Generated 2026-09-16 · State: KS · Standards scope: high-school mathematics (Kansas integrated HS standards) + grades 9–12 English Language Arts · Rebuilt from the audited crosswalk data on each revision.
The grades 9–12 stage (the $99/yr High School plan) went live in AcornSmarts on 16 September 2026. The K–5 and 6–8 reports for Kansas are published separately at acornsmarts.com/standards/.
| Code | Verdict | Evidence (generator · live items) | Named gap |
|---|---|---|---|
| N.RN.1 | PARTIAL | oak-exponentials:L1 "(5^4)^2 = ?", "3^3 ÷ 3^2 = ?" — numerical exponent-property items only ▶ Play a live item from this skill |
Standard requires generating equivalent numerical AND algebraic expressions; all served L1 items are purely numerical bases — no variable-base algebraic expressions. |
| N.RN.2 | PARTIAL | oak-exponentials:L2 "5^(1/2) · 5^(1/2) = ?" and "Write with a rational exponent: ∛(5^2)." ▶ Play a live item from this skill |
Standard's verb is 'Explain how the definition follows from extending integer-exponent properties'; served items compute and rewrite but never ask the student to justify the definition — explanation clause unserved. |
| N.RN.3 | FULL | oak-radicals-complex:L1/L2 + oak-exponentials:L2 "25^(3/2) = ?", "√6 · √2 = ?", "Write with a rational exponent: ∛(5^2)." ▶ Play a live item from this skill |
|
| N.Q.1 | NOT COVERED | No served item asks students to choose/interpret units in formulas or scale/origin in graphs; rate contexts ("pool fills at 7 liters per minute") only classify model type |
No unit-analysis, unit-consistency, or graph scale/origin items anywhere in the served bank. |
| N.Q.2 | NOT COVERED | No served item asks a student to define or select appropriate quantities for a modeling situation |
Descriptive-modeling quantity-definition is entirely absent; model-choice items (linear vs exponential) hand the quantities to the student pre-defined. |
| N.Q.3 | NOT COVERED | No served item involves measurement limitations, precision, or choosing a level of accuracy |
No accuracy/precision/rounding-to-measurement-limits items exist in any Oak skill. |
| N.CN.1 | PARTIAL | oak-radicals-complex:L4 "(1 + 1i)(2 + 1i) = ?" — products require applying i² = −1 ▶ Play a live item from this skill |
i² = −1 is exercised only implicitly inside arithmetic; no item directly assesses knowing the definition of i or that every complex number has the form a + bi. |
| N.CN.2 | FULL | oak-radicals-complex:L4 "(2 + 5i) − (4 + 1i) = ?", "(5 + 3i) + (1 + 4i) = ?", "(2 + 3i)(4 + 3i) = ?" — add, subtract, multiply all served ▶ Play a live item from this skill |
|
| N.CN.3 | NOT COVERED | No served item mentions or asks for the conjugate of a complex number in any skill or level |
Conjugate is absent from the entire served bank. |
| N.CN.4 | NOT COVERED | No served item computes a modulus or a quotient of complex numbers; L4 stops at add/subtract/multiply |
Moduli and complex division via conjugates are absent (plus-standard, unserved). |
| N.CN.5 | NOT COVERED | No served item represents complex numbers on the complex plane or in polar form |
Rectangular/polar representation and the explain clause are entirely absent (plus-standard). |
| N.CN.6 | NOT COVERED | No served item represents complex operations geometrically; all L4 arithmetic is symbolic |
Geometric representation of complex operations (modulus/argument reasoning) is absent (plus-standard). |
| N.CN.7 | NOT COVERED | No served item computes distance or midpoint in the complex plane |
Complex-plane distance-as-modulus and midpoint-as-average items are absent (plus-standard). |
| N.CN.8 | NOT COVERED | Every quadratic-formula item has real roots, e.g. "Solve with the quadratic formula: x² − 8x + 12 = 0." — no negative discriminant served |
No served quadratic yields complex solutions; discriminant/complex-root language appears only in why-strings, which is rationale-only content. |
| N.CN.9 | NOT COVERED | No served item factors or rewrites a polynomial identity over the complex numbers (e.g. x² + 4 as (x+2i)(x−2i)) |
Extension of polynomial identities to complex numbers is absent (plus-standard). |
| N.VM.10 | NOT COVERED | No matrix, identity-matrix, or determinant item appears in any served Oak skill. |
Zero/identity matrix roles and determinant-invertibility relationship entirely unserved; (+) plus-standard with no items. |
| N.VM.11 | NOT COVERED | Nearest item is 'Translate (1, 4) by the vector ⟨4, −2⟩' (oak-transformations-hs:L1) — translation, not matrix-vector product. |
No matrix-times-vector items; vector translation does not exercise matrices as transformations of vectors. |
| N.VM.12 | NOT COVERED | No 2×2 matrix or determinant-as-area item exists in any served skill. |
Matrix transformations of the plane and |det| as area factor entirely unserved. |
| A.SSE.1 | PARTIAL | — No served item asks students to interpret an expression in a real-world context; algebra items are bare symbolic drills. |
Interpretation-in-context (★ modeling) never exercised; all expression items are compute/factor with no context. | CONSISTENCY: Sanity: the evidence claim 'no served item interprets an expression in a real-world context' is contradicted by KS's own F.IF.4 and S.ID.6 rows citing 'C(h) = 14h + 50 ... What does the 50 represent?'. MO twin A1.SSE.A.1 is PARTIAL on exactly that item (constant term only, factors/coefficients never the judged target). |
| A.SSE.1a | PARTIAL | — No item asks students to identify or interpret terms, factors, or coefficients of an expression. |
Parts-of-an-expression vocabulary and interpretation absent; concepts appear at most in why-strings. | CONSISTENCY: Same contradiction as A.SSE.1: the C(h)=14h+50 item interprets a term of an expression in context, so the parts-interpretation clause is partially served (constant term only; coefficients and factors never asked). Aligns with MO A1.SSE.A.1 PARTIAL. |
| A.SSE.1b | NOT COVERED | No item treats a chunk like (1+r)^n as a single entity; no compound-expression interpretation items served. |
Viewing parts as a single entity in complicated/contextual expressions entirely unserved. |
| A.SSE.2 | PARTIAL | oak-quadratics:L2 'Factor: x² + 9x + 18.' — structure-based rewrite of monic quadratics only. ▶ Play a live item from this skill |
Only trinomial factoring; no difference of squares as structure recognition, grouping, or seeing x⁴−y⁴-style structure; shared bank with A.SSE.3a caps at PARTIAL. |
| A.SSE.3 | PARTIAL | oak-quadratics:L2-L4 'Complete the square: x² − 8x + 14 in vertex form.' plus factor and zeros items serve equivalent-form production. ▶ Play a live item from this skill |
★ modeling clause unmet — no contextual item connects the chosen form to a real quantity; 'choose' among forms never posed, and bank is shared across A.SSE.3a/3b rows. |
| A.SSE.3a | PARTIAL | oak-quadratics:L3 'What are the zeros of f(x) = x² − 11x + 28?' — factoring reveals zeros of monic quadratics. ▶ Play a live item from this skill |
★ modeling context absent (bare computation only, rule 7); items limited to monic a=1 quadratics; bank shared with A.SSE.2/3 caps at PARTIAL. |
| A.SSE.3b | PARTIAL | oak-quadratics:L4 'Complete the square: x² − 10x + 22 in vertex form.' — technique served directly. ▶ Play a live item from this skill |
Items stop at vertex form; none ask for the maximum/minimum value the form reveals, and ★ modeling context absent. |
| A.SSE.3c | PARTIAL | oak-exponentials:L1 '(5^4)^2 = ?' and '5^7 ÷ 5^4 = ?' exercise exponent properties on numeric bases only. ▶ Play a live item from this skill |
No item transforms an exponential-function expression (e.g. 1.15^t to a monthly-rate form) to reveal a property; ★ contextual rate-revealing clause unserved. |
| A.APR.1 | PARTIAL | oak-quadratics:L1 '(4x² + 4x) + (4x² − 2x) = ?' and '(x + 5)(x + 2) = ?' serve addition and multiplication. ▶ Play a live item from this skill |
No polynomial subtraction item (minus signs are internal terms, never (A)−(B)); degree capped at quadratic binomials. |
| A.APR.2 | NOT COVERED | Cubics in oak-poly-rational:L3/L4 arrive pre-factored: 'zeros of p(x) = (x − 1)(x − 4)(x + 5)' — no factoring performed. |
Factoring higher-degree polynomials never demanded; prime-polynomial identification entirely absent. |
| A.APR.3 | PARTIAL | oak-poly-rational:L2 'By the Remainder Theorem, what is the remainder of p(x) ÷ (x − 3)?' — applies p(c) directly. ▶ Play a live item from this skill |
The p(c)=0 iff (x−c)-is-a-factor clause never tested; all items compute nonzero remainders on degree-2 p(x) only. |
| A.APR.4 | NOT COVERED | No item generates or verifies a polynomial identity (difference of squares, perfect square trinomial, sum/difference of cubes) from a pattern. |
Identity generation from pattern entirely unserved; factoring drills never surface identities as objects. |
| A.APR.5 | NOT COVERED | No served item anywhere expands (x+y)^n or uses Pascal's Triangle/binomial coefficients. |
Binomial Theorem expansion entirely absent from all algebra-2 item banks. |
| A.APR.6 | NOT COVERED | oak-poly-rational L2 asks only 'what is the remainder of p(x) ÷ (x − 3)?' — never rewrites b(x) as q(x)+r(x)/a(x). |
No item rewrites a rational expression into quotient-plus-remainder form; remainder-value items do not exercise the rewriting demand. |
| A.APR.7 | NOT COVERED | No served item adds, subtracts, multiplies, or divides rational expressions; closest is solving (x² − 16)/(x − 4) = 8. |
Rational-expression arithmetic (all four operations) absent from every bank. |
| A.CED.1 | PARTIAL | oak-linear-equations:L2 'A plan costs a $40 signup fee plus $8 per month. The total paid was $80. Which equation models the months m?' ▶ Play a live item from this skill |
Creating INEQUALITIES in one variable is never exercised; creation limited to linear equations from one context family. |
| A.CED.2 | PARTIAL | oak-exponentials:L5 'The table shows y for each x. Which equation models it?' — a single two-variable modeling item; no graphing served. ▶ Play a live item from this skill |
Graphing equations on labeled, scaled coordinate axes never exercised; two-variable creation rests on one item. |
| A.CED.3 | NOT COVERED | Systems items are bare computation ('Solve by elimination: 2x + y = 10 and 2x − y = 6'); no constraint context, no viability judgment. |
No item represents real constraints by systems/inequalities or interprets solutions as viable vs non-viable (rule 7: modeling clause needs a contextual item). |
| A.CED.4 | FULL | oak-linear-equations:L3 'Solve the formula A = ½bh for h.' / 'Solve the formula P = 2l + 2w for w.' / 'd = rt for t' / 'y = mx + b for m'. ▶ Play a live item from this skill |
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| A.REI.1 | PARTIAL | oak-linear-equations:L4 'When solving 4x + 4 = 20, which step produces an EQUIVALENT equation?' plus oak-systems L3 'Why is that legal?' ▶ Play a live item from this skill |
'Construct a viable argument' is a production verb — MC recognition of the justifying step caps at PARTIAL; students never build the argument. |
| A.REI.2 | PARTIAL | oak-linear-equations:L1 '5x + 8 = 1x + -8' (equations) and L3 literal 'Solve the formula d = rt for t' served; no one-variable inequality items. ▶ Play a live item from this skill |
One-variable inequalities and compound inequalities never served; only two-variable 'Which point satisfies y > 3x + 4?' exists. |
| A.REI.3 | PARTIAL | oak-radicals-complex:L3 'Solving √(x) = −4 by squaring gives x = 16. What does the check reveal?' ▶ Play a live item from this skill |
'Give examples showing how extraneous solutions may arise' is production — items present a pre-worked extraneous case for recognition; student never generates the example. |
| A.REI.3a | PARTIAL | oak-poly-rational:L1 '|x − 3| = 2' (abs value), '√(x + 4) = 4' (radicals L3), '(x² − 16)/(x − 4) = 8' (rational, poly L4) — all three types served simple. ▶ Play a live item from this skill |
Same abs-value/sqrt/rational item banks are credited to A.REI.3 and A.REI.4 — shared-bank cap (rule 3); rational equations limited to one removable-discontinuity template. |
| A.REI.3b | PARTIAL | oak-logarithms:L2 '3^x = 9', '5^x = 625' (exponential) and 'log₂(x) = 2', 'log₅(x) = 3' (logarithmic) both solved directly. ▶ Play a live item from this skill |
CONSISTENCY: Shared-bank cap: the same oak-logarithms:L2 bank ('3^x = 81', 'log₃(x) = 4') is the sole FULL credit for both A.REI.3b and F.BF.5 — two distinct KS standards. One bank cannot fully cover both; both cap at PARTIAL. |
| A.REI.4 | PARTIAL | oak-radicals-complex:L3 '√(x + 3) = 3' and extraneous-check items served; '25^(3/2) = ?' is evaluation, not solving a rational-exponent EQUATION. ▶ Play a live item from this skill |
Rational-exponent equations never solved (only numeric evaluation), and radical/rational-exponent INEQUALITIES entirely absent; extraneous clause is recognition-only. |
| A.REI.5 | PARTIAL | oak-quadratics:L5 'Solve with the quadratic formula: x² − 8x + 12 = 0' plus L3 zeros-by-factoring items. ▶ Play a live item from this skill |
