Generated 2026-11-02 · 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 other bands for Kansas are published separately: K–5 · grades 6–8 · all reports.
| Code | Verdict | Evidence (generator · live items) | Audit note — what is practised, what is missing |
|---|---|---|---|
| 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 |
26 Sep 2026 (round 2): with Writing Coach on — a paid plan or a live school sponsorship, district switch on — the student writes why 8^(1/3) must equal 2 using (a^m)^n = a^(mn), graded against a rubric requiring the power-of-a-power step and the cube-root conclusion; one fixed prompt, live rounds only (the once-per-device repeat bug is fixed). Without Writing Coach this row is served by computation and rewriting only, so the published verdict stays PARTIAL: no row whose clause is met only through Writing Coach is marked FULL. |
| N.RN.3 | PARTIAL | oak-radicals-complex:L1/L2 + oak-exponentials:L2 oak-radicals-complex L1/L2 and oak-exponentials L2 deal rewrites between radical and rational-exponent form, including a power of a power such as (x^4)^(3/2), and evaluations such as 16^(3/2) and 25^(3/2); the student picks the equivalent form or value from three choices. ▶ Play a live item: level 1 · level 2 |
Students apply the properties of exponents to radicals and rational exponents. Every item has them pick the rewritten form from three choices, but 'rewrite' asks them to write it, and no item does. |
| N.Q.1 | PARTIAL | oak-logarithms:L4 'A culture of 200 cells doubles every 6 hours, so N(t) = 200 · 2^(t/6). After how many hours will it reach 6400 cells?' — the option '5 hours' counts doublings, not hours; and 'Which function gives the number of cells after t hours?', where the exponent must divide the hours by the doubling period. Functions level 3 asks which sentence interprets a thrown ball's average rate of change, separating feet per second from feet. ▶ Play a live item from this skill |
The student never chooses the units, and no item involves the scale or origin of a graph or data display; the logarithmic-scale items ask why earthquake magnitude, decibels and pH use a log scale, which is a measurement scale, not a graph's axis. |
| 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 | — | Where an answer is rounded, either the item sets the precision ('To the nearest degree, what angle does the ramp make with the ground?') or the answer is one of the fixed rule-of-thumb percentages of the normal curve (68%, 95%, 99.7%). No item asks the student to choose a level of accuracy or to weigh the limits of a measurement. |
| 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 | — | No item asks for the complex solutions of a quadratic. Since 04 Oct 2026 (v2.252.0) the quadratic-formula items (Quadratics, level 5) deal two whole-number roots of either sign, one repeated root, or a negative discriminant whose answer is 'no real solutions'; none asks for the a ± bi solutions, and the discriminant is named only in the explanation shown after the answer. About half of the completing-the-square items (Quadratics, level 4) serve a quadratic whose zeros are complex, such as x² − 4x + 10 = (x − 2)² + 6, but they ask only for the vertex form. (04 Oct 2026 note update after v2.252.0 changed these items; verdict unchanged pending re-audit.) |
| 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 | oak-functions:L4 'A repair's cost is C(h) = 17h + 65, where h is hours of labor. What does the 17 represent?' (or the 65). Functions level 3 also asks which sentence interprets the average rate of change of a thrown ball's height or a car's distance. ▶ Play a live item from this skill |
Held at PARTIAL with its parts. Without Writing Coach, the only parts whose meaning is asked are the rate and the flat fee of a linear cost model; no item asks what a factor of a non-linear expression means (A.SSE.1a). Grouped parts of complicated expressions, such as 2^(t/6) in a growth model or log(I/I₀) in the decibel formula, are used as steps in building, solving or comparing, but never interpreted on their own (A.SSE.1b). With Writing Coach on, the student also interprets P = 40n − 500, N(t) = 500 · 1.2^t and h(t) = −16(t − 2)² + 70 in writing. |
| A.SSE.1a | PARTIAL | oak-functions:L4 'A repair's cost is C(h) = 17h + 65, where h is hours of labor. What does the 17 represent?' — the student picks the meaning of the coefficient or of the constant term, in multiple choice. ▶ Play a live item from this skill |
Without Writing Coach, only the two parameters of a linear cost model are interpreted; no item asks what a factor such as the 1.2^t in 500 · 1.2^t or the (t − 2)² in a vertex form means. With Writing Coach on, the student interprets parts of P = 40n − 500, N(t) = 500 · 1.2^t and h(t) = −16(t − 2)² + 70 in writing, which the published rule does not count toward FULL. |
| A.SSE.1b | PARTIAL | oak-logarithms:L4 'A culture of 200 cells doubles every 6 hours, so N(t) = 200 · 2^(t/6). After how many hours will it reach 6400 cells?' is solved by dividing by 200 and treating 2^(t/6) as one quantity. 'A dose of 100 mg of a medication has a half-life of 4 hours. Which function gives the amount left after t hours?' is answered by 100 · (1/2)^(t/4): the starting amount times one factor, with t/4 counting half-lives. With 'Sound level in decibels is L = 10 · log(I/I₀)', a difference in decibels is read by treating log(I/I₀) as one quantity, and pH = −log[H⁺] works the same way. ▶ Play a live item from this skill |
These grouped parts are used as steps in building, solving or comparing. No item gives a complicated expression and asks the student to say what a grouped part of it means, as in reading P(1 + r)^n as the product of P and (1 + r)^n. |
| A.SSE.2 | PARTIAL | oak-quadratics:L2 ▶ Play a live item from this skill |
In Quadratics the student factors trinomials with leading coefficient 1, such as x² + 9x + 18 (typed in about half of level-2 items), and multiplies binomials, adds polynomials and completes the square by multiple choice. Each of these items names the rewrite to perform, so the student never uses the structure to decide how an expression can be rewritten, and Quadratics has no difference of squares, grouping, common factor, or expression like x⁴ − y⁴. |
| A.SSE.3 | PARTIAL | oak-quadratics:L2-L4 ▶ Play a live item: level 2 · level 3 · level 4 |
The student produces factored form (typed) and vertex form (multiple choice), but each item names the form to produce, so choosing a form is never asked. The only items that tie a form to a real quantity and ask the student to explain it (a ball's height in vertex form, a profit formula) are written-explanation items that deal only with Writing Coach. |
| 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 ▶ Play a live item from this skill |
Level 4 completes the square to vertex form by multiple choice, but no item then asks for the maximum or minimum value. The one item that asks what a vertex form's maximum means, in a context (a ball's height), gives the vertex form ready-made and deals only with Writing Coach. |
| 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 expands (x + y)ⁿ or uses Pascal's Triangle. Combinations — the numbers the Binomial Theorem uses as coefficients — appear only as counts of pairs and committees in the Probability skill (level 4), never as the coefficients of an expansion. |
| 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. Write the equation that models it: y = …" (the student types y = 6 · 3^x). Functions level 4: "A repair costs a flat $45 plus $17 for each hour of labor h. Write the cost function: C(h) = …". ▶ Play a live item from this skill |
Creating two-variable equations is typed, from tables and from a cost description. Graphing an equation on labeled, scaled axes is never exercised, because no high-school item plots or draws. |
| 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 26 Sep 2026 (round 2, both auditors FULL): the student types four formulas rearranged for a named variable, with that variable required alone on one side and absent from the other; about one Level 3 item in five; paper, placement and duels stay multiple choice. ▶ Play a live item from this skill |
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| A.REI.1 | PARTIAL | oak-linear-equations:L4 ▶ Play a live item from this skill |
'Explain' and 'construct a viable argument' are production verbs. Outside Writing Coach the justifying step is picked from choices. The only place a student writes the argument is a written-explanation item (why dividing first and distributing first both solve 3(x + 4) = 27), graded by the Writing Coach reviewer, which the published rule does not count toward FULL. |
| A.REI.2 | PARTIAL | oak-linear-equations:L1 Equations ('3x + 5 = x + 15', '0.5x + 7 = 5.5') and literal equations ('Solve the formula d = rt for t', typed or chosen) are served. ▶ Play a live item from this skill |
