analysis of texts and to communicate clearly and precisely in written and spoken language. 18. Mechanics: Use apostrophes to form contractions and singular possessive nouns. (Master) 19. Grammar: Form and use irregular plural nouns. (Master) 20. Grammar: Form and use the past tense of irregular verbs. (Master) 2… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| 3.L.GC.2 | Apply understandings of sentence structure to comprehend and compose varied sentences. a. Distinguish between correctly structured simple, compound, and complex sentences. (I) b. Use a variety of simple, compound, and complex sentences to strengthen clarity and coherence, establishing consistent verb tense within and between sentences. (C) c. Use correct subject-verb agreement in a variety of sentences. (C) d. Elabor… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| 3.L.V.1 | Acquire and use general, academic, and specialized vocabulary words and phrases with precision in a variety of settings. a. Acquire a range of general, academic, and specialized vocabulary words and phrases through grade-level texts and content. (I) b. Use grade-level general, academic, and specialized vocabulary words and phrases to enhance communication in a variety of settings. (C) | PARTIAL | |
| 3.L.V.2 | Acquire and apply word analysis skills to determine the meanings of words and to communicate with precision in a variety of settings. a. Deconstruct words using common roots, root words, and affixes to determine meaning. (I) b. Identify affixes associated with specific parts of speech (e.g., ly is commonly used with adverbs) to aid comprehension. (I) c. Construct words using common roots, root words, and affixes. (C) | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 3.L.V.3 | Make connections between words and phrases and use reference materials to determine or clarify word meanings in a variety of settings and for a variety of purposes. a. Use context (e.g., images and graphs) within and beyond a sentence to determine or clarify the meaning of unknown words and multiple-meaning words and phrases. (I) b. Identify homophones and homographs and use the relationship between synonyms and anto… | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skillFigurative 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 skill |
| 3.T.C.1 | Use knowledge of purposes and audiences, as well as the language that develops those relationships, to make meaning of texts in multiple modes. a. Determine the purpose (e.g., entertain, inform, persuade) and target audience of a text. (I) b. Determine common text features of print, digital, auditory, spoken, and visual modes and describe how they contribute to the overall purpose and effect. (I) c. Create multimodal… | PARTIAL | |
| 3.T.C.2 | Make connections between authors of texts, speakers in texts, varying perspectives, and the circumstances in which texts are produced. a. Describe different perspectives of the narrator or speakers and distinguish them from their own. (I) c. With adult support, identify the context in which a text is written (e.g., time period, individual, situational). (I) | PARTIAL | |
| 3.T.SS.1 | Demonstrate and apply understanding of organizational structures and elements to create coherent and engaging texts. a. Describe how texts are arranged to represent information and ideas using text features (e.g., map, captions) and organizational structures (e.g., cause/effect), referring to parts of texts using terms such as chapter or section. (I) b. Design texts using a variety of text structures and features, ac… | PARTIAL | |
| 3.T.SS.2 | Use language to interpret meaning and craft engaging texts. a. Identify and describe the use of figurative language, such as similes, metaphors, and idioms in a wide variety of texts. (I) b. Use figurative language, such as similes, metaphors, and idioms, to show relationships between ideas and information. (C) | 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 skill |
| 3.T.T.1 | Explain, analyze, and use narrative techniques to shape understandings. a. Explain how narrative techniques are used to present ideas, design texts, and convey information about characters, setting, and plot. (I) b. Explain how characters, setting, problem, and solution function in the plot. (I) c. Describe characters’ traits, motivations, actions, thoughts, and feelings and explain their connection to the central me… | PARTIAL | |