Quadratic INEQUALITIES never served in any bank. |
| A.REI.5a | PARTIAL | oak-quadratics:L5 Factoring ('Factor: x² + 9x + 18') and formula ('Solve with the quadratic formula: x² − 5x + 4 = 0') served; every L5 item has real integer roots. ▶ Play a live item from this skill |
Inspection/taking-square-roots method absent, and 'recognize when the quadratic formula gives no real solutions' never exercised — no negative-discriminant item exists. |
| A.REI.5b | NOT COVERED | All quadratics served are real-rooted: 'Solve with the quadratic formula: x² − 8x + 12 = 0'; L4 complex items are bare a+bi arithmetic |
No quadratic with negative discriminant is ever served; complex arithmetic and quadratic-formula items never combine to produce a ± bi solutions |
| A.REI.5c | PARTIAL | oak-quadratics:L4 'Complete the square: x² − 8x + 14 in vertex form.' ▶ Play a live item from this skill |
Items transform to vertex form only; the (x−p)²=q form is never used to SOLVE the equation, which the standard requires |
| A.REI.5d | NOT COVERED | No served item poses a quadratic inequality; only linear inequalities appear (oak-systems L4) |
Quadratic inequalities and domain identification entirely absent |
| A.REI.6 | PARTIAL | oak-systems:L1-L3 'Solve by substitution: y = 3x + 3 and x + y = 11.' / 'Why is that legal?' equivalence item ▶ Play a live item from this skill |
Same item bank also credits A.REI.6b (shared-bank cap); analysis limited to one equivalence item — no graphical or special-case (no-solution) analysis |
| A.REI.6a | NOT COVERED | Intersection meaning appears only in why-strings ('the one point living on both lines at once'); no prompt asks it |
Rationale-only content; no served item exercises solutions-as-intersection-points understanding |
| A.REI.6b | PARTIAL | oak-systems:L1-L3 'Solve by elimination: 2x + y = 10 and 2x − y = 6.' ▶ Play a live item from this skill |
Algebraic solving well served; estimate-by-graphing and solve-by-inspection (no-solution cases like 3x+2y=5 vs 6) never served |
| A.REI.6c | NOT COVERED | Every systems item is bare symbolic ('Solve by substitution: y = 2x + 1 and x + y = 7'); no real-world context |
No contextual problem leading to a system; rule 7 modeling clause unmet |
| A.REI.7 | NOT COVERED | Zero occurrences of 'matrix' in the entire served bank |
Matrix representation and 3×3+ solution with technology entirely absent (also a technology-use wall) |
| A.REI.8 | NOT COVERED | 'Which point satisfies y > 3x + 4?' — why: 'at x = 1 the line sits at 7... the point lies ABOVE the line' |
Point-satisfies-relation is exercised only for linear inequalities; the general graph-as-set-of-all-solutions understanding for equations/curves is never directly asked | CONSISTENCY: Twin of MO A1.REI.C.6 (NOT COVERED). The single credited item checks a point against an inequality by substitution; the graph-as-set-of-all-solutions understanding appears only in why-strings ('the point lies ABOVE the line'), which the audit treats as rationale-only, uncredited. Stricter reading wins. |
| A.REI.9 | NOT COVERED | No served item solves f(x) = g(x) by graphing or by intersection x-value for any function class |
Graphical-intersection solving absent across linear, quadratic, absolute value, and all (11) function types |
| A.REI.10 | PARTIAL | oak-systems:L4 'Which point satisfies y > 3x + 4?' with strict-boundary why ('The point on the line itself does not count') ▶ Play a live item from this skill |
Graphing is a production wall; only single-inequality point-membership recognition served — no half-plane graphing and no systems of inequalities at all |
| F.IF.1 | PARTIAL | oak-functions:L2 'Relation: {(1, 4), (3, 7), (3, 9), (6, 2)}. Is it a function?' — 'the input 3 has two different outputs' ▶ Play a live item from this skill |
Exactly-one-output core and f(x) notation exercised; domain/range vocabulary and 'graph of f is the graph of y = f(x)' clause never served |
| F.IF.2 | PARTIAL | oak-functions:L1/L4 'f(x) = 2x + 2. f(5) = ?' plus contextual 'C(h) = 14h + 50 ... What does the 50 represent?' → 'flat fee, charged even when h = 0' ▶ Play a live item from this skill |
CONSISTENCY: Twin of MO A1.IF.A.2 (PARTIAL) — same CCSS F-IF.2 wording, same oak-functions:L1/L4 items. MO auditor established the interpret-in-context clause rides the shared L4 bank credited to other standards and that no item interprets a notation statement (f(2)=5 style) in context. Stricter reading wins. |
| F.IF.3 | PARTIAL | oak-exponentials:L4/L5 'Recursive sequence: a(1) = 2, a(n) = 3·a(n−1). What is a(5)?' and one table item 'Which equation models it?' → y = 5x + 2 ▶ Play a live item from this skill |
Sequence items only EVALUATE terms; writing a function from an integer-domain point set (the standard's core, e.g. from {(−1,4),(0,7),...}) rests on a single linear table item; no quadratic pattern |
| F.IF.4 | PARTIAL | oak-functions:L4 'C(h) = 14h + 50 ... What does the 50 represent?' — intercept interpreted in context ▶ Play a live item from this skill |
Sketching is a production wall; interpretation served only for intercept/slope of linear models — no increasing/decreasing intervals, max/min, symmetry, or end behavior items |
| F.IF.5 | NOT COVERED | No served item in oak-functions/adv-functions asks about a function's domain or relates domain to graph/context. |
Domain identification and relating domain to a described quantitative context are entirely absent. |
| F.IF.6 | PARTIAL | oak-functions:L3 "For f(x) = 2x², what is the average rate of change from x = 3 to x = 5?" ▶ Play a live item from this skill |
Computation only, on symbolic quadratics; no interpretation of the rate, no table presentation, no estimation from a graph, and 9/10 linear restriction unserved. |
| F.IF.7 | PARTIAL | oak-quadratics:L3/L4 "Complete the square: x² − 8x + 14 in vertex form." / "What are the zeros of f(x) = x² − 5x + 6?" ▶ Play a live item from this skill |
'Graph by hand / using technology' is a production wall; items exercise key-feature knowledge (zeros, vertex) only for a few families, never actual graphing or technology use. |
| F.IF.7a | PARTIAL | oak-quadratics:L3/L4 Zeros and vertex-form items serve quadratic key features; "|x − 3| = 2" solves but never graphs absolute value. ▶ Play a live item from this skill |
Graphing is a wall; no absolute-value or linear graph-feature items, no maxima/minima labeled as graph features, no end behavior anywhere. |
| F.IF.7b | NOT COVERED | No served item addresses graphs or graph features of square root, cube root, or exponential functions; exp items are exponent-rule computation. |
Square root, cube root, and exponential graphing (or any graph-feature recognition for these families) is absent. |
| F.IF.7c | NOT COVERED | oak-logarithms serves "log₂(8) = ?" and "3^x = 9" equation solving; no item touches log graphs, intercepts, or end behavior. |
Logarithmic graphing, the graphical inverse relationship with exponentials, intercepts, and end behavior are all unserved; log items are pure evaluation/solving. |
| F.IF.7d | NOT COVERED | No piecewise-defined or step-function item appears in any served skill. |
Piecewise and step functions absent entirely. |
| F.IF.7e | PARTIAL | oak-poly-rational:L3 "What are the zeros of p(x) = (x − 1)(x − 4)(x + 5)?" ▶ Play a live item from this skill |
Zeros-from-factorization clause is exercised, but graphing is a wall and end behavior is never asked; items stay recognition-level on one clause. |
| F.IF.7f | NOT COVERED | Only rational-function item is "Solve: (x² − 16)/(x − 4) = 8. What about x = 4?" — an excluded-value check, not zeros/asymptotes/end behavior of a graph. |
Rational-function graphing, asymptote identification, and end behavior are unserved. |
| F.IF.7g | NOT COVERED | No trigonometric function items exist in any served Oak skill; no period, midline, or amplitude content. |
Trig graphing (period, midline, amplitude) absent entirely. |
| F.IF.8 | PARTIAL | oak-quadratics:L2/L4 "Factor: x² + 9x + 18." / "Complete the square: x² − 8x + 14 in vertex form." ▶ Play a live item from this skill |
Form-rewriting is exercised for quadratics only; the 'reveal and explain different properties' clause is not asked (rewrites are bare procedure), and the same bank is credited to the 8a-c substandards (shared-bank cap). |
| F.IF.8a | NOT COVERED | No item converts among slope-intercept, standard, and point-slope forms; oak-functions L4 interprets an intercept in context but never manipulates linear forms. |
Using multiple linear forms to show rate of change and intercepts is unserved. |
| F.IF.8b | PARTIAL | oak-quadratics:L2-L4 "Complete the square: x² − 10x + 22 in vertex form." and "What are the zeros of f(x) = x² − 11x + 28?" ▶ Play a live item from this skill |
Factoring→zeros and completing-square→vertex are exercised, but symmetry is never shown and no item interprets zeros/extremes in terms of a context (Rule 7: all quadratic items are bare computation). |
| F.IF.8c | PARTIAL | oak-exponentials:L1/L3 "A bacteria colony doubles every hour. Which model does the population follow?" plus exponent-property drills like "(5^4)^2 = ?" ▶ Play a live item from this skill |
No item extracts percent rate of change from forms like y=(1.02)^t or (1.01)^(12t), and decay classification (0.97)^t is never served. |
| F.IF.9 | NOT COVERED | No served item presents TWO functions in different representations for comparison; exp L5 "Which equation models it?" fits a single table. |
Comparing properties of two functions across algebraic/graphical/tabular/verbal representations is absent. |
| F.BF.1 | PARTIAL | oak-linear-equations:L2 "A plan costs a $40 signup fee plus $8 per month... Which equation models the months m?" ▶ Play a live item from this skill |
Modeling is select-the-equation MC in linear/exponential contexts only; students never build functions across families, and the bank is shared with A-CED-type codes. |
| F.BF.1a | PARTIAL | oak-adv-functions:L1 "f(x) = 3x, g(x) = x + 3. f(g(3)) = ?" — functions are combined only by numeric composition ▶ Play a live item from this skill |
No arithmetic combination of functions (p(x)=r(x)−c(x) style) and no modeling context; only bare numeric composition. |
| F.BF.1b | PARTIAL | oak-linear-equations:L2 "The total paid was $80. Which equation models the months m?" ; oak-exponentials:L5 "Which equation models it?" ▶ Play a live item from this skill |
Explicit expressions are only selected from choices; no determining a recursive function or steps-for-calculation from context. |
| F.BF.1c | PARTIAL | oak-adv-functions:L1 "f(x) = 2x, g(x) = x + 2. f(g(4)) = ?" ▶ Play a live item from this skill |
Only numeric evaluation of compositions; no composing to an expression and no contextual composition like T(h(t)). |
| F.BF.2 | PARTIAL | oak-exponentials:L4 "Recursive sequence: a(1) = 2, a(n) = 3 · a(n−1). What is a(5)?" ▶ Play a live item from this skill |
Items only evaluate given recursive rules; no writing sequences/series, no explicit formulas, no translating between forms, no ★ modeling of situations. |
| F.BF.3 | PARTIAL | oak-adv-functions:L3 "g(x) = f(x + 4). How is g's graph obtained from f's?" (also oak-functions:L5 f(x−4)) ▶ Play a live item from this skill |
Only vertical/horizontal translations served; no kf(x) or f(kx) stretches, no negative k/reflections, no finding k from a graph, no even/odd. |
| F.BF.4 | PARTIAL | oak-adv-functions:L2 "f(x) = 3x + 6. What is the inverse function f⁻¹(x)?" ▶ Play a live item from this skill |
Inverses limited to simple linear f(x)=ax+b; same item bank also credited to F.BF.4a (shared-bank cap). |
| F.BF.4a | PARTIAL | oak-adv-functions:L2 "f(x) = 4x + 12. What is the inverse function f⁻¹(x)?" ▶ Play a live item from this skill |
Same nine linear-inverse items also credited to cluster head F.BF.4; no non-linear inverses (shared-bank cap). |
| F.BF.4b | NOT COVERED | No served item presents a graph or table and asks for inverse-function values; all inverse items are symbolic linear forms. |
Reading inverse values from a graph or table is entirely absent. |
| F.BF.4c | NOT COVERED | No served item asks students to verify f(g(x))=x; composition items (oak-adv-functions:L1) never pair a function with its inverse. |
Verification-by-composition is absent from all levels. |
| F.BF.4d | NOT COVERED | No served item involves domain restriction or non-invertible functions; inverse items are invertible linear functions only. |
'Produce an invertible function by restricting the domain' is a production clause with no supporting recognition items either. |
| F.BF.5 | PARTIAL | oak-logarithms:L2 "3^x = 9" and "log₂(x) = 2" solved as paired exponential/log problems; L4 adds earthquake-magnitude context ▶ Play a live item from this skill |
CONSISTENCY: Shared-bank cap with A.REI.3b: identical oak-logarithms:L2 items credited FULL to both distinct standards. The inverse-relationship understanding is exercised only through the same solve items credited to A.REI.3b; both cap at PARTIAL. |