The only one-variable inequality solved in any High School skill is the Algebra II radical inequality in Radicals & Complex (for example √(x − 3) > 2, about one Level 3 item in eight, multiple choice). No linear one-variable inequality, no compound inequality to solve, and no literal inequality is served in High School. Linear inequalities are solved only in a middle-school skill that High School students do not see. |
| A.REI.3 | PARTIAL | oak-radicals-complex:L3 oak-radicals-complex L3 deals radical equations whose only candidate fails the check in the original equation, e.g. √(3x − 7) = √(2x − 5): squaring gives x = 2, which makes both radicands negative, so the equation has no solution; the student must choose 'no solution' over the extraneous candidate. ▶ Play a live item from this skill |
Students solve radical equations and reason about extraneous solutions by choosing among three answers; no item has them write out the solving steps or the check themselves. |
| 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 | FULL | oak-logarithms:L2 Logarithms level 2 solves exponential equations ('3^x = 9', '5^x = 625') and logarithmic equations ('log₂(x) = 2', 'log₅(x) = 3'). Level 3 solves a logarithmic equation by combining logs ('Solve log₆(x) + log₆(x − 16) = 2', where one of the two roots must be rejected). Level 4 solves exponential models for the time ('N(t) = 200 · 2^(t/6). After how many hours will it reach 3200 cells?'). Every exponential equation has a whole-number solution. ▶ Play a live item from this skill |
None. |
| A.REI.4 | PARTIAL | oak-radicals-complex:L3 'Solve 3√x + 4 = 19.', 'Solve x^(3/2) = 8.' (raise to the reciprocal power), 'Solve ∛(x + 1) = −3.' (an odd root of a negative), 'Solve the inequality √(x − 2) < 3.' (the domain is half the answer), '√(x + 3) = 3' and extraneous-check items ▶ Play a live item from this skill |
Equations and inequalities are solved and extraneous roots found by checking, but the standard's 'give examples showing how extraneous solutions may arise' is production: the student checks a candidate the item supplies and never constructs the example. |
| 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. Since 04 Oct 2026 (v2.252.0) level 5 also deals a repeated root and a negative discriminant whose answer is 'no real solutions'; before that every level 5 item had two real integer roots. ▶ Play a live item from this skill |
Inspection/taking-square-roots method absent. Recognizing when the quadratic formula gives no real solutions is exercised since 04 Oct 2026 (v2.252.0): about three in twenty level 5 quadratic-formula items are a negative-discriminant equation whose answer is 'no real solutions'. (04 Oct 2026 note update after v2.252.0 changed these items; verdict unchanged pending re-audit.) |
| A.REI.5b | NOT COVERED | Since 04 Oct 2026 (v2.252.0) level 5 also serves negative-discriminant quadratics, but their answer is 'no real solutions'; L4 complex items are bare a+bi arithmetic |
Negative-discriminant quadratics are served since 04 Oct 2026 (v2.252.0), but only to be recognized as having no real solutions; complex arithmetic and quadratic-formula items never combine to produce a ± bi solutions. (04 Oct 2026 note update after v2.252.0 changed these items; verdict unchanged pending re-audit.) |
| 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. The inequalities served are linear (Systems, level 4: 'Which point satisfies y > 2x + 3?') and square-root inequalities (Radicals & Complex, level 3: 'Solve the inequality √(x − 3) ≤ 5'). When the root is bounded above, the answer includes the radicand's domain (3 ≤ x ≤ 28). |
| 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: level 1 · level 2 · level 3 |
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: level 1 · level 2 · level 3 |
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 | PARTIAL | oak-coordinate-geo:L1 'Line AB passes through A(3, 0) and B(6, 2); line CD passes through C(−1, 1) and D(2, −1). Are the lines parallel, perpendicular, or neither?' — the standard's own example of two pairs of points and whether their lines meet; Systems levels 1–3 also solve two-equation systems by substitution and elimination. ▶ Play a live item from this skill |
No problem starts from a real-world situation that leads to a system of two linear equations; every system is given already written. |
| 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 | PARTIAL | oak-systems:L4 ▶ Play a live item from this skill |
No item shows a graph or asks the student to recognize a graph as the set of all of an equation's solutions, and curves never appear. The link this rests on is that a point lies on a graph exactly when its coordinates satisfy the equation. It is used in Coordinate Geometry: "Which line passes through (−3, 4) and is PARALLEL to y = 3x − 2?", where one wrong line has the right slope but misses the point. It is used in Function Operations: "f is invertible, and its graph passes through (7, −9). Which point must lie on the graph of f⁻¹?". For inequalities, it appears in Systems level 4. |
| 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 ▶ Play a live item from this skill |
Exactly one output per input and f(x) notation are practised (is this relation a function?; evaluate f(x), typed). Held PARTIAL: the word domain appears only in an explanation shown after answering and the word range in none, and no item shows a graph or asks about the graph of y = f(x); points on a function's graph are used only in passing, in Function Operations (Algebra II), where a point is read as an input and its output — to find a point on the inverse, to find k from where a minimum point moved, or to say what a stretch does to each point (x, y). |
| 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: level 1 · level 4 |
No item interprets a statement in function notation (such as f(2) = 5) in terms of a context; the interpret-in-context items are the Functions level-4 cost-model questions, which also serve other standards. 26 Sep 2026 (round 2): with Writing Coach on — a paid plan or a live school sponsorship, district switch on — the student interprets C(6) = 210 and what C(m) = 300 asks, graded against a rubric requiring both readings; one fixed prompt, live rounds only. Without Writing Coach this row is served by selection only, so the published verdict stays PARTIAL: no row whose clause is met only through Writing Coach is marked FULL. |
| F.IF.3 | PARTIAL | oak-exponentials:L4/L5 ▶ Play a live item: level 4 · level 5 |
Writing a function from an integer-input table is typed only for exponentials (y = a · r^x from x = 0 to 3), which the grade 9–10 limit leaves out. Grades 9–10 require linear and quadratic patterns. A linear table is only matched to one of three equations, and no item asks for the function behind a quadratic pattern: quadratic tables appear only in Functions level 3, where the student reads an average rate of change. Sequence items only evaluate terms. |
| F.IF.4 | PARTIAL | oak-functions:L4 ▶ Play a live item from this skill |
Sketching is a production wall. Interpretation in context covers the intercept and slope of a linear cost model (and the average rate of change of quadratic models, which is not on this list of key features). Outside Writing Coach no item asks where a model is increasing, decreasing, positive or negative, or interprets its maximum or minimum, end behavior or periodicity; with Writing Coach on, the Quadratics skill asks for a written reading of a ball's maximum height from vertex form. The only items on a function's symmetry (even or odd, in Function Operations) classify a bare expression with no quantities. |
| F.IF.5 | NOT COVERED | — | No item relates a function's domain to its graph or to the situation it models. Domain restrictions do appear inside solving — the excluded value of (x² − 16)/(x − 4), the radicand of a square-root inequality, the positive argument of a logarithm — but never as the domain of a function in context. |
| F.IF.6 | PARTIAL | oak-functions:L3 ▶ Play a live item from this skill |
Functions level 3 computes average rates from a formula and from a table (a third of the tables linear), computes a linear function's rate from its formula or from two of its values, and interprets a computed rate for a thrown ball or a car in context, in English and Spanish. Held PARTIAL: no item shows a graph, so the rate is never estimated from one. With Writing Coach on, the student also computes and interprets one average rate of change in writing. |
| F.IF.7 | NOT COVERED | — | No item graphs a function, by hand or with technology, and no graph is ever drawn or shown. Zeros are found algebraically by multiple choice and the vertex appears only in an explanation, so key features are never shown on a graph. |