| 3.T.T.2 | Explain, analyze, and use expository techniques to shape understandings. a. Describe the techniques used to present and design expository texts, including facts and key details used to support the main idea. (I) b. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (I) c. Integrate and explain information from two texts on the sam… | PARTIAL | |
| 3.T.T.3 | Explain, analyze, and use opinion techniques to shape understandings. a. Describe and discuss the techniques used to present and design opinion texts, including author’s opinion statement, supporting reasons, and evidence. (I) c. Apply opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, supply reasons to support the opinion with linking words (e.g., because, therefo… | PARTIAL | |
| 3.T.T.4 | Explain, analyze, and use poetic techniques to shape understandings. a. Discuss and explain techniques used to present and design poetry, including rhyme scheme. (I) b. Apply poetic techniques to produce poetry and engage audiences that use rhyme in at least two stanzas to achieve an intended effect. (C) | PARTIAL | |
| 3.T.RA.1 | Conduct research to ask and answer questions that clarify, deepen, and extend understanding of a topic of interest using credible sources and communicating relevant and accurate information. a. Generate questions about a self-selected topic of interest to be researched, formulating additional questions to clarify or deepen understanding. (I) b. Conduct research by locating, gathering, selecting, and organizing inform… | NOT COVERED | — |
| 3.T.RA.2 | Integrate evidence from print and digital sources, assessing credibility and relevance and avoiding plagiarism. a. Refer to specific passages from a text to support an idea, answer, or opinion. (I) b. Determine what makes a source text credible and relevant and identify examples. (I) | PARTIAL | |
| 4.F.P.1 | This standard only applies to the K-2 grade band. | N/A | — |
| 4.F.P.2 | This standard only applies to the K-2 grade band. | N/A | — |
| 4.F.P.3 | This standard only applies to the K-2 grade band. | N/A | — |
| 4.F.P.4 | Use knowledge of phonics to decode and encode grade-level words. a. Decode and encode words with graphemes that represent multiple letter-sound correspondences. b. Decode and encode single-syllable and multisyllabic words of all syllable types. c. Decode and encode words with common prefixes and suffixes. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skillWord Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 4.F.F.1 | Demonstrate oral and silent reading fluency to read grade-level texts for understanding, self-correcting as necessary to ensure accuracy and aid comprehension. a. Increase sight word vocabulary by reading regularly and irregularly spelled words in isolation and context with accuracy and automaticity. b. Read a variety of unfamiliar grade-level texts with increasing automaticity. c. Read a wide range of grade-level te… | PARTIAL | |
| 4.F.H.1 | This progression ends in 2nd grade. | N/A | — |
| 4.F.H.2 | This progression ends in 2nd grade. | N/A | — |
| 4.F.H.3 | Read texts written in cursive. a. Read short texts written in cursive. | NOT COVERED | — |
| 4.F.H.4 | Use fine motor skills to form legible letters and words in cursive. a. Form cursive letters and words legibly, using connectors between letters inside words. b. Use appropriate spacing between cursive words in a sentence across lines on a page. | NOT COVERED | — |
| 4.P.EICC.1 | Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. a. Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) b. Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, … | NOT COVERED | — |
| 4.P.EICC.2 | Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. a. Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) b. Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) c. Explain and learn co… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (textNavQ + PASSAGES + PASSAGE_SUMMARY + PASSAGE_EVIDENCE + TEXT_CONCEPTS + TEXT_PAIRS + MEDIA_ITEMS + ELAB_ITEMS + ELA5_ITEMS + PLAY_ITEMS + THEMEX_ITEMS + WORLD_ITEMS + FSHAND_ITEMS) ▶ Play a live item from this skill |
| 4.P.EICC.3 | Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. a. Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) b. Scan and skim the text, making note of structures and sections that might be most useful. (I) c. Draw from, compare, buil… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (textNavQ + PASSAGES + PASSAGE_SUMMARY + PASSAGE_EVIDENCE + TEXT_CONCEPTS + TEXT_PAIRS + MEDIA_ITEMS + ELAB_ITEMS + ELA5_ITEMS + PLAY_ITEMS + THEMEX_ITEMS + WORLD_ITEMS + FSHAND_ITEMS) ▶ Play a live item from this skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + DOMVOCAB_ITEMS) ▶ Play a live item from this skillWord Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 4.P.EICC.4 | Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. a. Establish a purpose and goals for writing and identify a target audience. (C) b. Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) c. Generate ideas for content b… | PARTIAL | |