| F.LQE.1 | PARTIAL | oak-exponentials:L3 "A bacteria colony doubles every hour. Which model does the population follow?" vs "A pool fills at 7 liters per minute..." ▶ Play a live item from this skill |
Contextual linear-vs-exponential discrimination is served, but the same small item set is the sole credit for F.LQE.1b too (shared-bank cap); no quadratic distractor breadth. |
| F.LQE.1a | NOT COVERED | No served item addresses equal differences vs equal factors over equal intervals; the concept appears nowhere in prompts. |
'Prove' is a production wall and not even the recognition core (equal-differences/equal-factors reasoning) is exercised. |
| F.LQE.1b | PARTIAL | oak-exponentials:L3 "A pool fills at 5 liters per minute. Which model does the volume follow?" — constant-rate situation recognized ▶ Play a live item from this skill |
Constant-rate recognition rides the same handful of items credited to F.LQE.1 (shared-bank cap); no table/graph-based rate-per-interval items. |
| F.LQE.1c | PARTIAL | oak-exponentials:L3 "A bacteria colony doubles every hour. Which model does the population follow?" — constant-factor recognition ▶ Play a live item from this skill |
Items use constant-factor language (doubles/triples), never a constant PERCENT rate; no decay situations served. |
| F.LQE.2 | PARTIAL | oak-exponentials:L5 "The table shows y for each x. Which equation models it?" — sole table item; sampled answer is y = 5x + 2 (linear) ▶ Play a live item from this skill |
No served item actually yields an exponential function; construct-from-graph, description, or two input-output pairs entirely absent. Recognition MC caps at PARTIAL. |
| F.TF.1 | NOT COVERED | No item in any Oak skill mentions radians or arc length on the unit circle (full-corpus keyword sweep: zero hits) |
Radian measure entirely unserved; trig items are degree-based right-triangle ratios only (oak-similarity-trig). |
| F.TF.2 | NOT COVERED | No unit-circle item anywhere; 'unit circle' never appears in a served prompt |
Extension of trig functions to all real numbers via the unit circle unserved; 'explain' clause also a wall. |
| F.TF.3 | NOT COVERED | No special-triangle exact-value or π−x / π+x / 2π−x items exist; closest is degree cofunction "sin(30°) = cos(?°)" |
Exact values at π/3, π/4, π/6 and unit-circle reflection identities unserved. |
| F.TF.4 | NOT COVERED | No item touches odd/even symmetry or periodicity of trig functions; 'periodic' has zero corpus hits |
Symmetry and periodicity of trig functions entirely unserved. |
| F.TF.5 | NOT COVERED | No item involves amplitude, frequency, or midline; keywords have zero hits across all skills |
Modeling periodic phenomena with trig functions unserved; modeling clause (★) needs a contextual item, none exists. |
| F.TF.6 | NOT COVERED | oak-adv-functions:L2 inverts only linear functions ("f(x) = 3x + 6. What is the inverse?"); no trig inverse or domain-restriction item |
Domain restriction of trig functions to construct inverses unserved. |
| F.TF.7 | NOT COVERED | No trigonometric-equation or inverse-trig modeling item exists in any served skill |
Solving trig equations in modeling contexts, technology evaluation, and interpretation all unserved. |
| F.TF.8 | NOT COVERED | No Pythagorean-identity item; no quadrant-based sin/cos/tan-finding item anywhere in the corpus |
'Prove' is a wall and even the use-clause (find sin/cos/tan given one ratio and quadrant) has no served items. |
| F.TF.9 | NOT COVERED | No addition/subtraction-formula item exists in any served skill |
'Prove' is a wall; neither the proof nor the use of sum/difference formulas is served. |
| G.CO.1 | PARTIAL | oak-transformations-hs:L1 "Rotate (2, 6) by 180° about the origin." / "Reflect (5, 1) across the x-axis." — computing rigid-motion images ▶ Play a live item from this skill |
'Verify experimentally (patty paper/software)' is a conduct wall; served items apply transformations to points but never verify the listed properties. Caps at PARTIAL. |
| G.CO.1a | NOT COVERED | No served prompt tests that lines map to lines or that segment length is preserved; 'rigid' appears only in congruence why-strings |
Length/line-preservation property never exercised by an item; rationale-only mention = NOT COVERED. |
| G.CO.1b | NOT COVERED | No served item asks about angle measure preservation under rigid motions; point-image items never involve angles |
Angle-preservation property unserved. |
| G.CO.1c | NOT COVERED | 'Parallel' has zero hits in oak-transformations-hs prompts, choices, or rationales |
Parallel-lines-to-parallel-lines property unserved. |
| G.CO.1d | FULL | oak-transformations-hs:L2 "How many lines of symmetry does a square have?" / "smallest angle of rotational symmetry of an equilateral triangle?" ▶ Play a live item from this skill |
|
| G.CO.2 | FULL | oak-transformations-hs:L3 "The transformation (x, y) → (x + 4, y − 2) is a function on the plane. What does it do to every point?" ▶ Play a live item from this skill |
|
| G.CO.3 | PARTIAL | oak-transformations-hs:L3 "Which sequence carries (5, 1) to (-5, 1) and then to (-5, -1)?" — sequences on single points only ▶ Play a live item from this skill |
No items with two congruent FIGURES, and no non-coordinate-plane work; only coordinate points, in a bank shared with G.CO.2/5. |
| G.CO.4 | PARTIAL | oak-transformations-hs:L4 "Two triangles share two pairs of equal sides and the equal angle BETWEEN them. Which criterion guarantees...?" ▶ Play a live item from this skill |
"Show" (prove the biconditional) is a production wall; items only recognize criteria and never connect rigid motions to side/angle correspondence. |
| G.CO.5 | PARTIAL | oak-transformations-hs:L3 Closest served: "Which sequence carries (2, 1) to (-2, 1)..." — rigid-motion composition, no congruence decision ▶ Play a live item from this skill |
No item asks the student to DECIDE whether two given figures are congruent via rigid motions; shared bank with G.CO.2/3 caps at PARTIAL. |
| G.CO.6 | PARTIAL | oak-transformations-hs:L4 "Two triangles share three pairs of equal sides. Which criterion guarantees they are congruent?" ▶ Play a live item from this skill |
"Demonstrate using rigid motion" is a production wall; served items are criterion recognition with no rigid-motion demonstration. |
| G.CO.7 | NOT COVERED | No item on vertical angles, transversal angle pairs, or perpendicular bisectors; coordinate-geo only asks parallel/perpendicular SLOPES |
Zero items exercising the named line/angle theorems, let alone constructing arguments with them. |
| G.CO.8 | NOT COVERED | Bank contains no triangle angle-sum, isosceles base-angle, midsegment, or median items ('isosceles'/'interior angle' hit count = 0) |
None of the within-one-triangle theorems appear in any served item. |
| G.CO.9 | PARTIAL | oak-transformations-hs:L4 "Two triangles share two pairs of equal angles and the equal side BETWEEN them. Which criterion guarantees...?" (ASA) ▶ Play a live item from this skill |
"Construct arguments" is a wall — items are criterion recognition only; AAS and HL never appear in any served item. |
| G.CO.10 | NOT COVERED | 'parallelogram' appears nowhere in any served prompt, choice, or rationale |
No parallelogram theorem content at all. |
| G.CO.11 | NOT COVERED | No compass/straightedge/paper-folding/software construction item exists; 'compass' hit count = 0 |
Formal construction is a tool-conduct wall and no item even exercises its knowledge core (construction steps/procedures). |
| G.CO.12 | NOT COVERED | No inscribed-polygon construction items; hexagon appears only in a symmetry-count item ("lines of symmetry does a regular hexagon have") |
Constructing inscribed equilateral triangle/square/hexagon is entirely absent. |
| G.SRT.1 | NOT COVERED | 'dilation' appears in zero served items across all geometry skills |
No dilation items and no construction-based verification of dilation properties. |
| G.SRT.1a | NOT COVERED | No item addresses a dilation's effect on lines through/not through the center; 'dilat' hit count = 0 |
The line-to-parallel-line dilation property is never exercised. |
| G.SRT.1b | PARTIAL | oak-similarity-trig:L1 "Two triangles are similar with ratio 3. The smaller has sides 6 and 10. How long is the larger triangle's longest given side?" ▶ Play a live item from this skill |
Length-scales-by-factor core is exercised via similar triangles, but never framed as dilation of a segment with a center, and no construction-based verification. |
| G.SRT.2 | PARTIAL | oak-transformations-hs:L3-L4 "The transformation (x, y) → (x + 4, y − 2) is a function on the plane. What does it do to every point?" ▶ Play a live item from this skill |
Transformations-as-functions clause is served, but zero dilation items exist anywhere in the bank — the 'effect of dilations on two-dimensional figures' clause is wholly unserved. |
| G.SRT.3 | NOT COVERED | Only sequence items are rigid-motion chains: "Which sequence carries (5, 1) to (-5, 1) and then to (-5, -1)?" — congruence, not similarity |
No served item includes a dilation, so no sequence exhibiting SIMILARITY between similar figures exists; non-coordinate-plane clause also unserved. |
| G.SRT.4 | PARTIAL | oak-similarity-trig:L1,L2 "One triangle has angles of 50° and 40°; so does another. What follows, and why?" (AA/all-angles); L1 side-ratio items ▶ Play a live item from this skill |
Both clauses (angle equality, side proportionality) are touched, but the same similarity-trig bank is credited to G.SRT.4/.5/.6 — shared-bank cap; no item ties BOTH properties together in one figure. |
| G.SRT.5 | PARTIAL | oak-similarity-trig:L2 AA appears only as recognition: "they are similar — two equal angles force the third (the AA criterion)" ▶ Play a live item from this skill |
'Construct arguments' is a production wall; side-splitter theorem, its converse, and Pythagorean-via-similarity appear in no served item — only the AA knowledge core is exercised. |
| G.SRT.6 | PARTIAL | oak-similarity-trig:L1 / oak-transformations-hs:L4 "Two triangles share two pairs of equal sides and the equal angle BETWEEN them. Which criterion guarantees they are congruent?" ▶ Play a live item from this skill |
Criteria recognition and bare ratio solving only; 'prove relationships in geometric figures' clause unserved, and the bank is shared with G.SRT.4/.5 (shared-bank cap). |
| G.SRT.7 | PARTIAL | oak-similarity-trig:L3 "Right triangle: side opposite A = 6, adjacent side = 8, hypotenuse = 10. What is sin(A)?" ▶ Play a live item from this skill |
Trig-ratio definitions are exercised as computation, but 'show that by similarity side ratios are properties of the angles' is a derivation wall no item touches — no item connects similarity to ratio invariance. |
| G.SRT.8 | PARTIAL | oak-similarity-trig:L4 "sin(30°) = cos(?°)" with distractor 150 — the complementary relationship is used directly ▶ Play a live item from this skill |
'Use' clause fully served; 'Explain' clause lives only in the why-string (rationale-only), so the explanation demand is unserved. |
| G.SRT.9 | PARTIAL | oak-similarity-trig:L5 "In a right triangle, sin(A) = 9/15 and the hypotenuse is 15. How long is the side opposite A?" — bare computation ▶ Play a live item from this skill |
Starred applied/modeling clause has zero contextual items (no elevation, shadows, surveying); Pythagorean Theorem never combined with trig in any served item. |
| G.SRT.10 | NOT COVERED | No served item mentions triangle area via sine or an auxiliary altitude; keyword sweep for sine-area found nothing |
Derivation of A = ½ab·sin(C) absent even at recognition level. |
| G.SRT.11 | NOT COVERED | Keyword sweep across all skills: 'Law of', 'sine', 'cosine' (beyond right-triangle sin/cos) return zero items |
Laws of Sines and Cosines — proof and use — entirely absent from the served bank. |
| G.SRT.12 | NOT COVERED | No non-right-triangle trig item exists; no surveying/resultant-force context anywhere in samples.json |
Law of Sines/Cosines application to unknown measurements unserved. |
| G.C.1 | NOT COVERED | Keyword sweep for 'circle' hits only oak-solids-modeling cross-section items ("A plane slices a sphere...") — no circle-similarity content |
No item on circle similarity; 'construct arguments' wall additionally unmet. |
| G.C.2 | NOT COVERED | Sweep for 'inscribed', 'chord', 'tangent' returns zero served items |
Inscribed/central/circumscribed angle relationships, diameter right angles, radius-tangent perpendicularity all absent. |
| G.C.3 | NOT COVERED | No served item involves polygons inscribed in or circumscribed about circles |
Entire standard unserved; argument-construction wall additionally unmet. |
| G.C.4 | NOT COVERED | No item on incircles/circumcircles of triangles exists in any skill's served bank |
Compass-style construction (production wall) and even recognition of inscribed/circumscribed circles absent. |