| F.IF.7a | NOT COVERED | — | No item graphs a linear, quadratic or absolute value function or shows intercepts, maxima, minima or end behavior. Quadratic zeros are found algebraically by multiple choice, vertex form is chosen without its maximum or minimum being asked, and |x − 3| = 2 is solved but never graphed. |
| F.IF.7b | NOT COVERED | — | No served item graphs a square root, cube root or exponential function or asks about a feature of such a graph. Exponential work is symbolic: exponent rules, linear-versus-exponential situations, sequences, equations from tables, and growth and decay models built and solved with logarithms. |
| F.IF.7c | NOT COVERED | Evidence (unchanged): 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; the log items evaluate, solve, apply the log properties, and work with logarithmic scales, and none shows or asks for a graph. |
| 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 | — | Rational functions appear only symbolically: Polynomials & Rational asks about an excluded value ("Solve: (x² − 16)/(x − 4) = 8. What about x = 4?"), and Function Operations inverts and solves f(x) = k/x + h ("f(x) = 7/x + 1, for x ≠ 0. What is f⁻¹(x)?"). No item graphs a rational function or asks for its zeros, asymptotes, or end behavior. Gap (unchanged): Rational-function graphing, asymptote identification, and end behavior are unserved. |
| F.IF.7g | NOT COVERED | — | No item graphs a trigonometric function. The course's trigonometry is right-triangle ratios of acute angles in degrees (Similarity & Trig: "sin(15°) = cos(?°)"). Among the math items, "period" and "amplitude" appear only outside trigonometry, in Logarithms (the doubling period of an exponential model; the ground-wave amplitude behind earthquake magnitude), and midline never appears. Gap (unchanged): Trig graphing (period, midline, amplitude) absent entirely. |
| F.IF.8 | PARTIAL | oak-quadratics:L2/L4 ▶ Play a live item: level 2 · level 4 |
The student writes quadratics in factored form by typing (and picks vertex form by multiple choice), and level 3 reads the zeros the factored form reveals. The student explains in their own words what a form shows only in written-explanation items (a ball's height in vertex form, the parts of a profit formula) that deal only with Writing Coach, and only quadratic functions are rewritten into other forms. |
| F.IF.8a | PARTIAL | oak-coordinate-geo + oak-functions + oak-systems Lines are read for rate of change and intercept only in slope-intercept form. Functions Level 4 asks what each number in C(h) = 17h + 40 represents (the per-hour rate, or the flat fee charged at h = 0) and has the student type C(h) from a description; Functions Level 3 reads a linear function's rate of change from f(x) = 3x + 5; Coordinate Geometry Level 1 picks the line y = mx + b through a given point. Standard form appears only in Systems, as equations to solve ("Solve by elimination: 2x + y = 12 and 2x − y = 8"), never to read a rate of change or an intercept; point-slope form never appears, and no item moves a line from one form to another. ▶ Play a live item from this skill |
Showing rate of change and intercepts with standard and point-slope forms, moving between forms, and x-intercepts of a line are unserved. |
| F.IF.8b | PARTIAL | oak-quadratics:L2-L4 ▶ Play a live item: level 2 · level 3 · level 4 |
Factoring is typed (level 2), completing the square is chosen by multiple choice (level 4), and zeros are picked by multiple choice (level 3). No item asks for the extreme value or the axis of symmetry, and the only item that interprets a quadratic's maximum in a context (a ball's height) is a written-explanation item that deals only with Writing Coach. |
| F.IF.8c | PARTIAL | oak-exponentials:L1/L3 ▶ Play a live item: level 1 · level 3 |
Without Writing Coach, no item reads a percent rate of change from an exponential expression such as y = (1.02)^t, and no item classifies an expression such as (0.97)^t as decay. With Writing Coach on, one written prompt in Functions asks the student to interpret the 1.2 in N(t) = 500 · 1.2^t (the rubric wants a 20% growth rate per hour). A clause met only through Writing Coach is not marked FULL. |
| 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 ▶ Play a live item from this skill |
Students write linear models of real-world relationships (a plan's cost equation and a repair's cost function C(h)), typed and judged. Exponential models of real situations are chosen, not written: in the Algebra II Logarithms skill the student picks the function for a doubling culture, a tripling plant or a medicine's half-life (about one Level 4 item in twelve, multiple choice). The one typed exponential model is built from a bare table with no real-world context. Quadratic situations (a thrown ball's height, a car's distance) come with their function already given, and no item combines functions to model a relationship. |
| 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 ▶ Play a live item from this skill |
Explicit expressions are now typed from a context: a repair's cost function C(h) in Functions (about four Level 4 items in ten) and a plan's cost equation in Linear Equations. No item asks the student to determine a recursive function or steps for calculation from a context; recursive sequences are given, not built. |
| 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 | NOT COVERED | — | Nothing this standard asks for is practised. No item has the student write a sequence or series (recursively or with an explicit formula), model a situation with one, or translate between the two forms. Sequence items only find a term from a given recursive rule, such as "Recursive sequence: a(1) = 2, a(n) = 3 · a(n−1). What is a(5)?" |
| F.BF.3 | PARTIAL | oak-adv-functions:L3 ▶ Play a live item from this skill |
Function Operations level 3 deals all four replacements, f(x) + k and f(x + k) (k positive and negative in the find-k items), k·f(x) including a negative k (a reflection), and f(x)/k and f(kx) with k positive; it finds k from where a graph's minimum point moved, and classifies f as even, odd or neither from its expression. In English and Spanish. Held PARTIAL: no item shows a graph (k is found from the coordinates of the minimum point, and even or odd is never read from a graph), f(kx) is never asked with a negative k, and the student never experiments with technology or illustrates an explanation. |
| F.BF.4 | PARTIAL | oak-adv-functions:L2 ▶ Play a live item from this skill |
Function Operations level 2 finds inverses on every deal, in English and Spanish: the inverse of a linear, cubic (ax³, x³ + k) or reciprocal-type rational (k/x + h) function, a point on the inverse from a point on f, and the input that gives a stated output. Held PARTIAL by its parts: the inverse is always chosen from three options, never written (F.BF.4a); inverse values are never read from a graph or a table (F.BF.4b); and no item verifies by composition or restricts a domain (F.BF.4c, 4d). |
| F.BF.4a | PARTIAL | oak-adv-functions:L2 ▶ Play a live item from this skill |
Function Operations level 2 offers the inverse's expression for linear, cubic (ax³, x³ + k) and reciprocal-type rational (k/x + h) functions, but always as one of three options to choose; the student never writes the expression, which this standard asks for. |
| F.BF.4b | PARTIAL | oak-adv-functions Function Operations Level 2 gives one point of an invertible function and asks for the inverse's matching point or value ("The function f is invertible, and its graph passes through (−6, −8). Which point must lie on the graph of f⁻¹?" — (−8, −6); or "f(−9) = 2. Which statement must be true?" — f⁻¹(2) = −9). No inverse item shows a graph or a table to read from (the course's tables appear only in rate-of-change and model-fitting items); the other inverse items are symbolic (linear, cubic, and reciprocal-type functions). ▶ Play a live item from this skill |
Reading inverse values from a displayed graph or table is absent; only a single stated point is swapped. |
| 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 item restricts a domain to make a function invertible, and no inverse item starts from a function that is not invertible; the inverse items (linear, cubic such as f(x) = x³ + 1, and reciprocal-type such as f(x) = 7/x + 1) are all invertible as given. |
'Produce an invertible function by restricting the domain' is a production clause with no supporting recognition items either. |
| F.BF.5 | FULL | oak-logarithms:L2 The inverse relationship is used in both directions. '3^x = 9' is solved by asking which exponent gives 9, and 'log₂(x) = 2' by exponentiating (x = 2² = 4). Level 1 evaluates logarithms as exponents ('log₃(27) = ?'). Level 4 uses the relationship to solve problems in context: a growth model solved for the time with a logarithm, earthquake magnitude, pH and decibels. ▶ Play a live item from this skill |
None. |
| F.LQE.1 | PARTIAL | oak-exponentials:L3 ▶ Play a live item from this skill |