| 4.P.ST.1 | Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. a. Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) b. Consider how context impacts the purposes of the autho… | NOT COVERED | — |
| 4.P.ST.2 | Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. a. Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) b. Draw from knowled… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (textNavQ + PASSAGES + PASSAGE_SUMMARY + PASSAGE_EVIDENCE + TEXT_CONCEPTS + TEXT_PAIRS + MEDIA_ITEMS + ELAB_ITEMS + ELA5_ITEMS + PLAY_ITEMS + THEMEX_ITEMS + WORLD_ITEMS + FSHAND_ITEMS) ▶ Play a live item from this skill |
| 4.P.AC.1 | Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. a. Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (textNavQ + PASSAGES + PASSAGE_SUMMARY + PASSAGE_EVIDENCE + TEXT_CONCEPTS + TEXT_PAIRS + MEDIA_ITEMS + ELAB_ITEMS + ELA5_ITEMS + PLAY_ITEMS + THEMEX_ITEMS + WORLD_ITEMS + FSHAND_ITEMS) ▶ Play a live item from this skillFigurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skill |
| 4.P.AC.2 | Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. a. Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) b. Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a … | PARTIAL | |
| 4.P.AC.3 | Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. a. Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) b. Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) c. Apply knowl… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (textNavQ + PASSAGES + PASSAGE_SUMMARY + PASSAGE_EVIDENCE + TEXT_CONCEPTS + TEXT_PAIRS + MEDIA_ITEMS + ELAB_ITEMS + ELA5_ITEMS + PLAY_ITEMS + THEMEX_ITEMS + WORLD_ITEMS + FSHAND_ITEMS) ▶ Play a live item from this skill |
| 4.P.CP.1 | Collaborate with others to accomplish shared goals and projects. a. Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) b. Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) c. Contribute to discussions and shared projects by offering ideas, listening to the idea… | NOT COVERED | — |
| 4.P.CP.2 | Use presentation skills to tailor communication to target audiences for specific purposes. a. Communicate clearly to present ideas, information, and texts. (I/C) b. Integrate modes and genres most appropriate to purpose and audience. (I/C) c. Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) d. Engage in dialogue with audiences by asking and answering questions. (I/C) e. Build back… | NOT COVERED | — |
| 4.L.GC.1 | Learn and apply conventions of Standard English grammar, usage, and mechanics to aid the comprehension and analysis of texts and to communicate clearly and precisely in written and spoken language. 27. Grammar: Form and use prepositional phrases. (Master) 28. Grammar: Form and use comparative and superlative adjectives and adverbs. (Master) 29. Usage: Ensure pronoun-antecedent agreement. (Master) 30. Mechanics: Recog… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| 4.L.GC.2 | Apply understandings of sentence structure to comprehend and compose varied sentences. a. Apply understandings of sentence structure to comprehend a wide variety of grade-level texts. (I) b. Use a variety of simple, compound, and complex sentences to strengthen clarity and coherence, maintaining consistent verb tense within and between paragraphs. (C) c. Use correct subject-verb agreement to consistently achieve clar… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| 4.L.V.1 | Acquire and use general, academic, and specialized vocabulary words and phrases with precision in a variety of settings. a. Acquire a range of general, academic, and specialized vocabulary words and phrases through grade-level texts and content. (I) b. Use grade-level general, academic, and specialized vocabulary words and phrases to enhance communication in a variety of settings. (C) | PARTIAL | |