| G.C.5 | NOT COVERED | No served item involves inscribed/circumscribed circle construction or tangent lines; no circle items exist at all. |
Construction of inscribed/circumscribed circles and tangents from an external point — construct is a wall and no circle content is served. |
| G.C.6 | NOT COVERED | No served item mentions arc length, radian measure, or sector area in any skill. |
Arc-radius proportionality derivation, radian definition, and sector-area formula entirely absent. |
| G.GPE.1 | NOT COVERED | oak-coordinate-geo serves only slopes, perimeters, areas, and a partition item; no circle-equation item exists. |
Writing the equation of a circle from center/radius and graphing it — no circle-equation items served. |
| G.GPE.2 | NOT COVERED | No served item derives or even states a circle equation; Pythagorean use appears only as right-triangle hypotenuse arithmetic. |
Derivation of the circle equation via Pythagorean Theorem and graphing the circle — absent; derive is a wall regardless. |
| G.GPE.3 | PARTIAL | oak-quadratics:L4 "Complete the square: x² − 8x + 14 in vertex form." — the algebraic move is live, but never on a circle equation. ▶ Play a live item from this skill |
Completing the square is exercised only on single-variable quadratics for vertex form; no item extracts a circle's center and radius from x²+y² form. |
| G.GPE.4 | NOT COVERED | No served item mentions parabola focus or directrix anywhere in the bank. |
Focus/directrix derivation and graphing of parabolas entirely absent; oak-quadratics treats parabolas only algebraically. |
| G.GPE.5 | NOT COVERED | No served item mentions ellipses, hyperbolas, or foci in any skill. |
Ellipse/hyperbola equations, foci, and constant-distance derivation entirely absent. |
| G.GPE.6 | PARTIAL | oak-coordinate-geo:L1-L3 "A right triangle has vertices (1, 1), (4, 1), and (4, 5). What is its perimeter?" — coordinate computation, never a proof. ▶ Play a live item from this skill |
Prove is a wall: no item asks students to prove/disprove a claim (e.g. that four points form a rectangle); midpoint formula never exercised; served items only compute with slope and distance. |
| G.GPE.7 | PARTIAL | oak-coordinate-geo:L1 "A line has slope 4. What is the slope of a line PERPENDICULAR to it?" — slope criteria used at recall level. ▶ Play a live item from this skill |
Proving the slope criteria is a wall and absent; the use clause is only half-served — no item finds the equation of a parallel/perpendicular line through a given point, just the slope value. |
| G.GPE.8 | PARTIAL | oak-coordinate-geo:L2-L3 "A right triangle has vertices (0, 0), (10, 0), and (2, 7). What is its area?" — perimeter and area from coordinates are live. ▶ Play a live item from this skill |
Midpoint formula never exercised (the L4 item is a 1:2 partition, not midpoint); polygons beyond axis-aligned right triangles absent; the ★ modeling clause has no contextual item — all bare computation. |
| G.GMD.1 | NOT COVERED | oak-solids-modeling items only compute, e.g. "Volume of a cylinder: radius 3, height 5 (in terms of π)." — no argument items. |
The demand is giving informal dissection/limit arguments FOR the formulas; using the formulas computationally does not exercise argumentation, and no item touches it. |
| G.GMD.2 | NOT COVERED | Cavalieri's principle appears in no served prompt, choice, or item in any skill. |
Informal Cavalieri argument entirely absent; argument-giving is a wall in any case. |
| G.MG.1 | PARTIAL | oak-solids-modeling:L3 "A silo is a cylinder of radius 6 and height 5 topped by a cone... What is the total volume..." — real object modeled by solids. ▶ Play a live item from this skill |
Only one contextual family (silo-as-cylinder+cone) carries the modeling clause, and it is a shared volume-computation bank also crediting the volume standards; no breadth of objects/properties beyond volume. |
| G.MG.2 | PARTIAL | oak-solids-modeling:L3 "A town has 400 residents on 30 km². What is its population density?" — area-based density is live and contextual. ▶ Play a live item from this skill |
Displacement is never exercised, and no volume-based density item (e.g. BTUs per cubic foot) is served — only persons-per-area. |
| G.MG.3 | NOT COVERED | No served item poses a design problem, constraint satisfaction, cost minimization, or ratio-grid task. |
Applying geometric methods to design/optimization problems entirely absent; all geometry items are direct computation or recognition. |
| S.ID.1 | NOT COVERED | No served item computes or compares median, mean, IQR, or standard deviation of data sets in any math skill. |
Entire standard: comparing center and spread of two or more data sets is absent from the item banks. |
| S.ID.2 | NOT COVERED | No served item presents a dot plot, histogram, or box plot, or asks about shape/outliers. |
Entire standard: interpretation of distribution shape, center, spread, and outlier effects is absent. |
| S.ID.3 | PARTIAL | oak-adv-functions:L4 "Normally distributed data: mean 70, standard deviation 8. About what percentage falls between 62 and 78?" ▶ Play a live item from this skill |
Empirical-rule percentage estimation only; no item on recognizing data sets where a normal fit is inappropriate, and no calculator/spreadsheet/table use (tool clause is a wall). |
| S.ID.4 | PARTIAL | oak-probability-hs:L3 "8 students play chess AND soccer, 9 soccer only... Given that a student plays soccer, what is the probability they..." ▶ Play a live item from this skill |
Two-category counts yield conditional relative frequency only; no two-way frequency table representation, no joint/marginal interpretation, no association/trend recognition; bank is shared with conditional-probability standards (cap PARTIAL). |
| S.ID.5 | NOT COVERED | No served item shows or asks about a scatter plot of two quantitative variables. |
Entire standard: scatter-plot representation and describing variable relationships is absent. |
| S.ID.5a | PARTIAL | oak-linear-equations:L2 "A plan costs a $40 signup fee plus $8 per month. The total paid was $80. Which equation models the months m?" ▶ Play a live item from this skill |
Contextual linear-function problems exist, but none are posed 'in the context of data' — no data set or data-derived function; the data-context clause is unexercised. |
| S.ID.5b | NOT COVERED | No served item asks the student to fit a linear function to a set of data points. |
Fitting a linear function to data (line of best fit) is absent from the banks. |
| S.ID.5c | NOT COVERED | No served item mentions residuals or fit assessment; 'residual' appears nowhere in any prompt or choice. |
Entire standard: plotting and analyzing residuals is absent (plotting is also a production wall). |
| S.ID.5d | NOT COVERED | oak-exponentials L3 asks 'a bacteria colony doubles every hour — which model?' from a rule, not from data; no fitting item exists. |
Fitting quadratic or exponential functions to actual data and using the fitted function is absent; model-recognition from a verbal rule is not data fitting. |
| S.ID.6 | PARTIAL | oak-functions:L4 "A repair's cost is C(h) = 14h + 50, where h is hours of labor. What does the 50 represent?" ▶ Play a live item from this skill |
Only the constant term (intercept) is interpreted; no served item asks students to interpret the slope/rate of change of a linear model in context, and the model is given, not data-fitted. |
| S.ID.7 | NOT COVERED | 'Correlation' appears in no served prompt, choice, or item; no correlation-coefficient computation or interpretation exists. |
Entire standard: computing (with technology — also a tool wall) and interpreting r is absent. |
| S.ID.8 | NOT COVERED | No served item contrasts correlation with causation in any skill bank. |
Entire standard: correlation-vs-causation distinction is absent. |
| S.IC.1 | NOT COVERED | No served item addresses random sampling, population parameters, or statistical inference. |
Entire standard: understanding statistics as an inferential process from random samples is absent. |
| S.IC.2 | NOT COVERED | No served item evaluates a probability model against simulated or observed results; coin items compute simple probabilities only. |
Entire standard: judging model consistency with data-generating results (simulation is also a conduct wall) is absent. |
| S.IC.3 | NOT COVERED | 'Survey', 'experiment', and 'observational study' appear in no served prompt or choice. |
Entire standard: distinguishing study types and explaining randomization's role is absent. |
| S.IC.4 | NOT COVERED | No served item involves sample surveys, population estimates, margin of error, or sampling simulation in any oak skill. |
Entire standard: survey-based estimation and margin-of-error development are absent from the bank. |
| S.IC.5 | NOT COVERED | No item mentions randomized experiments, treatments, or significance simulation anywhere in the served banks. |
Entire standard: experiment comparison and simulation-based significance are unserved. |
| S.IC.6 | NOT COVERED | No item asks students to evaluate a data-based report; keyword sweep for 'report' returned nothing in math items. |
Entire standard: report evaluation is absent. |
| S.CP.1 | NOT COVERED | No item asks to describe events as subsets, unions, intersections, or complements; 'and/or' appears only as given P-values. |
Sample-space set language (union/intersection/complement description) is never exercised; probabilities are handed pre-formed. |
| S.CP.2 | FULL | oak-probability-hs:L1 "P(A) = 1/4, P(B) = 1/5, and P(A and B) = 2/20. Are A and B independent?" — uses the product characterization to decide. ▶ Play a live item from this skill |
|
| S.CP.3 | PARTIAL | oak-probability-hs:L3 "Given that a student plays soccer, what is the probability they also play chess?" — conditional probability computed from counts. ▶ Play a live item from this skill |
Interpreting independence as P(A|B)=P(A) and P(B|A)=P(B) is never exercised; L1 tests independence only via the product form. |
| S.CP.4 | PARTIAL | oak-probability-hs:L3 "In a class: 8 students play chess AND soccer, 9 soccer only..." — category counts used as sample space for conditional probability. ▶ Play a live item from this skill |
'Construct and interpret two-way frequency tables' is a production wall and no actual two-way table is ever presented; data arrive in prose. Independence decision from a table also absent. |
| S.CP.5 | PARTIAL | oak-probability-hs:L3 Everyday chess/soccer context: "Given that a student plays soccer, what is the probability they also play chess?" ▶ Play a live item from this skill |
'Explain in everyday language' clause unserved — items demand a numeric answer; the everyday-language explanation lives only in why-strings. Direction-of-conditioning comparison (smoker/cancer style) not posed. |
| S.CP.6 | PARTIAL | oak-probability-hs:L3 "Given that a student plays soccer..." — P(A|B) found as the fraction of B's outcomes also in A (8/17). ▶ Play a live item from this skill |
'Interpret the answer in terms of the model' appears only in rationale; and the single L3 bank is shared credit across S.CP.3/4/5/6, capping at PARTIAL. |
| S.CP.7 | PARTIAL | oak-probability-hs:L2 "P(A) = 3/10, P(B) = 2/10, P(A and B) = 1/10. What is P(A or B)?" — Addition Rule applied directly. ▶ Play a live item from this skill |
'Interpret the answer in terms of the model' unmet: every L2 item is bare symbolic P(A)/P(B) with no context; also all nine items fix P(A and B)=1/10. |
| S.CP.8 | PARTIAL | oak-probability-hs:L1 "You flip a fair coin and roll a 4-sided die. What is P(heads AND rolling a 4)?" — multiplication for independent events only. ▶ Play a live item from this skill |
The GENERAL rule P(A and B)=P(A)P(B|A) with a genuine conditional factor is never exercised; only the independent special case appears, and no interpretation in terms of the model. |
| S.CP.9 | PARTIAL | oak-probability-hs:L4 "How many ways can 1st, 2nd, and 3rd place fall among 6 runners?" — counting only; answer is 120, not a probability. ▶ Play a live item from this skill |
Standard requires using permutations/combinations to COMPUTE PROBABILITIES of compound events; both served L4 items stop at the count and never form a probability. Bank is also only 2 items. |
| S.MD.1 | NOT COVERED | No item defines a random variable or graphs a probability distribution; 'distribution' hits are normal-curve percentage items in oak-adv-functions. |
Defining random variables and graphing their distributions is entirely unserved. |
| S.MD.2 | NOT COVERED | No served item computes or interprets an expected value; keyword sweep found no expected-value items. |
Expected value calculation and mean-of-distribution interpretation absent. |
| S.MD.3 | NOT COVERED | No item develops a theoretical probability distribution or finds its expected value in any oak skill. |
Entire standard: distribution construction and expected value are unserved. |