Telling linear from exponential situations is practised often: about half of level 3 deals, in English and Spanish. But every exponential situation in these items is a colony that doubles or triples. None of them offers a decaying quantity or a constant-percent situation (decay appears only in Logarithms half-life items, where every option is already exponential), so this head stays PARTIAL along with its part F.LQE.1c. |
| F.LQE.1a | PARTIAL | oak-exponentials Exponents & Growth Level 3 asks whether a situation is linear or exponential ("A pool fills at 6 liters per minute. Which model does the volume follow?" — "linear — it changes by a constant AMOUNT per unit of time", against "exponential — it changes by a constant FACTOR per unit of time"), and Level 5 has the student pick or type the equation for a table whose x-values step by 1, where equal differences mean linear and equal ratios mean exponential. ▶ Play a live item from this skill |
'Prove' is a production wall: the equal-differences/equal-factors property is recognized and applied, but no item asks the student to prove it. |
| F.LQE.1b | PARTIAL | oak-exponentials:L3 ▶ Play a live item from this skill |
Practised directly by "A pool fills at 7 liters per minute. Which model does the volume follow?" (a quarter of level 3 deals, in English and Spanish). Level 5 tables whose y rises by the same amount each step are matched to their linear equation. The situations to classify all use one context, a filling pool, so the same sentence pattern decides every item. Other constant-rate situations (a repair charged per hour in Functions, a plan charged per month in Linear Equations) give the rate and ask for the equation, not for the kind of change. No item uses a graph. |
| F.LQE.1c | PARTIAL | oak-exponentials:L3 ▶ Play a live item from this skill |
Growth is offered only as doubling or tripling: a constant factor, never stated as a percent. This skill serves no decaying quantity. Decay appears only in Logarithms (Algebra II), in half-life items where the model is chosen from options that are all exponential or a given model is solved for the time. With Writing Coach on, one written prompt in Functions asks what the 1.2 in N(t) = 500 · 1.2^t means (the rubric wants 20% growth per hour). Without it, recognizing a constant-percent growth or decay situation is not practised. |
| F.LQE.2 | PARTIAL | oak-exponentials:L5 "The table shows y for each x. Write the equation that models it: y = …" (rows 0 | 6, 1 | 18, 2 | 54, 3 | 162; the student types y = 6 · 3^x). ▶ Play a live item from this skill |
Construction from a table is typed, in about one Exponents & Growth level 5 deal in four, in English and Spanish. Construction from a description is only chosen from options (Logarithms level 4: a colony that doubles every h hours, a half-life), and no item gives a graph. |
| 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 the odd/even symmetry or the periodicity of trigonometric functions. Even and odd functions appear only for polynomials (Function Operations: "Is f(x) = 3x⁵ − 5x even, odd, or neither?"), and the only "periodic" in the course is the periodic sentence in Language & Revision. |
Symmetry and periodicity of trig functions entirely unserved. |
| F.TF.5 | NOT COVERED | No item models a periodic phenomenon with a trigonometric function. "Amplitude" appears only in the Logarithms items on earthquake magnitude (the ground-wave amplitude grows tenfold per unit), never as a trigonometric parameter; frequency and midline do not appear. |
Modeling periodic phenomena with trig functions unserved; modeling clause (★) needs a contextual item, none exists. |
| F.TF.6 | NOT COVERED | Function Operations Level 2 inverts linear, cubic, and reciprocal-type functions (all invertible as given), and Similarity & Trig Level 5 finds acute angles with sin⁻¹ and cos⁻¹, but no item restricts a trigonometric function to an interval where it is always increasing or decreasing, or asks why that restriction makes the inverse possible. |
Domain restriction of trig functions to construct inverses unserved. |
| F.TF.7 | PARTIAL | oak-similarity-trig Similarity & Trig Level 5 solves right-triangle trig equations with inverse functions in applied settings: "A ramp 26 feet long rises 10 feet above the ground. To the nearest degree, what angle does the ramp make with the ground?" (sin θ = 10/26, θ = sin⁻¹(10/26) ≈ 23°), with the other acute angle offered as the misreading. ▶ Play a live item from this skill |
Every such equation has one acute solution in a right triangle; no item solves an equation from a trigonometric model of a periodic phenomenon, where the inverse gives one solution and the context decides among the others. |
| 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 item asks whether a rigid motion keeps an angle's measure. The angles in the Transformations items are amounts of turn (rotate a point 90° or 180°, a polygon's rotational symmetry) or the given equal angles in the congruence-criteria items ("two pairs of equal sides and the equal angle BETWEEN them"); none is an angle of a figure compared before and after a motion. |
Angle-preservation property unserved. |
| G.CO.1c | NOT COVERED | No Transformations item asks whether a rigid motion carries parallel lines to parallel lines; the word appears there only inside "parallelogram", a figure named in a symmetry item. |
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 | PARTIAL | oak-transformations-hs:L3 ▶ Play a live item from this skill |
Students recognize a rule such as (x, y) → (x + 4, y − 2) as a translation of every point, choosing from three options. The second half of the standard is not met: no item asks the student to describe, in words or by drawing, what a translation, rotation or reflection does to a two-dimensional figure. Translations are only ever applied to single points. Rotations and reflections reach whole figures only in the symmetry items, where the student picks which turn or line carries a figure onto itself, or where one labeled vertex of a regular pentagon or hexagon lands, always from three choices. |
| G.CO.3 | PARTIAL | oak-transformations-hs:L3 ▶ Play a live item from this skill |
No item gives two congruent figures. The sequence items carry a single coordinate point through two reflections, and the student picks the sequence from three choices. Off the coordinate plane, the items ask about one figure at a time: which rotations or lines of symmetry carry it onto itself, or where one labeled vertex of a regular pentagon or hexagon lands under a single rotation or reflection. None of them relates two figures or asks for a sequence. This bank is shared with G.CO.2 and G.CO.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 | NOT COVERED | — | Nothing in the High School course gives two figures and asks the student to decide, using rigid motions, whether they are congruent. The nearest items ask which pair of reflections carries a single point to another point. They practise rigid motions on one point and never involve congruence. |
| 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 | No item asks about the within-one-triangle theorems the standard names. The 180° angle sum appears only inside the Similarity & Trig AA items ("two equal angles force the third", with the third angle computed in the explanation), and "isosceles" appears only as a figure in Transformations symmetry items; there are no base-angle, midsegment, median, or exterior-angle items. The course's within-one-triangle work is right-triangle trigonometry and the Pythagorean Theorem. |
No item exercises the within-one-triangle theorems, let alone asks for an argument built from them. |
| 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 | — | Parallelograms appear only as figures to classify: Coordinate Geometry Level 1 asks whether four points form "a rectangle", "a parallelogram, not a rectangle", or "not a parallelogram", judged by side slopes, and a Transformations symmetry item names a parallelogram. No item uses or argues the parallelogram theorems (opposite sides or angles congruent, diagonals bisecting each other, a rectangle's congruent diagonals). Gap (unchanged): 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 item constructs an inscribed polygon. Regular hexagons appear only in Transformations symmetry items (how many lines of symmetry, the smallest rotation that carries it onto itself, and where a labeled vertex lands under a reflection across a line of symmetry). |
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 ▶ Play a live item from this skill |
Lengths scaling by a factor is practised through similar triangles (each side multiplied by the ratio), but never as the dilation of a segment from a center. Every scale factor is 2, 3 or 4, so a segment is never shown getting shorter. |
| 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: level 3 · level 4 |