| 4.L.V.2 | Acquire and apply word analysis skills to determine the meanings of words and to communicate with precision in a variety of settings. a. Deconstruct words using knowledge of Greek and Latin roots, root words, and affixes to determine meaning. (I) b. Explain how the part of speech and the meaning of a root or root word changes based on the use of different affixes (e.g., beautiful as an adjective vs. beautifully as an… | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 4.L.V.3 | Make connections between words and phrases and use reference materials to determine or clarify word meanings in a variety of settings and for a variety of purposes. a. Use context (e.g., definitions, examples, or restatements in text) to determine or clarify the meaning of unknown and multiple- meaning words and phrases. (I) b. Demonstrate understanding of words by relating them to their synonyms, antonyms, homophone… | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skillFigurative 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 skill |
| 4.T.C.1 | Use knowledge of purposes and audiences, as well as the language that develops those relationships, to make meaning of texts in multiple modes. a. Determine audience and identify the development of the purpose across a text. (I) b. Classify various texts by mode and describe how the author's choice of mode influences audiences and contributes to the overall purpose and effect. (I) c. Create multimodal texts, using fe… | PARTIAL | |
| 4.T.C.2 | Make connections between authors of texts, speakers in texts, varying perspectives, and the circumstances in which texts are produced. a. Compare and contrast the perspectives of different narrators or speakers in a text. (I) c. Identify the context in which a text is written (e.g., time period, individual, situational). (I) | PARTIAL | |
| 4.T.SS.1 | Demonstrate and apply understanding of organizational structures and elements to create coherent and engaging texts. a. Compare and contrast the text features (e.g., icons, hyperlinks) and organizational structures (e.g. chronological order, rhyme pattern) of texts written in different genres/for certain purposes, on the same topic. (I) b. Design texts using a variety of text structures and features, according to pur… | PARTIAL | |
| 4.T.SS.2 | Use language to interpret meaning and craft engaging texts. a. Identify and explain how figurative language, such as hyperboles and personification, shapes how ideas and information in texts are understood. (I) b. Use figurative language for intentional effects when expressing ideas or conveying information. (C) | PARTIAL | Figurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skill |
| 4.T.T.1 | Explain, analyze, and use narrative techniques to shape understandings. a. Analyze the use of narrative techniques to present ideas, design texts, and convey information about characters, setting, and plot. (I) b. Describe how the text’s protagonist and antagonist function in the plot, drive the conflict, and contribute to the development of other characters. (I) c. Identify and describe common themes in texts (e.g.,… | PARTIAL | |
| 4.T.T.2 | Explain, analyze, and use expository techniques to shape understandings. a. Discuss and evaluate techniques used to present and design expository texts, including facts and key details used to support the main idea. (I) b. 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. (I) c. Integrate and class… | PARTIAL | |
| 4.T.T.3 | Explain, analyze, and use opinion techniques to shape understandings. a. Discuss and evaluate techniques used to present and design opinion and argumentative texts, including author’s opinion or claim, supporting reasons, and evidence. (I) c. Apply opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, supply reasons and evidence to support the opinion with linking wor… | PARTIAL | |
| 4.T.T.4 | Explain, analyze, and use poetic techniques to shape understandings. a. Discuss and explain techniques used to present and design different types of poetry, including free verse, rhymed verse, haiku, and limerick. (I) b. Apply poetic techniques to produce poetry and engage audiences that use a predetermined rhyme scheme to achieve an intended effect. (C) | PARTIAL | |
| 4.T.RA.1 | Conduct research to ask and answer questions that clarify, deepen, and extend understanding of a topic of interest using credible sources and communicating relevant and accurate information. a. Generate questions about a self-selected topic of interest to be researched, asking open-ended questions to deepen and extend understanding of the topic and related ideas and information. (I) b. Conduct research by locating, g… | NOT COVERED | — |