| S.MD.4 | NOT COVERED | oak-probability-hs L1-L4 serve only independence, P(A or B), conditional, counting; no distributions or expected value |
No item develops an empirical probability distribution or computes expected value |
| S.MD.5 | NOT COVERED | No served item assigns probabilities to payoff values or computes an expected value anywhere in oak-probability-hs |
Expected-value-of-payoff decision items entirely absent |
| S.MD.5a | NOT COVERED | No game-of-chance or expected-payoff item exists in the served bank |
No expected-winnings items (lottery/game-of-chance) |
| S.MD.5b | NOT COVERED | No item compares strategies by expected value; served items are bare probability computations |
No strategy-comparison-via-expected-value items |
| S.MD.6 | NOT COVERED | No served item uses probability to make a fair decision (lots, random number generator) |
Fair-decision items absent |
| S.MD.7 | NOT COVERED | No decision/strategy-analysis context (testing, goalie-pull) in bank; only class-membership conditional items |
Probability-based decision analysis absent |
| Code | Verdict | Evidence (generator · live items) | Named gap |
|---|---|---|---|
| N.VM.1 | NOT COVERED | No served item uses vector magnitude/direction or notation |v|, ‖v‖; vectors appear only as translation instructions in oak-transformations-hs. |
No items on recognizing vector quantities, directed-segment representation, or magnitude notation. |
| N.VM.3 | NOT COVERED | Keyword sweep: 'velocity' appears 0 times across all served items; no vector word problems exist. |
No contextual velocity/force vector problems anywhere in the bank. |
| Code | Verdict | Evidence (generator · live items) | Named gap |
|---|---|---|---|
| N.VM.2 | NOT COVERED | No served item computes components by subtracting initial from terminal point coordinates. |
No component-finding items; translation items give the vector, never derive it from two points. |
| N.VM.4 | NOT COVERED | Nearest miss: 'Translate (1, 4) by the vector ⟨4, −2⟩' (oak-transformations-hs L1) adds a vector to a POINT, credited to transformation standards. |
No vector-plus-vector or vector-subtraction items; translation items exercise G.CO, not vector algebra. |
| N.VM.4a | NOT COVERED | No item adds two vectors end-to-end, component-wise, or by parallelogram; no item touches magnitude of a sum vs sum of magnitudes. |
All three addition methods and the magnitude-of-sum understanding are absent. |
| N.VM.4b | NOT COVERED | No served item presents vectors in magnitude-direction form; 'magnitude' appears only in an earthquake logarithm item. |
No magnitude/direction-form vector-sum items. |
| N.VM.4c | NOT COVERED | No served item performs or represents vector subtraction; no v − w = v + (−w) content anywhere. |
Vector subtraction (graphical and component-wise) entirely absent. |
| Code | Verdict | Evidence (generator · live items) | Named gap |
|---|---|---|---|
| N.CN.10 | NOT COVERED | No served item mentions the Fundamental Theorem of Algebra or complex roots of quadratics; oak-radicals-complex serves only a±bi arithmetic (and only in why-strings). |
No item on FTA or showing a quadratic has exactly two complex roots; complex numbers appear only as add/subtract mechanics. |
| N.VM.5 | NOT COVERED | Keyword sweep: 'scalar' appears 0 times; no item multiplies a vector by a scalar. |
No scalar-multiplication items. |
| N.VM.5a | NOT COVERED | No graphical-scaling or component-wise c(vx, vy) items served in any skill. |
Both graphical and component-wise scalar multiplication absent. |
| N.VM.5b | NOT COVERED | No item computes ‖cv‖ = |c|‖v‖ or reasons about direction of cv for c > 0 vs c < 0. |
Magnitude and direction of scalar multiples entirely absent. |
| N.VM.6 | NOT COVERED | Keyword sweep: 'matrix'/'matrices' appear 0 times in all served items, prompts, and why-strings. |
No matrix representation of data or systems anywhere; oak-systems solves systems by substitution/elimination only, never in matrix form. |
| N.VM.7 | NOT COVERED | No matrix content served; scalar-times-matrix items do not exist. |
No scalar multiplication of matrices items. |
| N.VM.8 | NOT COVERED | No matrix add/subtract/multiply or 2×2 determinant items; 'determinant' appears 0 times in the bank. |
All four clauses (add, subtract, multiply, determinants) absent. |
| N.VM.9 | NOT COVERED | No item addresses matrix multiplication properties; no matrix content exists to build non-commutativity reasoning on. |
Non-commutativity / associativity / distributivity of matrix multiplication absent. |
| Code | Verdict | Evidence (generator · live items) | Named gap |
|---|---|---|---|
| RL.9-10.1 | PARTIAL | oak-reading-1:L1-L3 'Which quotation BEST supports the inference that scarcity alone will not stop illegal mining?' ▶ Play a live item from this skill |
Shared bank credited to many distinct RL standards (cap); citing is selection-only, no student-produced citation |
| RL.9-10.2 | PARTIAL | oak-reading-1:L1-L3 'Which TWO themes does the passage develop together?' ▶ Play a live item from this skill |
No item requires an objective summary; development analyzed only via theme identification; shared bank cap |
| RL.9-10.3 | PARTIAL | oak-reading-1:L1-L3 'How does the narrator change over the course of the passage?' ▶ Play a live item from this skill |
Single character-development item; interaction-with-other-characters and plot-advancement clauses untested; shared bank cap |
| RL.9-10.4 | PARTIAL | oak-reading-1:L1-L3 'Mined, barged, and poured...' What is the cumulative effect of this three-verb sequence? ▶ Play a live item from this skill |
Figurative/connotative meaning and cumulative-impact both touched, but tone clause thin and bank shared across standards (cap) |
| RL.9-10.5 | PARTIAL | oak-reading-1:L1-L3 'starts the night before an audit, jumps back eleven years... What does this time structure accomplish?' ▶ Play a live item from this skill |
Structure/time manipulation exercised, but mystery/tension/surprise effects not explicitly targeted; shared bank cap |
| RL.9-10.6 | PARTIAL | oak-reading-1:L1-L3 'a family bakery... neighbors who repay in flour and repairs — reflects what kind of economic context?' ▶ Play a live item from this skill |
Items identify cultural/economic context reflected in the work but do not analyze a particular point of view shaped by it; shared bank cap |
| RL.9-10.7 | NOT COVERED | No served item presents or compares a subject/key scene across multiple mediums (media, artistic, visual) |
Multimedia/multi-medium comparison is a conduct wall and no recognition item about it exists either |
| RL.9-10.8 | FULL | — Standard text reads 'Not applicable for literature.' — no instructional demand exists to cover |
|
| RL.9-10.9 | PARTIAL | oak-reading-1:L1-L3 'The two-column ledger echoes the old idea of weighing a soul's deeds... How does the author TRANSFORM that source idea?' ▶ Play a live item from this skill |
One transform item on one passage; shared bank credited to distinct standards caps at PARTIAL |
| RL.9-10.10 | PARTIAL | oak-reading-1:L1-L3 "'Not money. Witnesses.' What does this syntax — two fragments — do that a full sentence would not?" ▶ Play a live item from this skill |
Analysis-of-language items only; 'make effective choices for meaning or style' (production) and 'when listening' are unexercised — no writing-choice or listening items. |
| RL.9-10.11 | PARTIAL | oak-reading-1:L1-L3 "In the mother's 'bookkeeping,' what does the word 'columns' come to mean by the end?" ▶ Play a live item from this skill |
Word-meaning-in-context is served, but only via a small shared bank also credited to the .a-.d sub-codes; no item targets multiple-meaning words as a deliberate vocabulary skill beyond two passages. |
| RL.9-10.11.a | PARTIAL | oak-reading-1:L1-L3 "what does the word 'columns' come to mean by the end?" — context-based meaning determination ▶ Play a live item from this skill |
Exercised, but by the same two-passage items credited to the parent RL.9-10.11 and RL.9-10.12 codes (shared-bank cap); no dedicated context-clue items. |
| RL.9-10.11.b | NOT COVERED | No served oak-reading-1 item addresses word changes, affixes, or parts of speech; all prompts are passage analysis. |
No morphology/part-of-speech items exist at all. |
| RL.9-10.11.c | NOT COVERED | No item involves reference materials, pronunciation, or etymology; 'consult' is a conduct verb with no recognition proxy served. |
Reference-material consultation wholly absent. |
| RL.9-10.11.d | NOT COVERED | No served item asks the student to verify or check an inferred word meaning; meaning items stop at the first determination. |
Verification step never exercised. |
| RL.9-10.12 | PARTIAL | oak-reading-1:L1-L3 "'A demolition in waiting' — what does this phrase convey about desert-sand concrete beyond its literal meaning?" ▶ Play a live item from this skill |
Figurative language and connotation exercised; word relationships and nuances among words with similar denotations have no items (see .b). |
| RL.9-10.12.a | PARTIAL | oak-reading-1:L1-L3 "'A demolition in waiting' ... beyond its literal meaning?" — interprets a figure of speech in context ▶ Play a live item from this skill |
Interpretation served, but 'analyze their role in the text' is thin and the items are the same shared bank credited to RL.9-10.12 and RI.9-10.4. |
| RL.9-10.12.b | NOT COVERED | No served item contrasts words with similar denotations; nuance appears only inside figurative-meaning prompts, not as denotation comparison. |
No similar-denotation nuance items. |
| RL.9-10.13 | PARTIAL | oak-reading-1:L1-L3 Only prose is served: literary items all use one passage, "The Ledger" (bakery narrative); no drama or poetry appears in any level. ▶ Play a live item from this skill |
'Dramas ... and poetry' clause has zero served texts; complexity range rests on two prose passages. |
| RI.9-10.1 | PARTIAL | oak-reading-1:L1-L3 "Which quotation BEST supports the inference that scarcity alone will not stop illegal mining?" ▶ Play a live item from this skill |
CONSISTENCY: Twin of MO 9-10.RI.1.A (PARTIAL) and shared-bank cap: the same 15-item oak-reading-1 bank is credited FULL to three distinct KS standards (RI.1, RI.5, RI.13) and across many MO codes. MO auditors uniformly capped every reading standard riding this bank; citing is selection-only with no thorough multi-piece marshaling. |
| RI.9-10.2 | PARTIAL | oak-reading-1:L1-L3 "Which TWO central ideas does the article develop together?" ▶ Play a live item from this skill |
Central ideas and their joint development exercised; 'provide an objective summary' has no summary-selection or summary-production item. |
| RI.9-10.3 | PARTIAL | oak-reading-1:L1-L3 "The article withholds its regulation argument until after the physical facts. Why does this sequencing strengthen it?" ▶ Play a live item from this skill |
Order/sequencing exercised by one item on one passage; 'connections that are drawn between them' and introduce-then-develop tracing are not directly probed. |
| RI.9-10.4 | PARTIAL | oak-reading-1:L1-L3 "'Mined, barged, and poured into foundations elsewhere.' What is the cumulative effect of this three-verb sequence?" ▶ Play a live item from this skill |
Figurative meaning and cumulative impact served; technical meanings and explicit tone analysis have no items on the informational passage. |
| RI.9-10.5 | PARTIAL | oak-reading-1:L1-L3 "'They are half right, and the half matters.' What rhetorical work does this sentence do?" plus the sequencing/larger-portion item ▶ Play a live item from this skill |
CONSISTENCY: Twin of MO 9-10.RI.2.A (PARTIAL): a single sequencing-impact item on one article, drawn from the shared oak-reading-1 bank credited FULL to multiple distinct standards. Shared-bank cap plus twin consistency. |
| RI.9-10.6 | PARTIAL | oak-reading-1:L1-L3 "'They are half right, and the half matters.' What rhetorical work does this sentence do?" ▶ Play a live item from this skill |
Rhetoric-effect items exist, but no served item asks the student to determine the author's perspective/purpose itself; rhetoric is analyzed without tying it to an identified viewpoint. |
| RI.9-10.7 | NOT COVERED | All oak-reading-1 items are single-text print passages; no second account or non-print medium appears anywhere in the served bank. |
No comparison of accounts across mediums; multimedia/audio comparison is a production wall the bank does not even approach at recognition level. |
| RI.9-10.8 | PARTIAL | oak-reading-1:L1-L3 "Evaluate the author's evidence for the claim that the shortage is already severe. Is it relevant and sufficient?" ▶ Play a live item from this skill |
Relevance/sufficiency evaluation is served, but no item asks the student to identify false statements or fallacious reasoning — that clause is unexercised. |
| RI.9-10.9 | NOT COVERED | Served passages are an original short story ('The Ledger') and an original article ('The Sand Shortage'); no document of historical/literary significance is served. |