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 ▶ Play a live item: level 1 · level 2 |
Equal angles (the AA item) and proportional sides (similar triangles' sides multiplied by the ratio) are both practised, and one item ties them together: two right triangles share an acute angle, so their sides are in proportion and the ratio is unchanged. But every item is a triangle, where equal angles already force proportional sides. No item shows a figure with equal angles and sides out of proportion (or the reverse), so similarity as both conditions together is never tested. |
| 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 ▶ Play a live item from this skill |
With Writing Coach on, the student explains in writing why opposite/hypotenuse is the same in every right triangle with a 30° angle (the triangles are similar by AA) and why that makes sin 30° one fixed number. This is one fixed angle and one prompt, in live rounds only. Without Writing Coach, the similarity idea is practised in multiple choice: two right triangles share an acute angle, and the student finds that the ratio in the larger one is unchanged. The student never shows it, so the published verdict stays PARTIAL: no row whose clause is met only through Writing Coach is marked FULL. |
| 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 | FULL | oak-similarity-trig:L5 ▶ Play a live item from this skill |
Level 5 deals applied right-triangle problems in English and Spanish. A ladder's height or foot is found from a ratio and then the Pythagorean Theorem. A tree's, flagpole's, building's or radio tower's height comes from its shadow and the tangent of the sun's angle of elevation. The angle of a ramp, ladder, kite string or guy wire is found to the nearest degree by inverse sine or cosine. Bare two-step items (a ratio, then the Pythagorean Theorem) are dealt as well. |
| 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 item uses the Law of Sines or the Law of Cosines, and no trigonometry item works in a non-right triangle. Non-right triangles appear only in the Level 2 similarity questions, which use no trigonometry. Similarity & Trig Level 5 has surveying-style problems, such as a kite's angle of elevation or a building's height from its shadow, but every one is a right triangle solved with sine, cosine or tangent, and no item involves forces. |
| G.C.1 | NOT COVERED | — | No item argues, or even states, that all circles are similar. In the high school math skills, circles appear only in Solids & Modeling, as cross-sections and as the bases of cylinders and cones. The Shapes & Geometry levels a high-school student can also open compute circumference, area, arc length and sector area. None of these is a similarity argument. |
| G.C.2 | NOT COVERED | — | No served item involves inscribed or circumscribed angles, chords, or a line tangent to a circle, and none relates angles, radii and chords. The only angle at a circle's center is the degree measure of an arc or sector in Shapes & Geometry Level 11, a grade 8 level that a high-school student can also reach, where it only gives the fraction of the circle to take. 'Tangent' appears only as the right-triangle trig ratio in Similarity & Trig. |
| 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 has the student construct inscribed or circumscribed circles, or tangent lines from a point outside a circle. Where a high-school student meets circles, the task is to compute or to name: volumes of cylinders, cones and spheres and the shapes of cross-sections in Solids & Modeling and in the upper Volume levels, and circumference, area, arc length and sector area in Shapes & Geometry. |
| G.C.6 | NOT COVERED | — | No item derives that arc length is proportional to the radius, defines or mentions the radian, or derives the sector-area formula. Shapes & Geometry Level 11 is a grade 8 level that a high-school student can also reach. It computes arc lengths and sector areas as θ/360 of the circle ("A 120° arc on a circle of radius 9: what is its length, in terms of π?"), which applies the formulas instead of deriving them. |
| 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, and none graphs a circle. In the high school skills the Pythagorean Theorem only finds a missing side of a right triangle: the hypotenuse in Coordinate Geometry perimeters, and a missing leg in Similarity & Trig Level 5. Shapes & Geometry Level 10, a grade 8 level that a high-school student can also reach, adds the distance between two points and the converse of the theorem. Neither leads to the equation of a circle. |
| 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 works with an ellipse or a hyperbola, its equation, or its foci. The word 'ellipse' appears only as a wrong answer to the sphere cross-section question in Solids & Modeling. |
| G.GPE.6 | PARTIAL | oak-coordinate-geo:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Prove stays unserved. Level 1 asks the student to decide from side slopes whether four given points make a rectangle, a parallelogram that is not a rectangle, or neither, but the answer is a choice, not a written proof. Slope and distance are used; no item asks for a midpoint. |
| G.GPE.7 | PARTIAL | oak-coordinate-geo:L1 ▶ Play a live item from this skill |
The use clause is served. Level 1 asks which line passes through a given point parallel or perpendicular to a given line (for example 'Which line passes through (3, 2) and is PERPENDICULAR to y = 3x + 2?'), and it also classifies pairs of lines and quadrilaterals by slope. Proving the slope criteria is not asked anywhere. |
| G.GPE.8 | PARTIAL | oak-coordinate-geo:L2-L3 ▶ Play a live item: level 2 · level 3 |
Midpoint formula never asked (the level 4 item partitions a segment in one of eight ratios since 04 Oct 2026, v2.252.0, and the midpoint appears only as a wrong choice). Perimeters are asked only for right triangles with legs on gridlines, areas only for triangles with a base on the x-axis, and no item asks for a rectangle's perimeter or area. The ★ modeling clause has no contextual item: all bare computation. (04 Oct 2026 note update after v2.252.0 changed these items; verdict unchanged pending re-audit.) |
| G.GMD.1 | PARTIAL | oak-solids-modeling ▶ Play a live item from this skill |
When Writing Coach is on, Solids & Modeling asks the student to "Explain informally why the volume of a cylinder is V = πr²h" (English and Spanish), and the grader looks for the base area stacked through the height. This item comes up in nearly every round. No item asks for an argument for the circumference or area of a circle, or for the volume of a pyramid or cone, and no dissection or limit argument is asked. The other Solids items compute volumes and densities or name cross-sections. Because the argument item runs only through Writing Coach, this standard cannot be FULL. |
| G.GMD.2 | PARTIAL | oak-solids-modeling ▶ Play a live item from this skill |
When Writing Coach is on, Solids & Modeling asks for an informal argument for the cylinder volume V = πr²h. The grader accepts either stacking the base area through the height or Cavalieri's principle, but the prompt never names the principle or asks for it. No item compares two solids that have equal cross-sections. The argument item runs only through Writing Coach. |
| G.MG.1 | PARTIAL | oak-solids-modeling:L3 ▶ Play a live item from this skill |
Real objects are worked with as shapes: a silo as a cylinder topped by a cone, and ladders, ramps, kite strings, guy wires and shadows as right triangles. The silo question names its shapes. The right-triangle questions never say 'triangle', but the setting makes it plain. No item asks the student to choose which shape models an object (such as a tree trunk as a cylinder) or to describe one. |
| G.MG.2 | PARTIAL | oak-solids-modeling:L3 ▶ Play a live item from this skill |
"A town has 600 residents on 30 km². What is its population density?" Area-based density (people per km²) is live and contextual. Displacement is never practised, and no item uses density based on volume (such as BTUs per cubic foot). |
| 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 item in the grades 9–12 skills computes or compares the center or spread of data sets. The only items that name a mean and a standard deviation are the normal-curve percentage questions in Function Operations, which give the values for one distribution and never compare two data sets. |
| S.ID.2 | NOT COVERED | — | No item in the grades 9–12 skills presents a dot plot, histogram or box plot, or asks about shape or outliers. |
| 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 ▶ Play a live item from this skill |
Counts for two categories are given in a sentence, never summarized in a two-way table. The conditional relative frequency is computed at L3 ("Given that a student plays soccer…"). A joint one is interpreted at L2: "If P(A and B) = 3/40, which statement interprets this probability?", meaning 3 of the 40 students are in both. Marginal relative frequencies are never interpreted, and no item asks about an association or trend. The bank is shared with the conditional-probability standards (cap PARTIAL). |