| 4.T.RA.2 | Integrate evidence from print and digital sources, assessing credibility and relevance and avoiding plagiarism. a. Refer to specific passages or quotations from a text to support an idea, answer, or opinion. (I) b. Determine the credibility and relevance of a source text based on known information about the author and/or organization. (I) | PARTIAL | |
| 5.F.P.1 | This standard only applies to the K-2 grade band. | N/A | — |
| 5.F.P.2 | This standard only applies to the K-2 grade band. | N/A | — |
| 5.F.P.3 | This standard only applies to the K-2 grade band. | N/A | — |
| 5.F.P.4 | Use knowledge of phonics to decode and encode grade-level words. a. Decode and encode words with graphemes that represent multiple letter-sound correspondences. b. Decode and encode single-syllable and multisyllabic words of all syllable types. c. Decode and encode words with common prefixes and suffixes. | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 5.F.F.1 | Demonstrate oral and silent reading fluency to read grade-level texts for understanding, self-correcting as necessary to ensure accuracy and aid comprehension. a. Increase sight word vocabulary by reading regularly and irregularly spelled words in isolation and context with accuracy and automaticity. b. Read a wide range of unfamiliar grade-level texts with expression to show meaning and to demonstrate an understandi… | PARTIAL | |
| 5.F.H.1 | This progression ends in 2nd grade. | N/A | — |
| 5.F.H.2 | This progression ends in 2nd grade. | N/A | — |
| 5.F.H.3 | Read texts written in cursive. a. Read a variety of texts written in cursive. | NOT COVERED | — |
| 5.F.H.4 | Use fine motor skills to form legible letters and words in cursive. a. Produce texts using cursive writing legibly and efficiently. b. Use appropriate spacing throughout the body of a text when writing in cursive. | NOT COVERED | — |
| 5.P.EICC.1 | Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. a. Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) b. Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, … | NOT COVERED | — |
| 5.P.EICC.2 | Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. a. Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) b. Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) c. Explain and learn co… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (textNavQ + PASSAGES + PASSAGE_SUMMARY + PASSAGE_EVIDENCE + TEXT_CONCEPTS + TEXT_PAIRS + MEDIA_ITEMS + ELAB_ITEMS + ELA5_ITEMS + PLAY_ITEMS + THEMEX_ITEMS + WORLD_ITEMS + FSHAND_ITEMS) ▶ Play a live item from this skill |
| 5.P.EICC.3 | Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. a. Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) b. Scan and skim the text, making note of structures and sections that might be most useful. (I) c. Draw from, compare, buil… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (textNavQ + PASSAGES + PASSAGE_SUMMARY + PASSAGE_EVIDENCE + TEXT_CONCEPTS + TEXT_PAIRS + MEDIA_ITEMS + ELAB_ITEMS + ELA5_ITEMS + PLAY_ITEMS + THEMEX_ITEMS + WORLD_ITEMS + FSHAND_ITEMS) ▶ Play a live item from this skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + DOMVOCAB_ITEMS) ▶ Play a live item from this skillWord Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 5.P.EICC.4 | Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. a. Establish a purpose and goals for writing and identify a target audience. (C) b. Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) c. Generate ideas for content b… | PARTIAL | |
| 5.P.ST.1 | Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. a. Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) b. Consider how context impacts the purposes of the autho… | NOT COVERED | — |
| 5.P.ST.2 | Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. a. Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) b. Draw from knowled… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (textNavQ + PASSAGES + PASSAGE_SUMMARY + PASSAGE_EVIDENCE + TEXT_CONCEPTS + TEXT_PAIRS + MEDIA_ITEMS + ELAB_ITEMS + ELA5_ITEMS + PLAY_ITEMS + THEMEX_ITEMS + WORLD_ITEMS + FSHAND_ITEMS) ▶ Play a live item from this skill |
| 5.P.AC.1 | Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. a. Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (textNavQ + PASSAGES + PASSAGE_SUMMARY + PASSAGE_EVIDENCE + TEXT_CONCEPTS + TEXT_PAIRS + MEDIA_ITEMS + ELAB_ITEMS + ELA5_ITEMS + PLAY_ITEMS + THEMEX_ITEMS + WORLD_ITEMS + FSHAND_ITEMS) ▶ Play a live item from this skillFigurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skill |