No seminal or historically significant documents, and no cross-document theme analysis; the ledger-allusion item transforms a motif, not a significant source document. |
| RI.9-10.10 | PARTIAL | oak-reading-1:L1-L3 + wp-oak-argument "'Not money. Witnesses.' What does this syntax — two fragments — do that a full sentence would not?" ▶ Play a live item from this skill |
How-language-functions-in-context is exercised for comprehension; the make-effective-choices-in-one's-own-writing clause is covered only by a rubric line ('Formal register maintained'), not targeted items. |
| RI.9-10.10.a | NOT COVERED | No served item or wp-oak rubric line references a style manual; rubrics grade register and organization only. |
Write-and-edit-to-a-style-manual is a process/production clause with nothing serving it — no editing task, no style-manual conformity check. |
| RI.9-10.11 | PARTIAL | oak-reading-1:L1-L3 "In the mother's 'bookkeeping,' what does the word 'columns' come to mean by the end?" ▶ Play a live item from this skill |
Multiple-meaning-in-context is exercised by a small shared bank also credited to 11.a and 12.x (shared-bank cap); flexible strategy range (11.b–d) is absent. |
| RI.9-10.11.a | PARTIAL | oak-reading-1:L1-L3 "'A demolition in waiting' — what does this phrase convey about desert-sand concrete beyond its literal meaning?" ▶ Play a live item from this skill |
Context-based meaning items exist and hit the clause, but the same items are credited to RI.9-10.11, 12 and 12.a — shared item bank caps at PARTIAL. |
| RI.9-10.11.b | NOT COVERED | No served item involves affixes, roots, or word-form changes indicating meaning or part of speech. |
Morphology/word-change patterns entirely absent from the oak-reading-1 bank and wp-oak rubrics. |
| RI.9-10.11.c | NOT COVERED | No item involves consulting reference materials, pronunciation, or etymology. |
'Consult' is a conduct verb (wall); no recognition item about reference use exists either. |
| RI.9-10.11.d | NOT COVERED | No item asks the student to verify an inferred meaning (e.g., by checking context fit or a reference). |
Verification-of-preliminary-determination as a practiced step is absent; single-shot MCQ meaning items do not model it. |
| RI.9-10.12 | PARTIAL | oak-reading-1:L1-L3 "'A demolition in waiting' — what does this phrase convey ... beyond its literal meaning?" ▶ Play a live item from this skill |
Figurative language is exercised via the shared bank (cap), but the word-relationships and similar-denotation-nuance clauses have no serving items. |
| RI.9-10.12.a | PARTIAL | oak-reading-1:L1-L3 "'Mined, barged, and poured into foundations elsewhere.' What is the cumulative effect of this three-verb sequence?" ▶ Play a live item from this skill |
Figure-of-speech interpretation and role-in-text are directly hit, but by the same small bank credited to 11/11.a/12 — shared item bank caps at PARTIAL. |
| RI.9-10.12.b | NOT COVERED | No served item compares words with similar denotations; 'columns' is a multiple-meaning item, not a connotation-nuance contrast. |
Nuance-among-near-synonyms is absent from the bank. |
| RI.9-10.13 | PARTIAL | oak-reading-1:L1-L3 'The Sand Shortage' informational passage with graded items, e.g. "Which TWO central ideas does the article develop together?" ▶ Play a live item from this skill |
CONSISTENCY: Twin of MO 9-10.RI.3.D (PARTIAL) and shared-bank cap: one informational passage ('The Sand Shortage') repeated across levels cannot evidence range/proficiency, and the identical bank is credited FULL to RI.1 and RI.5. Matches the KS auditor's own RL.9-10.13 PARTIAL for the literary side. |
| W.9-10.1 | PARTIAL | wp-oak-argument "Write a multi-paragraph argument: a precise claim, two developed reasons with evidence...a counterclaim" |
CONSISTENCY: Sanity/parity with math clusters: the parent cannot be FULL while its own components fail — child 1.c is NOT COVERED (cohesion/linking never graded in the argument rubric) and 1.a/1.b/1.d are PARTIAL. Same wp-oak-argument rubric is the sole credit source for all. |
| W.9-10.1.a | PARTIAL | wp-oak-argument Rubric: "A precise, arguable claim stated early"; "A counterclaim presented fairly and answered" |
No rubric line grades an organization establishing clear relationships among claims, counterclaims, reasons and evidence |
| W.9-10.1.b | PARTIAL | wp-oak-argument Rubric: "A counterclaim presented fairly and answered" |
Strengths AND limitations of both sides, and anticipating the audience's knowledge level and concerns, are not graded |
| W.9-10.1.c | NOT COVERED | wp-oak-argument rubric has no cohesion/linking line; transitions line exists only in wp-oak-inform (W.2 shape) |
No served rubric grades linking words/cohesion between claims, reasons, evidence and counterclaims in argument writing |
| W.9-10.1.d | PARTIAL | wp-oak-argument Rubric: "Formal register maintained — no slang, no direct address" |
Objective tone and attending to discipline norms/conventions are not graded |
| W.9-10.1.e | FULL | wp-oak-argument Rubric: "A conclusion that follows from the argument, not a restatement" |
|
| W.9-10.2 | PARTIAL | wp-oak-inform "Explain a process or system...define the necessary terms...sequence the stages logically" + graded rubric |
CONSISTENCY: Parent FULL contradicts components: children 2.a, 2.b, 2.c, 2.e are all PARTIAL (formatting/graphics wall, evidence-selection ungraded, transitions thin, objective tone ungraded) on the same wp-oak-inform rubric. Cap to PARTIAL for parity with how math cluster heads were treated. |
| W.9-10.2.a | PARTIAL | wp-oak-inform Rubric: "An opening that frames the process and why it matters"; "Stages sequenced logically" |
Formatting, graphics and multimedia clause is a production wall a text-only judged essay cannot exercise |
| W.9-10.2.b | PARTIAL | wp-oak-inform Rubric: "Terms defined at first use"; prompt targets "a reader encountering it for the first time" |
No rubric line grades well-chosen relevant and sufficient facts, concrete details, quotations or examples |
| W.9-10.2.c | PARTIAL | wp-oak-inform Rubric: "Stages sequenced logically with transitions" |
"Appropriate and varied" transitions and cohesion among complex ideas are not graded — one transitions mention only |
| W.9-10.2.d | FULL | wp-oak-inform Rubric: "Precise, formal prose throughout" + "Terms defined at first use" |
|
| W.9-10.2.e | PARTIAL | wp-oak-inform Rubric: "Precise, formal prose throughout" |
Objective tone and discipline norms/conventions are not graded |
| W.9-10.2.f | FULL | wp-oak-inform Rubric: "A closing built on the common-misunderstanding move" — a closing following from and supporting the explanation |
|
| W.9-10.3 | NOT COVERED | Only wp-oak-argument/analyze/inform exist; no narrative writing prompt is served |
No served prompt or rubric asks for narrative writing at all |
| W.9-10.3.a | NOT COVERED | No narrative prompt served; no rubric mentions narrator, characters, or event progression |
Narrative engagement/point-of-view/progression is entirely absent from the served writing stack |
| W.9-10.3.b | NOT COVERED | No narrative prompt exists; wp-oak set is argument/analyze/inform only — no dialogue, pacing, or plot-line demand. |
No narrative writing task; narrative techniques never elicited or graded. |
| W.9-10.3.c | NOT COVERED | Only wp-oak-inform sequences anything ('Stages sequenced logically') — a process explanation, not narrative events. |
No narrative task requiring event-sequencing techniques toward a coherent narrative whole. |
| W.9-10.3.d | NOT COVERED | No prompt or rubric line asks for sensory language or telling details; all three wp-oak rubrics grade formal expository prose. |
No narrative/descriptive task; vivid sensory language never elicited. |
| W.9-10.3.e | NOT COVERED | Conclusion rubric lines are expository ('A conclusion that follows from the argument'); no narrative reflection close exists. |
No narrative task, so no conclusion reflecting on narrated experience. |
| W.9-10.4 | FULL | wp-oak-argument/analyze/inform wp-oak-argument: 'a precise claim, two developed reasons... conclusion that follows'; rubrics grade development, organization, register across three purposes. |
|
| W.9-10.5 | NOT COVERED | All wp-oak tasks are single-draft judged essays; no planning, revising, or rewriting step is served or graded for this course. |
No revision/editing loop; process clause entirely unexercised (oak-language revision items serve english-3-4, not this course). |
| W.9-10.6 | NOT COVERED | No served item involves publishing, linking, shared products, or dynamic display; typing an essay into the app does not exercise the clause. |
Production/publish-with-technology conduct verb; no publishing or collaborative product exists. |
| W.9-10.7 | NOT COVERED | 'Conduct... research projects' is a conduct wall; no wp-oak prompt or item involves inquiry, source synthesis, or a research question. |
No research task of any length; synthesis of multiple sources never demanded. |
| W.9-10.8 | NOT COVERED | No item exercises source gathering, advanced search, source assessment, or citation format; wp-oak-analyze uses one self-chosen text, not multiple sources. |
Multi-source gathering, usefulness assessment, plagiarism-avoidance and citation format all absent. |
| W.9-10.9 | PARTIAL | wp-oak-analyze 'quote or describe where each appears' with rubric 'Two techniques identified with the place each appears' — text evidence supports analysis. |
Evidence drawn from one self-chosen persuasive text only; the 'reflection and research' uses of textual evidence are not exercised. |
| W.9-10.10 | PARTIAL | wp-oak-argument/analyze/inform Rubric lines 'Formal register maintained' and 'Precise, formal prose throughout' brush usage while writing; no grammar-conventions criterion is graded. |
No rubric line or item explicitly grades grammar/usage command; oak-language items serve english-3-4, not this course. |
| W.9-10.10.a | NOT COVERED | No served content references style-manual conformance (MLA/APA etc.) in any prompt, rubric, or item. |
Style-manual editing entirely absent. |
| W.9-10.10.b | NOT COVERED | Grep of served bank: 'parallel' appears in zero prompts, choices, or rubrics. |
Parallel structure never taught, tested, or graded. |
| W.9-10.10.c | NOT COVERED | No item names or exercises phrase/clause types (participial, absolute, relative, etc.); english-1-2 serves no language skill at all. |
Phrase and clause variety unaddressed; even english-3-4's oak-language lacks these items. |
| W.9-10.11 | NOT COVERED | No capitalization, punctuation, or spelling item is served to this course; wp-oak rubrics contain no mechanics criterion. |
Mechanics conventions never tested or graded for english-1-2 (oak-language's few punctuation items belong to english-3-4). |
| W.9-10.11.a | NOT COVERED | "Which version punctuates correctly?" — key: "The experiment failed; the notebook explains why." |
Single recognition item; semicolon use in the student's own writing never produced or graded (wp-oak rubrics do not grade punctuation). | CONSISTENCY: Roster contradiction: sibling rows W.9-10.5, W.9-10.10 and parent W.9-10.11 all state oak-language items serve english-3-4, not this course, and the parent is NOT COVERED on exactly that basis. Crediting oak-language:L3's semicolon item to english-1-2 contradicts the established roster; majority/explicit evidence wins. |
| W.9-10.11.b | NOT COVERED | No served item involves a colon introducing a list or quotation; the only punctuation item is semicolon vs comma splice. |
No colon items at all. |
| W.9-10.11.c | NOT COVERED | No spelling item in oak-language; no wp-oak rubric line grades spelling. |
Spelling never assessed anywhere in the served stack. |
| W.9-10.12 | PARTIAL | wp-oak-argument Three wp-oak prompts span argument/analysis/inform: "Write a multi-paragraph argument: a precise claim..." |
Single-sitting judged essays only; extended time frames with research, reflection and revision (multi-draft process) are not served — process clauses cap at PARTIAL per rubric rule. |
| SL.9-10.1 | NOT COVERED | No served item or mode involves collaborative discussion; app is solo MCQ + solo judged essays. |
Initiate/participate in discussions is a conduct wall with no knowledge-core recognition item served. |
| SL.9-10.2 | NOT COVERED | No served item presents diverse media/formats; all oak-reading-1 items are single print passages. |
Multiple-media integration and per-source credibility evaluation absent; multimedia is a wall with no serving of its core. |
| SL.9-10.3 | NOT COVERED | "Evaluate the author's evidence for the claim that the shortage is already severe. Is it relevant and sufficient?" |