| S.ID.5 | NOT COVERED | — | No item in the grades 9–12 skills shows a scatter plot, or has the student plot paired data and describe the pattern. |
| S.ID.5a | PARTIAL | oak-linear-equations:L2 ▶ Play a live item from this skill |
Contextual linear-function problems exist, but none is posed in the context of data outside Writing Coach. The only data-derived line (a line fitted to study hours and test scores, in Functions) is a written-explanation item graded by the Writing Coach reviewer, and it asks for the meaning of the slope and intercept, not for solving a problem with the function. |
| S.ID.5b | NOT COVERED | — | No item fits a line to data. The closest items are Exponents & Growth Level 5, which asks which equation matches an exact, context-free x–y table (building a function from a table, not fitting data), and a Writing Coach explanation that gives the student a finished fitted line (y = 5.5x + 62, study hours and test score) to interpret. No item uses a fitted line to solve a problem. |
| S.ID.5c | NOT COVERED | — | No item mentions residuals, and 'residual' appears in no question. The only fit check in the app is in the grade 8 Data & Statistics skill, which a high-school student cannot open: the student judges whether a drawn line runs with or against a scatter plot's trend. Nothing in the grades 9–12 skills assesses fit. Plotting is not a barrier, because the app already has students plot points on a grid in grade 8. |
| S.ID.5d | NOT COVERED | — | Exponents & Growth Level 5 has the student write y = a · rˣ for an exact, context-free x–y table, and Level 3 names the model for 'a bacteria colony doubles every hour' from a verbal rule. Neither fits a function to data in context. No quadratic is ever fitted, and no item uses a fitted function to solve a problem. |
| S.ID.6 | PARTIAL | oak-functions:L4 ▶ Play a live item from this skill |
Functions level 4 asks what the slope or the intercept of a repair-cost model C(h) = mh + b means in context (the cost of each hour of labor; the flat fee), about half and half, in English and Spanish. Held PARTIAL: that model is a given price rule, not fitted to data. With Writing Coach on — a paid plan or a live school sponsorship, district switch on — the student interprets the slope and intercept of y = 5.5x + 62 fitted to study-hours data; the rubric fails any answer missing either; one fixed prompt, live rounds only. Without Writing Coach no item interprets a model fitted to data. |
| 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 math item asks the student to tell correlation from causation. The closest practice is in Reading III–IV. A paired-text question asks why a letter's argument is strong: that pilot results reflect which firms volunteered, not the four-day week itself. That is the correlation-versus-cause distinction without the words. In Functions, a Writing Coach explanation also accepts 'association is not causation' as one possible limitation of a fitted line. |
| S.IC.1 | NOT COVERED | — | No grades 9–12 math item addresses random sampling, population parameters or inference from a sample. The nearest content is a Reading III–IV paired text in which pilot results from volunteer firms cannot be extended to all employers. That reading question involves no random sample and no parameter. |
| 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 | — | No item asks how sample surveys, experiments and observational studies differ, or what randomization does in each. Surveys appear as the setting for probability counts in Probability Level 2 and inside a Reading III–IV paired text about a city compost program. 'Experiment' appears in reading and language sentences, and as 'experimental probability' from coin flips in the grade 7 levels of Chance & Probability that a high-school student can also open. 'Observational study' appears nowhere. |
| S.IC.4 | NOT COVERED | — | Survey counts appear in Probability Level 2 only as the basis for a probability. No item a high-school student can reach estimates a population mean or proportion from a sample, develops a margin of error, or simulates random sampling. The only sample-to-population estimates in the app are in the grade 7 Data & Statistics levels, which a high-school student cannot open, and they have no margin of error. |
| 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 | PARTIAL | oak-reading-2 ▶ Play a live item from this skill |
No math item presents a data-based report, but the high school reading skills do. Students judge a city report's tonnage and participation figures against a hauler's memo (what each number actually counts). They weigh a pilot-program report against an objection that the firms volunteered, and they judge whether the numbers in articles are enough to support a claim. About one Reading III–IV question in five is of this kind, in English and Spanish. These questions judge evidence and how a sample was selected. They do not ask about sampling design, randomization or margin of error, and the student chooses among three evaluations instead of writing one. |
| S.CP.1 | PARTIAL | oak-probability-hs:L2 ▶ Play a live item from this skill |
Probability level 2 asks the student to pick the set of outcomes that makes up 'A or B', 'A and B', 'not B' or 'A and not B' for a numbered-card draw. It also asks which description ('the number is a multiple of 3', 'greater than 4') defines a listed event. These make up about a third of level-2 items, in English and Spanish. The student selects; no item has them write an event's description or its set, so 'describe' is met only by selection. |
| S.CP.2 | PARTIAL | oak-probability-hs:L1 ▶ Play a live item from this skill |
Level 1 asks 'P(A) = 1/4, P(B) = 1/5, and P(A and B) = 2/20. Are A and B independent?', but one answer already prints the product ('no — P(A) · P(B) = 1/20, and P(A and B) does not match'). The given P(A and B) also always shares that denominator, so its numerator alone (1 or 2) decides. The child does use the product for events that are independent: 'You flip a fair coin and roll a 6-sided die. What is P(heads AND rolling a 6)?'. Deciding whether two events are independent from the product is not genuinely practised. English and Spanish. |
| S.CP.3 | PARTIAL | oak-probability-hs:L3 ▶ Play a live item from this skill |
Conditional probability is computed from counts at L3 ("Given that a student plays soccer, what is the probability they also play chess?"). Reading independence as P(A | B) = P(A) is asked only in a written-response prompt that runs through Writing Coach, and P(B | A) = P(B) is never asked. The multiple-choice items test independence only through the product form (L1), so this stays PARTIAL. |
| 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 ▶ Play a live item from this skill |
The multiple-choice items recognise conditional probability in an everyday class setting and ask for a number. The reversed conditional (soccer given chess) often appears as a wrong option, but the two directions are never compared as in the smoker/lung-cancer example. Explaining independence in everyday language is asked only in a written-response prompt about students who play a sport and take music, and that prompt runs through Writing Coach. Under the published rule this stays PARTIAL. |
| S.CP.6 | PARTIAL | oak-probability-hs:L3 ▶ Play a live item from this skill |
P(A | B) is found at L3 as the fraction of the soccer players who also play chess (8/17). Multiple choice never asks the student to interpret the answer in terms of the model. That appears only in the explanation and in a Writing Coach written prompt ("interpret P(A | B)"). The single L3 bank is shared credit across S.CP.3/4/5/6, capping at PARTIAL. |
| S.CP.7 | FULL | oak-probability-hs:L2 ▶ Play a live item from this skill |
Level 2 applies the Addition Rule bare ("P(A) = 3/10, P(B) = 2/10, P(A and B) = 1/10. What is P(A or B)?") and from survey counts ("In a survey of 40 households, 14 own a dog, 8 own a cat, and 3 own both… What is the probability that it owns a dog or a cat?"). It also solves the rule backward for the overlap. Separate items interpret the answer in the model: "If P(A or B) = 25/40, which statement interprets this probability?" means 25 of the 40 students are in at least one group. English and Spanish. |
| S.CP.8 | PARTIAL | oak-probability-hs:L1 ▶ Play a live item from this skill |
The general rule is applied at L4 with a real conditional factor: two marbles drawn without replacement (3/9 · 2/8), two particular runners finishing 1st and 2nd, two particular people on a committee. The L1 coin-and-die items are the independent case. No item asks the student to interpret the answer in terms of the model, so it stays PARTIAL. |