| 5.P.AC.2 | Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. a. Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) b. Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a … | PARTIAL | |
| 5.P.AC.3 | Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. a. Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) b. Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) c. Apply knowl… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (textNavQ + PASSAGES + PASSAGE_SUMMARY + PASSAGE_EVIDENCE + TEXT_CONCEPTS + TEXT_PAIRS + MEDIA_ITEMS + ELAB_ITEMS + ELA5_ITEMS + PLAY_ITEMS + THEMEX_ITEMS + WORLD_ITEMS + FSHAND_ITEMS) ▶ Play a live item from this skill |
| 5.P.CP.1 | Collaborate with others to accomplish shared goals and projects. a. Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) b. Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) c. Contribute to discussions and shared projects by offering ideas, listening to the idea… | NOT COVERED | — |
| 5.P.CP.2 | Use presentation skills to tailor communication to target audiences for specific purposes. a. Communicate clearly to present ideas, information, and texts. (I/C) b. Integrate modes and genres most appropriate to purpose and audience. (I/C) c. Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) d. Engage in dialogue with audiences by asking and answering questions. (I/C) e. Build back… | NOT COVERED | — |
| 5.L.GC.1 | Learn and apply conventions of Standard English grammar, usage, and mechanics to aid the comprehension and analysis of texts and to communicate clearly and precisely in written and spoken language. 38. "Grammar: Use indefinite pronouns, ensuring correct agreement. (Master) 39. Grammar: Use subordinating conjunctions to join clauses. (Master) 40. Mechanics: Use commas after introductory phrases or clauses. (Master) 41… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| 5.L.GC.2 | Apply understandings of sentence structure to comprehend and compose varied sentences. a. Apply understandings of sentence structure to comprehend a wide variety of grade-level texts. (I) b. Use a variety of simple, compound, and complex sentences to strengthen clarity and coherence, maintaining consistent verb tense throughout the entire text. (C) c. Use correct subject-verb agreement to consistently achieve clarity… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| 5.L.V.1 | Acquire and use general, academic, and specialized vocabulary words and phrases with precision in a variety of settings. a. Acquire a range of general, academic, and specialized vocabulary words and phrases through grade-level texts and content. (I) b. Use grade-level general, academic, and specialized vocabulary words and phrases to enhance communication in a variety of settings. (C) | PARTIAL | |
| 5.L.V.2 | Acquire and apply word analysis skills to determine the meanings of words and to communicate with precision in a variety of settings. a. Deconstruct words using knowledge of Greek and Latin roots, root words, and affixes to determine meaning. (I) b. Explain the connection between roots, root words, affixes, and parts of speech to determine the meaning of words (e.g., discuss as a verb vs. discussion as a noun). (I) c… | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| 5.L.V.3 | Make connections between words and phrases and use reference materials to determine or clarify word meanings in a variety of settings and for a variety of purposes. a. Use context (e.g., cause/effect relationships and comparisons in text) to determine or clarify the meaning of unknown and multiple-meaning words and phrases. (I) b. Identify analogies and use synonyms, antonyms, homophones, and homographs to clarify in… | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skillFigurative 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 skill |
| 5.T.C.1 | Use knowledge of purposes and audiences, as well as the language that develops those relationships, to make meaning of texts in multiple modes. a. Determine audience and explain multiple purposes found across a text. (I) b. Classify various texts by mode and describe how the author's choice of mode influences audiences and contributes to the overall purpose and effect. (I) c. Create multimodal texts, using features o… | PARTIAL | |
| 5.T.C.2 | Make connections between authors of texts, speakers in texts, varying perspectives, and the circumstances in which texts are produced. a. Describe how a narrator or speaker’s perspective influences the text. (I) c. Make inferences about the context in which the text is written (e.g., time period, individual, situational). (I) | PARTIAL | |