Evaluating reasoning/evidence is exercised only on written texts; a SPEAKER (listening) is never served, and fallacy/distortion identification is not explicit — listening wall caps at PARTIAL. | CONSISTENCY: Twin of MO 9-10.SL.1.B (NOT COVERED): english-1-2 serves no speech or speaker text at all — speech-analysis items live in oak-reading-2 (english-3-4). Evaluating a print article author's evidence is already credited to RI.9-10.8; it does not serve the evaluate-a-speaker demand even as knowledge core. Stricter reading wins. |
| SL.9-10.4 | NOT COVERED | No presentation or oral-delivery item exists; wp-oak essays are written, not presented to listeners. |
Speak/present is a production wall; no recognition item about presentation organization or delivery is served. |
| SL.9-10.5 | NOT COVERED | No served item involves digital media or presentations in any form. |
Multimedia/presentation wall with zero knowledge-core serving. |
| SL.9-10.6 | NOT COVERED | wp-oak rubrics grade one fixed register ("Formal register maintained") in writing; no item exercises adapting SPEECH across contexts. |
The standard's demand is adapting speech to varied contexts/tasks; a single-register writing rubric does not exercise adaptation or speech. |
| SL.9-10.7 | NOT COVERED | "Which version punctuates correctly?" plus concision-revision items exercise conventions of standard English in written form. |
Conventions exercised only in writing/editing MCQs; command WHEN SPEAKING is a wall — capped at PARTIAL, and grammar/usage coverage itself is thin (one punctuation item, four concision items). | CONSISTENCY: Same roster contradiction as W.9-10.11.a: the PARTIAL rests entirely on oak-language:L3 items, which three sibling english-1-2 rows explicitly place in english-3-4. With no oak-language service to this course and no wp-oak rubric line grading conventions, nothing serves the standard. |
| SL.9-10.7.a | NOT COVERED | No oak-language or wp-oak item targets parallel structure; concision and transition items do not require it. |
Parallel structure never assessed. |
| SL.9-10.7.b | NOT COVERED | No served item names or manipulates phrase types (participial, absolute, etc.) or clause types for meaning/variety. |
Phrase/clause-type variety never assessed; transition-choice items are a different skill. |
| SL.9-10.8 | PARTIAL | oak-reading-1:L1 "'A demolition in waiting' — what does this phrase convey about desert-sand concrete beyond its literal meaning?" ▶ Play a live item from this skill |
Word/phrase meaning-in-context is exercised in reading only; accurate USE in writing/speaking and demonstrated independence in gathering vocabulary are not served. |
| Code | Verdict | Evidence (generator · live items) | Named gap |
|---|---|---|---|
| RL.11-12.1 | PARTIAL | oak-reading-2:L1 "Which quotation BEST supports the claim that the speaker was demoted rather than developed?" plus inference items ("read between the lines"). ▶ Play a live item from this skill |
Evidence-selection and inference clauses served, but no item targets determining where the text leaves matters uncertain, and served texts skew rhetorical/informational rather than literary (RL) — every clause not exercised. |
| RL.11-12.2 | PARTIAL | oak-reading-2:L1-L3 'Which TWO central ideas do the paired texts develop, taken together?' ▶ Play a live item from this skill |
Central-idea interaction served only on informational/speech texts, not literature; no objective-summary items; development-analysis clause thin. |
| RL.11-12.3 | NOT COVERED | No served item involves a story or drama; oak-reading-2 texts are a retirement speech and paired argument articles. |
No items on author's choices in developing/relating elements of a story or drama (setting, character, plot, ordering). |
| RL.11-12.4 | PARTIAL | oak-reading-2:L1-L3 'Loyalty… is a currency… accepted in remarkably few places.' What does this extended metaphor argue? ▶ Play a live item from this skill |
Figurative/connotative and word-choice-to-tone analysis served, but on nonfiction, not literary text; 'fresh, engaging or beautiful' language clause unexercised. |
| RL.11-12.5 | PARTIAL | oak-reading-2:L1-L3 'The speech is structured as a gratitude list. Why is this structure the right delivery system for its actual content?' ▶ Play a live item from this skill |
Structure-to-meaning served on a speech; no literary text and no aesthetic-impact analysis of a story/drama/poem's structure. |
| RL.11-12.6 | PARTIAL | oak-reading-2:L1-L3 'The speaker says he is "grateful" throughout. What is really being communicated?' ▶ Play a live item from this skill |
Stated-vs-really-meant fully exercised, but on a speech rather than literature (satire/irony/understatement in literary works unserved); shared bank also credits RL.2/4/5. |
| RL.11-12.7 | NOT COVERED | No served item presents multiple interpretations/versions (film, staging, recording) of a story, drama or poem. |
Multiple-interpretation/version-evaluation items entirely absent; multimedia comparison is also a wall. |
| RL.11-12.8 | FULL | — Standard text is 'Not applicable for literature' — a placeholder with no demand to serve. |
|
| RL.11-12.9 | NOT COVERED | No served item references foundational American/world literature or compares same-period texts; passages are contemporary workplace nonfiction. |
No foundational-works knowledge items and no same-period theme-comparison items. |
| RL.11-12.10 | PARTIAL | oak-language:L1-L3 'Which is the MOST CONCISE revision of: "due to the fact that the bridge was closed"?' ▶ Play a live item from this skill |
Style/concision and transition choices served, but bank is small (5-6 items), shared across multiple language standards, and the comprehend-when-reading and varied-contexts clauses are thin. |
| RL.11-12.11 | PARTIAL | oak-reading-2:L1-L3 Text A calls the fifth day '…performative presence.' What does 'performative presence' mean in this context? ▶ Play a live item from this skill |
Only context-based meaning served; morphology (b), reference materials (c), and verification (d) strands of the umbrella unserved. |
| RL.11-12.11.a | PARTIAL | oak-reading-2:L1-L3 'What does "performative presence" mean in this context?' ▶ Play a live item from this skill |
Context-clue demand exercised, but by essentially one item from a bank shared and credited to RL.4/11/12 (rule 3 cap); not on literary text. |
| RL.11-12.11.b | NOT COVERED | No served item tests word-change patterns or parts-of-speech morphology (e.g., conceive/conception/conceivable). |
No morphology/word-family items in oak-language or oak-reading-2. |
| RL.11-12.11.c | NOT COVERED | Consult-reference-materials is a conduct wall; no served item involves dictionaries, glossaries, thesauruses, etymology or pronunciation. |
Reference-consultation demand (a production/conduct verb) entirely unserved, with no recognition proxy either. |
| RL.11-12.11.d | NOT COVERED | No served item asks students to check/verify an inferred meaning against context or a source. |
Verification-of-preliminary-meaning process is never exercised; single-step vocabulary items only. |
| RL.11-12.12 | PARTIAL | oak-reading-2:L1-L3 'Loyalty… is a currency…' What does this extended metaphor argue? / 'grateful' — what is really being communicated? ▶ Play a live item from this skill |
Figurative language and connotative nuance served, but from the same shared bank credited to RL.4/6/11 (rule 3 cap); word-relationships (analogy/denotation-connotation contrast) items absent. |
| RL.11-12.12.a | PARTIAL | oak-reading-2:L1-L3 'Loyalty… is a currency… accepted in remarkably few places.' What does this extended metaphor argue? ▶ Play a live item from this skill |
Only metaphor/irony in one satirical speech; no hyperbole or paradox items, no literary prose/poetry/drama; bank shared across RL/RI codes. |
| RL.11-12.12.b | NOT COVERED | No served item compares words with similar denotations; 'performative presence' item is context-meaning, not connotation-nuance contrast. |
No items contrasting near-synonyms' connotative nuances. |
| RL.11-12.13 | NOT COVERED | oak-reading-2 passages are a retirement speech and a paired argument report — no drama, prose fiction, or poetry served. |
No 11-12-complexity literary texts (drama/prose/poetry) in the served bank. |
| RI.11-12.1 | PARTIAL | oak-reading-2:L1-L3 'Which quotation BEST supports the claim that the speaker was demoted rather than developed?' ▶ Play a live item from this skill |
Evidence-selection and inference exercised, but the same 12-item bank is credited across RI.1-9 (shared-bank cap); 'where the text leaves matters uncertain' only implicitly touched. |
| RI.11-12.2 | PARTIAL | oak-reading-2:L1-L3 'Which TWO central ideas do the paired texts develop, taken together?' ▶ Play a live item from this skill |
Two central ideas and their interaction exercised; no objective-summary production; shared bank cap. |
| RI.11-12.3 | PARTIAL | oak-reading-2:L1-L3 'Synthesizing both texts: what is the most complete account of the four-day week's prospects?' ▶ Play a live item from this skill |
Idea interaction across texts touched, but no item traces how individuals/ideas/events develop over the course of one text; shared bank cap. |
| RI.11-12.4 | PARTIAL | oak-reading-2:L1-L3 'What does 'performative presence' mean in this context?' plus the loyalty-as-currency figurative item. ▶ Play a live item from this skill |
Figurative and connotative meaning exercised; no technical-meaning item and no item on an author refining a key term across the text; shared bank cap. |
| RI.11-12.5 | PARTIAL | oak-reading-2:L1-L3 'The speech is structured as a gratitude list. Why is this structure the right delivery system for its actual content?' ▶ Play a live item from this skill |
Structure-effectiveness evaluation exercised at whole-text and sentence level ('They do not compress; they staff.'), but the bank is shared across RI codes (cap) and covers only two texts. |
| RI.11-12.6 | PARTIAL | oak-reading-2:L1-L3 'The speech assumes… loyalty-for-security bargains. What perspective does the author write FROM?' ▶ Play a live item from this skill |
Perspective and implied purpose exercised; style-and-content-to-persuasiveness analysis only partially touched; shared bank cap. |
| RI.11-12.7 | PARTIAL | oak-reading-2:L1-L3 'Synthesizing both texts: what is the most complete account of the four-day week's prospects?' ▶ Play a live item from this skill |
Integration of multiple WRITTEN sources only; no media/format sources (charts, audio, video) served, and no problem-solving frame; shared bank cap. |
| RI.11-12.8 | NOT COVERED | No served passage is a seminal U.S./world text; no constitutional-principle or legal-reasoning item exists in the bank. |
Requires seminal/public-advocacy texts with legal or constitutional reasoning; workplace-topic passages cannot satisfy this. |
| RI.11-12.9 | NOT COVERED | No foundational document of historical or literary significance appears among served passages (retirement speech, four-day-week texts only). |
No foundational-document passages or items on their themes, purposes, rhetorical features. |
| RI.11-12.10 | PARTIAL | oak-language:L1-L3 'Which is the MOST CONCISE revision of: "due to the fact that the bridge was closed"?' plus transition-choice and punctuation items. ▶ Play a live item from this skill |
Effective style choices exercised, but bank is tiny (5-6 items/level, mostly one conciseness template); 'how language functions in different contexts' and comprehension-while-reading clauses not exercised. |
| RI.11-12.11 | PARTIAL | oak-reading-2:L1-L3 'Text A calls the fifth day "a container for meetings, fatigue and performative presence." What does "performative presence" mean in this context?' ▶ Play a live item from this skill |
Single context-vocabulary item type; no multiple-meaning-word items; no reference/affix strategies; shared bank credited to RI.4 and 11.a as well. |
| RI.11-12.11.a | PARTIAL | oak-reading-2:L1-L3 'What does "performative presence" mean in this context?' directly requires using context to determine phrase meaning. ▶ Play a live item from this skill |
Clause is exercised, but by one item shared with RI.4 and RI.11 credit (shared-bank cap) and a single phrase across the whole bank. |
| RI.11-12.11.b | NOT COVERED | oak-language items are concision/transition/punctuation only; no item on affix/word-change patterns signaling meaning or part of speech |
No served items on morphology/word-change patterns indicating meaning or part of speech. |
| RI.11-12.11.c | NOT COVERED | No served item involves consulting print/digital reference materials; 'consult' is a conduct verb with no recognition item either |
Reference-consultation conduct is unexercised; no dictionary/etymology/usage items exist. |
| RI.11-12.11.d | NOT COVERED | No served item asks students to verify an inferred word meaning against context or a source |
No verification-of-preliminary-meaning items anywhere in the served banks. |
| RI.11-12.12 | PARTIAL | oak-reading-2:L1 "'Loyalty… is a currency…' What does this extended metaphor argue?" plus context-meaning item on 'performative presence' ▶ Play a live item from this skill |