| S.CP.9 | FULL | oak-probability-hs:L4 ▶ Play a live item from this skill |
Level 4 uses permutations and combinations to compute probabilities of compound events in about three deals of four. Examples: "A keypad has 5 buttons… What is the probability they enter the correct code?" (1/60); two particular runners finishing 1st and 2nd; two particular people on a 2-person committee; two green marbles drawn without replacement; exactly 2 women on a 3-person committee. The rest are counting problems such as "How many ways can 1st, 2nd, and 3rd place fall among 6 runners?". English and Spanish. |
| 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 High School item computes or interprets the expected value of a random variable. The only 'expect' items are grade 7 predictions of how often an outcome should occur (probability × number of trials), below this band and with no probability distribution behind them. |
| 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 | — | The High School probability skill covers independence, the Addition Rule, events as sets of outcomes, conditional probability, and counting used to find probabilities. None of it builds a probability distribution from data or computes an 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. Probability items compute or interpret the probabilities of events, but never weigh payoffs. |
| 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 or strategy context (product or medical testing, pulling a goalie) appears. Conditional probability is practised only on counts of students in a class who play chess, soccer, both or neither, and, where Writing Coach is switched on, in two short written explanations about independence, one of which computes and interprets P(A | B). |
| Code | Verdict | Evidence (generator · live items) | Audit note — what is practised, what is missing |
|---|---|---|---|
| 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) | Audit note — what is practised, what is missing |
|---|---|---|---|
| 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 item presents vectors in magnitude-and-direction form or asks for the magnitude or direction of a sum; in the High School courses 'magnitude' appears only as earthquake magnitude in Logarithms level 4. |
| 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) | Audit note — what is practised, what is missing |
|---|---|---|---|
| N.CN.10 | NOT COVERED | No served item mentions the Fundamental Theorem of Algebra or the complex roots of a quadratic. Radicals & Complex level 4 serves complex-number arithmetic only (adding, subtracting and multiplying a + bi forms, for example "(1 + 5i)(2 + 4i) = ?"). |
No item on the theorem or on showing a quadratic has exactly two complex roots. Complex numbers appear only as arithmetic: sums, differences and products. |
| 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) | Audit note — what is practised, what is missing |
|---|---|---|---|
| RL.9-10.1 | PARTIAL | oak-reading-1:L1-L3 'Which quotation BEST supports the claim that the operator's record-keeping was disciplined rather than casual?' ▶ Play a live item: level 1 · level 2 · level 3 |
Three literary passages each ask the child to pick, from three quotations, the one that best supports a stated claim, in English and Spanish. The child never cites evidence in their own words or gathers several pieces of evidence, so 'cite strong and thorough textual evidence' is not met. |
| RL.9-10.2 | PARTIAL | oak-reading-1:L1-L3 'Which TWO themes does the passage develop together?' ▶ Play a live item: level 1 · level 2 · level 3 |
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 ▶ Play a live item: level 1 · level 2 · level 3 |
Three literary passages each ask how the narrator changes over the passage, in English and Spanish. No item asks how the narrator interacts with other characters (the observatory operator, the welding supervisor, the grandmother) or how the change advances the plot or develops the theme, so those clauses are not met. |
| RL.9-10.4 | 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: level 1 · level 2 · level 3 |
Three literary items ask what a word means as used ('columns', 'remembers', and 'remembered' set against 'measured'), covering figurative and connotative meaning, and the 'columns' item follows the word's meaning as it builds across the passage, in English and Spanish. Two literary items look at one sentence's effect, one of them on tone. No literary item asks how word choices accumulate across a passage to set its tone, so 'cumulative impact ... on tone' is not met. |
| RL.9-10.5 | FULL | oak-reading-1:L1-L3 'The narrator withholds the fact that the map was drawn from memory until after describing its details. What does this ordering accomplish?' ▶ Play a live item: level 1 · level 2 · level 3 |
Three literary passages each ask what a choice about structure, order or time does to the reader: a flashback frame that makes the ending land as a verdict, a call held back until the reader shares the narrator's mistake, and a withheld fact that lets the reader trust a map before learning it was drawn from memory. Two of the keyed effects are reveals that overturn what the reader assumed — the kind of surprise the standard names among its examples; the flashback frame builds toward a verdict instead. The child chooses the analysis, in English and Spanish. |
| 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: level 1 · level 2 · level 3 |
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 | N/A | Kansas prints this code as 'Not applicable for literature.' — there is no demand to practise. |
|
| RL.9-10.9 | PARTIAL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Two literary items name a source idea — the weighing of a soul's deeds, and the treasure map — and ask how the author transforms it, in English and Spanish. The question supplies the source and states that the passage echoes it, so the child analyzes only the transformation, not how the author draws on the source; and the kitchen-map passage never itself evokes a treasure map. |
| RL.9-10.10 | PARTIAL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Items ask how language works in literary and informational passages — what the two fragments 'Not money. Witnesses.' do, what a three-verb chain does to tone — and the child reads each passage alone, in English and Spanish. The standard also asks the child to make effective language choices for meaning or style. No Reading I–II item has the child choose or write language for a purpose of their own; Writing Coach, which counts toward English I–II readiness, has the child write essays in a formal register and stories graded on precise words, telling details and sensory language, but a clause met only through Writing Coach does not earn a full match, and the choose-the-word items in Language & Revision belong to English III–IV, so that clause is not met. Listening is an alternative to reading in the standard, and reading is practised. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| RL.9-10.11 | PARTIAL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Word-meaning items appear in three literary passages ('columns', 'remembers', 'remembered') and two informational ones, in English and Spanish; the 'columns' item sets the literal accounting sense against the figurative one, a multiple-meaning word. Every target is a familiar word or phrase used in an extended sense; no item asks the meaning of an unfamiliar grade 9–10 word, so 'unknown words' is not met. |
| RL.9-10.11.a | FULL | oak-reading-1:L1-L3 "'The telescope only sees. The log is what remembers.' What does 'remembers' mean here?" ▶ Play a live item: level 1 · level 2 · level 3 |
Three literary passages each ask what a word means as used, and each answer depends on the surrounding text — 'columns' built up across the bookkeeping passage, 'remembers' read against the university's call, 'remembered' set against 'measured'. In English and Spanish. |
| RL.9-10.11.b | NOT COVERED | — | No High School item practises word-change patterns or parts of speech. The app's other word-part work — the Prefixes, Suffixes and Word Machines skills (grades 2–3) and the Greek and Latin roots and affixes at the top level of the Vocabulary skill (grades 6–8) — is below this grade and is not counted here. |
| RL.9-10.11.c | NOT COVERED | — | No High School item has the student consult a dictionary or other reference. The app's dictionary items — a kindergarten picture-dictionary page, and guide-word and glossary-entry questions in the elementary levels of the Comprehension skill — are elementary-school work and are not counted here. |
| 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 "In the mother's 'bookkeeping,' what does the word 'columns' come to mean by the end?" ▶ Play a live item: level 1 · level 2 · level 3 |