| 5.T.SS.1 | Demonstrate and apply understanding of organizational structures and elements to create cohesive and engaging texts. a. Describe how text features (e.g., chapter titles, diagrams) and organizational structure (e.g., chapters, problem/solution) function in conjunction to represent ideas and information coherently in texts. (I) b. Design texts using a variety of text structures and features, according to purpose and au… | PARTIAL | |
| 5.T.SS.2 | Use language to interpret meaning and craft engaging texts. a. Describe the impact of the use of figurative language such as similes, metaphors, idioms, hyperboles, and personification in response to audience and purpose, in various modes and genres. (I) b. Use figurative language for intentional effects when expressing ideas or conveying information. (C) | PARTIAL | Figurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skill |
| 5.T.T.1 | Explain, analyze, and use narrative techniques to shape understandings. a. Analyze the use of narrative techniques to present ideas, design texts, and convey information about characters, setting, and plot. (I) b. Analyze how setting, events, conflict, and characterization contribute to the plot. (I) c. Explain how a theme is demonstrated through a character’s growth or conflict resolution. (I) d. Compare and contras… | PARTIAL | |
| 5.T.T.2 | Explain, analyze, and use expository techniques to shape understandings. a. Discuss and evaluate techniques used to present and design expository texts, including multiple main ideas, facts, and key details used to support the main idea. (I) b. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific informat… | PARTIAL | |
| 5.T.T.3 | Explain, analyze, and use opinion techniques to shape understandings. a. Discuss and evaluate techniques used to present and design opinion and argumentative texts, including author’s opinion or claim, supporting reasons, and evidence. (I) c. Apply opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, supply reasons and evidence to support the opinion with linking wor… | PARTIAL | |
| 5.T.T.4 | Explain, analyze, and use poetic techniques to shape understandings. a. Discuss and explain techniques used to present and design poetry, including rhyme and structure. (I) b. Apply poetic techniques (e.g., rhyme, rhyme scheme, structure) to produce different types of poetry (e.g., free verse, rhymed verse, haiku, limerick). (C) | PARTIAL | |
| 5.T.RA.1 | Conduct research to ask and answer questions that clarify, deepen, and extend understanding of a topic of interest using credible sources and communicating relevant and accurate information. a. Generate questions about a self-selected topic of interest to be researched, asking probing questions to compare and contrast related topics. (I) b. Conduct research by locating, gathering, curating, and integrating informatio… | NOT COVERED | — |
| 5.T.RA.2 | Integrate evidence from print and digital sources, assessing credibility and relevance and avoiding plagiarism. a. Refer to specific passages or quotations from a text to support an idea, answer, or opinion, recording the referenced information’s page number. (I) b. Determine credibility and relevance by assessing the strengths and weaknesses of source texts to support a topic or message. (I) c. Use basic parenthetic… | PARTIAL |
Kindergarten: K.F.PA.5, K.P.EICC.1, K.P.EICC.4, K.P.ST.1, K.P.AC.2, K.P.CP.1, K.P.CP.2
Grade 1: 1.F.PA.5, 1.P.EICC.1, 1.P.ST.1, 1.P.AC.2, 1.P.CP.1, 1.P.CP.2
Grade 2: 2.F.H.2, 2.P.EICC.1, 2.P.ST.1, 2.P.AC.2, 2.P.CP.1, 2.P.CP.2, 2.T.RA.1
Grade 3: 3.F.H.3, 3.F.H.4, 3.P.EICC.1, 3.P.ST.1, 3.P.CP.1, 3.P.CP.2, 3.T.RA.1
Grade 4: 4.F.H.3, 4.F.H.4, 4.P.EICC.1, 4.P.ST.1, 4.P.CP.1, 4.P.CP.2, 4.T.RA.1
Grade 5: 5.F.H.3, 5.F.H.4, 5.P.EICC.1, 5.P.ST.1, 5.P.CP.1, 5.P.CP.2, 5.T.RA.1
Animals & Nature — Not counted toward Georgia coverage in this first edition: Georgia's science standards are not yet crosswalked, so no Georgia claim is made for this skill.
Community Helpers — Not counted toward Georgia coverage in this first edition: Georgia's social studies standards are not yet crosswalked, so no Georgia claim is made for this skill.
Feelings — Not counted toward Georgia coverage in this first edition: Georgia's social studies standards are not yet crosswalked, so no Georgia claim is made for this skill.
Colors — Not counted toward Georgia coverage in this first edition: Georgia's science standards are not yet crosswalked, so no Georgia claim is made for this skill.