Figurative language and context meaning served, but nuances among words with similar denotations untested; shared bank credited to 12.a/12.b caps at PARTIAL. |
| RI.11-12.12.a | PARTIAL | oak-reading-2:L1 "'Loyalty… is a currency… accepted in remarkably few places.' What does this extended metaphor argue?" — interprets figure and its role ▶ Play a live item from this skill |
Items genuinely interpret figures of speech in context, but the same bank is credited to parent RI.11-12.12; shared-bank cap applies and only one figure type (extended metaphor) is exercised. |
| RI.11-12.12.b | NOT COVERED | No served item contrasts words with similar denotations; 'performative presence' item is contextual meaning, not denotation-nuance analysis |
No items analyzing nuance between near-synonyms. |
| RI.11-12.13 | PARTIAL | oak-reading-2:L3 Paired informational texts (four-day-week argument pair, retirement speech) drive items like 'Synthesizing both texts: what is the most complete account…' ▶ Play a live item from this skill |
Comprehension of complex informational text is exercised, but by a single small text set shared across many reading standards; range/volume of grade 11-12 complexity not demonstrated. |
| W.11-12.1 | PARTIAL | wp-oak-argument Prompt: 'Write a multi-paragraph argument: a precise claim, two developed reasons with evidence… a counterclaim you answer fairly, and a conclusion' |
CONSISTENCY: Parent FULL contradicts its components: children 1.a-1.d are all PARTIAL (significance/sequencing ungraded, strengths-and-limitations ungraded, cohesion recognition-only, discipline norms ungraded). Also the identical wp-oak-argument prompt is credited FULL at the 9-10 band with no added 11-12 demand. |
| W.11-12.1.a | PARTIAL | wp-oak-argument Rubric grades 'A precise, arguable claim stated early' and 'A counterclaim presented fairly and answered' |
'Establish the significance of the claim(s)' and 'create an organization that logically sequences claims, counterclaims, reasons and evidence' are not rubric-graded lines. |
| W.11-12.1.b | PARTIAL | wp-oak-argument Rubric: 'Two reasons, each developed with evidence' and 'A counterclaim presented fairly and answered' |
'Pointing out the strengths and limitations of both' and 'anticipates the audience's knowledge level, concerns, values and possible biases' are ungraded. |
| W.11-12.1.c | PARTIAL | oak-language:L1 Recognition item: 'Choose the transition that expresses the real relationship between the sentences…'; no wp-oak rubric line grades cohesion ▶ Play a live item from this skill |
Standard demands cohesive linking and varied syntax IN student writing; only multiple-choice transition recognition exists and the rubric never grades cohesion or syntax variety. |
| W.11-12.1.d | PARTIAL | wp-oak-argument Rubric: 'Formal register maintained — no slang, no direct address' |
Objective tone and 'norms and conventions of the discipline' clauses are not graded; only formal register is. |
| W.11-12.1.e | FULL | wp-oak-argument Rubric line: 'A conclusion that follows from the argument, not a restatement' — exactly the clause, graded on a judged essay |
|
| W.11-12.2 | PARTIAL | wp-oak-inform Prompt: 'Explain a process or system… define the necessary terms… sequence the stages logically'; rubric grades framing, definitions, sequencing, precise prose |
CONSISTENCY: Parent FULL contradicts components: children 2.a-2.e are all PARTIAL on the same wp-oak-inform rubric (graphics wall, significant-facts selection ungraded, varied syntax ungraded, metaphor/simile techniques never elicited, discipline norms unexercised). |
| W.11-12.2.a | PARTIAL | wp-oak-inform Rubric grades 'An opening that frames the process' and 'Stages sequenced logically with transitions'; no graphics/multimedia possible in the essay shape |
'Include formatting, graphics and multimedia when useful' is a production wall the text-only judged essay cannot exercise. |
| W.11-12.2.b | PARTIAL | wp-oak-inform Rubric: "Terms defined at first use"; argument rubric: "reasons, each developed with evidence or a concrete example" |
Selection of most significant facts, extended definitions, quotations calibrated to audience knowledge is not itself rubric-graded |
| W.11-12.2.c | PARTIAL | wp-oak-inform Rubric: "Stages sequenced logically with transitions" |
Varied syntax and cohesion among complex ideas/concepts not graded; only transitions between stages |
| W.11-12.2.d | PARTIAL | wp-oak-inform Rubric: "Precise, formal prose throughout" |
Metaphor/simile/analogy techniques for managing topic complexity never elicited or graded |
| W.11-12.2.e | PARTIAL | wp-oak-argument Rubric: "Formal register maintained — no slang, no direct address" |
Norms and conventions of a specific discipline clause not exercised; formal register only |
| W.11-12.2.f | FULL | wp-oak-inform Rubric: "A closing built on the common-misunderstanding move"; argument: "conclusion that follows... not a restatement" |
|
| W.11-12.3 | NOT COVERED | No narrative prompt exists; wp-oak set is argument/analyze/inform only |
No narrative writing task served at all |
| W.11-12.3.a | NOT COVERED | No narrative prompt among wp-oak-argument/analyze/inform |
Narrator, point of view, engagement of reader never elicited |
| W.11-12.3.b | NOT COVERED | No narrative prompt served; no rubric line on dialogue, pacing, or plot lines |
Narrative techniques never produced or graded |
| W.11-12.3.c | NOT COVERED | No narrative prompt served |
Event sequencing toward tone and outcome never exercised |
| W.11-12.3.d | NOT COVERED | No narrative prompt; no rubric grades sensory language or telling details |
Vivid/sensory narrative language never elicited |
| W.11-12.3.e | NOT COVERED | No narrative prompt served |
Reflective narrative conclusion never elicited |
| W.11-12.4 | FULL | wp-oak-argument "Write a multi-paragraph argument... Maintain a formal register"; rubrics grade claim, organization, register across 3 genres |
|
| W.11-12.5 | PARTIAL | — Served prompts are single judged essays; no rubric line or item on planning, revising, editing, or rewriting |
No multi-draft/revision cycle exists in served content | CONSISTENCY: Sanity: the evidence claim 'no item on revising' is contradicted by KS's own english-3-4 rows (W.11-12.10, RI.11-12.10, RL.11-12.10) crediting oak-language revision-recognition items ('Which is the MOST CONCISE revision...?'). MO twin 11-12.W.3.A is PARTIAL on exactly those items — revision knowledge core served in recognition form, multi-draft process still walled. |
| W.11-12.6 | NOT COVERED | No served item involves publishing, shared products, or updating in response to ongoing feedback |
Produce/publish is a production wall; typing an essay into the app does not exercise publish/update/shared writing |
| W.11-12.7 | NOT COVERED | No research task served; wp-oak prompts require no source gathering or synthesis of multiple sources |
Conduct-research is a conduct-verb wall; nothing served approaches multi-source inquiry |
| W.11-12.8 | NOT COVERED | No wp-oak prompt requires gathering sources, assessing them, or citation; wp-oak-analyze uses one self-chosen text. |
Conduct-research wall: multiple authoritative sources, advanced searches, source assessment, citation format — none served. |
| W.11-12.9 | PARTIAL | wp-oak-analyze Rubric: 'Two techniques identified with the place each appears' — evidence drawn from a chosen text to support analysis. |
Text is student-chosen, not a served grades 11-12 literary/informational text; no research-based evidence drawing. |
| W.11-12.10 | PARTIAL | wp-oak-argument; oak-language:L1-L3 Rubric line 'Precise, formal prose throughout'; MCQ 'Which is the MOST CONCISE revision of: "due to the fact that..."?' |
Grammar/usage command is not an explicit graded rubric line; language items are revision-recognition (concision/transitions), not grammar-in-own-writing. |
| W.11-12.10.a | NOT COVERED | No served item or rubric line addresses varying syntax for effect; oak-language items test concision and transitions only. |
Syntax variation for effect and consulting style references — nothing served. |
| W.11-12.10.b | NOT COVERED | No item treats usage as convention that changes over time or is contested. |
Usage-as-evolving-convention concept absent from all served items. |
| W.11-12.10.c | NOT COVERED | No item on resolving complex/contested usage; no reference-consulting behavior possible in served formats. |
Consult-references conduct wall plus zero contested-usage content. |
| W.11-12.11 | PARTIAL | oak-language:L3 'Which version punctuates correctly?' — semicolon vs comma splice; sole conventions item served. ▶ Play a live item from this skill |
One punctuation item only; capitalization and spelling never exercised; essay rubrics do not grade mechanics. |
| W.11-12.11.a | NOT COVERED | No hyphenation item anywhere in oak-language L1-L3 or wp-oak rubrics. |
Hyphenation conventions never served. |
| W.11-12.11.b | NOT COVERED | No spelling item served; wp-oak rubric lines grade structure and register, not spelling. |
Spelling never exercised or graded. |
| W.11-12.12 | PARTIAL | wp-oak-argument/analyze/inform 'Write a multi-paragraph argument... a counterclaim you answer fairly' — single-sitting essays across three purposes. |
Extended-time-frame clause (research, reflection, revision cycles) is a process wall the single-sitting judged essay cannot serve. |
| SL.11-12.1 | NOT COVERED | No served item involves discussion, partners, or building on others' ideas. |
Collaborative discussion is a conduct wall; platform has no interaction mode for it. |
| SL.11-12.2 | PARTIAL | oak-reading-2:L1-L3 'Synthesizing both texts: what is the most complete account of the four-day week's prospects?' ▶ Play a live item from this skill |
Sources are two print texts, not diverse formats/media; no data-discrepancy noting; shared reading bank also credited to RI standards (cap). |
| SL.11-12.3 | PARTIAL | oak-reading-2:L1-L3 'The speech is structured as a gratitude list. Why is this structure the right delivery system for its actual content?' ▶ Play a live item from this skill |
Speech is evaluated as written transcript, not a heard speaker; listening medium absent; shared bank credited to reading standards (cap). |
| SL.11-12.4 | NOT COVERED | No presentation or oral-delivery task exists; wp-oak essays are written, not presented. |
Speak/present conduct wall; no served item exercises oral presentation of opposing viewpoints. |
| SL.11-12.5 | NOT COVERED | No item involves digital media creation or use in presentations. |
Multimedia/create-a-display wall; nothing served touches strategic media use. |
| SL.11-12.6 | PARTIAL | wp-oak-argument; oak-language:L1-L3 Rubric line: "Formal register maintained — no slang, no direct address"; concision items drill formal-English command. |
Adapting SPEECH is a production/performance wall — no oral task, no variety of contexts or tasks; only written formal register is graded. |
| SL.11-12.7 | PARTIAL | oak-language:L3 "Which version punctuates correctly?" — semicolon vs comma-splice vs dependent-clause item. ▶ Play a live item from this skill |
Grammar/usage breadth thin: one punctuation item plus concision/transition items; no agreement, pronoun, verb-form, or usage items; speaking clause unexercised; small shared bank credited across language standards. |
| SL.11-12.7.a | PARTIAL | oak-reading-2:L3 "'They do not compress; they staff.' Evaluate how this sentence's construction serves Text B's argument." ▶ Play a live item from this skill |
Items analyze syntax effects in others' prose; no served item or rubric line requires the student to VARY syntax for effect, and "consulting references" is never exercised. |
| SL.11-12.7.b | NOT COVERED | No served item in oak-language, oak-reading-2, or wp-oak rubrics addresses usage as changing or contested convention. |
Entire standard unserved: no item on usage change over time, contested usage, or convention-vs-rule. |
| SL.11-12.8 | PARTIAL | oak-reading-2:L1-L3 "Text A calls the fifth day 'a container for...' What does 'performative presence' mean in this context?" ▶ Play a live item from this skill |
Vocabulary-in-context recognition only, from one shared passage bank; no accurate USE of academic/domain words in production and no demonstration of independence in gathering vocabulary. |
The recurring walls, named once so no verdict has to hide them: proof-writing and formal derivations (we assess the computation and the justification-selection half); freehand construction and graph production (we assess reading and interpreting, not drawing); conducting real experiments, surveys, and simulations; units-of-measure modeling choices in multi-step real-world set-ups; the entire speaking & listening strand; multi-source research projects; and full-length process essays (our Writing Coach judges short constructed responses against named rubrics). Codes built on those verbs appear above as NOT COVERED or with the limitation named in their gap column.