Weather — Not counted toward Georgia coverage in this first edition: Georgia's science standards are not yet crosswalked, so no Georgia claim is made for this skill.
Living Things — Not counted toward Georgia coverage in this first edition: Georgia's science standards are not yet crosswalked, so no Georgia claim is made for this skill.
Matter & Energy — Not counted toward Georgia coverage in this first edition: Georgia's science standards are not yet crosswalked, so no Georgia claim is made for this skill.
Earth & Space — Not counted toward Georgia coverage in this first edition: Georgia's science standards are not yet crosswalked, so no Georgia claim is made for this skill.
The Human Body — Not counted toward Georgia coverage in this first edition: Georgia's science standards are not yet crosswalked, so no Georgia claim is made for this skill.
Geography — Not counted toward Georgia coverage in this first edition: Georgia's social studies standards are not yet crosswalked, so no Georgia claim is made for this skill.
Civics — Not counted toward Georgia coverage in this first edition: Georgia's social studies standards are not yet crosswalked, so no Georgia claim is made for this skill.
History — Not counted toward Georgia coverage in this first edition: Georgia's social studies standards are not yet crosswalked, so no Georgia claim is made for this skill.
Money & Jobs — Not counted toward Georgia coverage in this first edition: Georgia's social studies standards are not yet crosswalked, so no Georgia claim is made for this skill.
U.S. Symbols — Not counted toward Georgia coverage in this first edition: Georgia's social studies standards are not yet crosswalked, so no Georgia claim is made for this skill.
States & Capitals — Not counted toward Georgia coverage in this first edition: Georgia's social studies standards are not yet crosswalked, so no Georgia claim is made for this skill.
Map Skills — Not counted toward Georgia coverage in this first edition: Georgia's social studies standards are not yet crosswalked, so no Georgia claim is made for this skill.
Timelines — Not counted toward Georgia coverage in this first edition: Georgia's social studies standards are not yet crosswalked, so no Georgia claim is made for this skill.
Order & Position — Not counted toward Georgia K–5 coverage (24 Oct 2026). Georgia's K–5 mathematics expectations name no ordinal numbers (first, second, third, …). The nearest row, K.GSR.8.2 ('Describe the relative location of an object using positional words'), is about where one object is relative to another; Order & Position asks which object holds a numbered place in a row, so it is not claimed there.
Chance & Probability — Not counted toward Georgia K–5 coverage (24 Oct 2026). Georgia's K–5 mathematics expectations contain no probability: no K–5 row mentions chance or likelihood, and Georgia's Probability Reasoning standards begin in grade 7 (7.PR.6.1–7.PR.6.6). 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 Georgia K–5 coverage (24 Oct 2026). Percent appears in no Georgia K–5 mathematics expectation, and every K–5 item in this skill needs percent. Offered as a Grade-6 preview (Georgia 6.NR.4.6).
Sílabas — Supplemental — Spanish-native foundational literacy (sílabas), not counted toward Georgia ELA coverage. Georgia's ELA standards are English-language standards. This skill builds the same phonological awareness in Spanish; AcornSmarts' English syllable practice is the separate Syllables skill.
Verification scope: every one of the 500 code-level claims in this crosswalk was read by an auditor against the official Georgia statement and the AcornSmarts question-generator source. Each batch then had one refute-first audit, by an auditor run by this project and instructed to reject by default, who attacked every FULL (19 before that pass, 17 after it) and re-checked every PARTIAL and NOT COVERED row. Unlike the Arkansas edition, no FULL was attacked by a second refute-first reviewer. The audit overturns its own claims rather than confirming them: 3 FULL claims fell to PARTIAL and 0 claims were removed. The one FULL that audit raised (3.PAR.3.6) rested on printed-sheet evidence alone, and a review on 25 Oct 2026 returned it to PARTIAL, leaving 16 FULL claims. Every change is in the log with the clause that moved it. Science and social studies are not yet in this crosswalk (see the scope notes).
Dated round log — 24-25 Oct 2026 build: 201 verdicts recorded.
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