Figurative language is practised in three literary passages ('columns', 'remembers', 'remembered'), in English and Spanish. No item in this course compares words with similar meanings or asks about word relationships, so those clauses are not met (see .b). |
| RL.9-10.12.a | PARTIAL | oak-reading-1:L1-L3 "'The survey measured the valley. Her map remembered it.' What distinction does 'remembered' draw?" ▶ Play a live item: level 1 · level 2 · level 3 |
Three literary items ask the child to interpret a figure in context ('columns', 'remembers', 'remembered'), in English and Spanish. The questions ask what the figure means, not what work it does in the passage, so 'analyze their role in the text' is not met. |
| RL.9-10.12.b | NOT COVERED | — | No item in this course contrasts words with similar meanings. The Language & Revision skill's word-choice items do (for example 'intransigent' against 'resolute'), but they belong to English III–IV and are not counted for this course. |
| RL.9-10.13 | PARTIAL | oak-reading-1:L1-L3 Only prose is served. Literary items now draw on four short narrative passages, 'The Ledger', 'The Observatory Log', 'The Ugly Bead' and 'The Map on the Kitchen Wall', in English and Spanish. No drama or poetry appears at any level. ▶ Play a live item: level 1 · level 2 · level 3 |
The 'dramas ... and poetry' clause has no served texts. The literary range is four prose narratives of about 185-230 words each. |
| RI.9-10.1 | PARTIAL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Citing is selection-only. Each evidence item asks the student to pick the one quotation, out of three, that best supports a stated inference ('The Sand Shortage' and 'When the Lights Learned to Keep Themselves'). No item asks for several pieces of evidence, or for support of what the text states outright, so 'strong and thorough' citation is not shown. |
| RI.9-10.2 | PARTIAL | oak-reading-1:L1-L3 "Which TWO central ideas does the article develop together?" ▶ Play a live item: level 1 · level 2 · level 3 |
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 ▶ Play a live item: level 1 · level 2 · level 3 |
Order is exercised on two passages: 'The Sand Shortage' (why the regulation argument comes after the physical facts) and 'When the Lights Learned to Keep Themselves' (why automation is told in stages). Connections between points are probed: the policy claim inherits the certainty of the physical facts, and 'which is why' links unlisted duties to their loss. No item asks how an idea is introduced and then traced through its development across the whole text. |
| RI.9-10.4 | PARTIAL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Figurative and connotative meaning ('a demolition in waiting', 'households') and the cumulative effect of word choice ('Mined, barged, and poured…' and the water-tower essay's two-sentence close) are served. No item asks for a technical meaning on any of the three informational passages, and tone is reached only through the effect of the three-verb sequence, never asked about directly. |
| RI.9-10.5 | FULL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Sentence-level development is analysed on two informational passages: in 'The Sand Shortage', the concession 'They are half right, and the half matters' and the three-verb sequence 'Mined, barged, and poured…'; in 'The Case for an Empty Water Tower', 'None of this appears on a balance sheet…' and the essay's two-sentence close. Larger portions are analysed on two passages: why the sand article saves its regulation argument for last, and why the lighthouse article tells automation in stages. All of this is in English and Spanish, at every level. |
| RI.9-10.6 | PARTIAL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Rhetoric-effect items exist ('They are half right…'; 'None of this appears on a balance sheet…'), but no Reading I-II item asks the student to name the author's perspective or purpose. Items asking for the author's unstated position appear only in Reading III-IV, on grade 11-12 texts, and no item in either course asks for the author's purpose. |
| RI.9-10.7 | NOT COVERED | — | Every oak-reading-1 passage is a single printed text. One story, The Map on the Kitchen Wall, describes a hand-drawn map and a survey of the same valley, and one question asks what separates them. But the student reads a story about the two accounts; no item analyses accounts of a subject told in different mediums such as print, audio or video. |
| 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: level 1 · level 2 · level 3 |
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 | — | All seven served passages are original texts written for the app (four short stories and three essays or articles). None is a document of historical or literary significance. |
| RI.9-10.10 | PARTIAL | oak-reading-1:L1-L3 + wp-oak-argument ▶ Play a live item: level 1 · level 2 · level 3 |
How language functions in context is exercised for comprehension (for example 'Not money. Witnesses.' and 'By August my welds were ugly and they held.'). Choosing language for meaning or style is practised only as multiple choice, through register, word choice and sentence shape in Language & Revision, a grade 11 course skill. The student makes these choices in their own writing only through Writing Coach, which the published rule does not count. |
| RI.9-10.10.a | NOT COVERED | — | No item or High School Writing Coach rubric line mentions a style manual or formatting rules. The rubrics grade claim, evidence, organization, formal register and, in the narratives, narrative technique. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| RI.9-10.11 | PARTIAL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Multiple-meaning words in context are exercised on five passages ('columns', 'remembers', 'households', 'remembered', 'a demolition in waiting'), but every target is a familiar word used in a new sense. No Reading I-II item asks for the meaning of an unfamiliar grade 9-10 word or practises a word-part or reference-material strategy (11.b-d). The app's word-part practice (Prefixes, Suffixes, and the Greek and Latin roots level of Vocabulary) uses elementary and middle-school words. |
| RI.9-10.11.a | FULL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Context-based meaning items deal on five passages, in English and Spanish: 'columns' (The Ledger), 'remembers' (The Observatory Log), 'a demolition in waiting' (The Sand Shortage), 'households' (When the Lights Learned to Keep Themselves) and 'remembered' (The Map on the Kitchen Wall). Each asks what the word or phrase means where it is used ('columns' asks what it has come to mean by the passage's last line). The wrong options are readings that ignore the context, such as the literal accounting columns or a lighthouse that began as a private home. |
| 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 | — | 'Consult' is a conduct verb (wall), and no High School item asks about reference use either. The app's dictionary items — a kindergarten picture-dictionary page, and guide-word and glossary-entry questions in the elementary levels of the Comprehension skill — are elementary-school work and are not counted here. |
| 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 ▶ Play a live item: level 1 · level 2 · level 3 |
Figurative language is exercised on five passages. Nuance between words of similar meaning is practised as multiple choice in Language & Revision (for example 'intransigent' against 'resolute' for a writer's disapproval) and in Reading I-II's 'The survey measured the valley. Her map remembered it.' No High School item works on word relationships such as analogy, part to whole, or cause and effect; the app's only analogy items are in a grade 4 skill, built on elementary word pairs. |
| RI.9-10.12.a | PARTIAL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Figures of speech are interpreted in context on five passages, in English and Spanish: the 'columns' metaphor in The Ledger, 'remembers' in The Observatory Log, 'a demolition in waiting', 'households', and 'remembered' in The Map on the Kitchen Wall. Only the 'columns' item follows a figure's work across the text (what it has come to mean by the last line). The others ask what the figure means, not what role it plays in the text. Language & Revision, a grade 11 course skill, asks what a softened phrase ('schedule adjustment') or an understatement accomplishes, but in a single sentence. |
| 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 ▶ Play a live item: level 1 · level 2 · level 3 |
Informational reading draws on three short original passages, 'The Sand Shortage', 'The Case for an Empty Water Tower' and 'When the Lights Learned to Keep Themselves', each about 200-225 words, with 16 analysis items in English and Spanish. All are excerpt-length; no longer informational text is read, so reading across the grades 9-10 complexity band is not shown. |
| W.9-10.1 | PARTIAL | wp-oak-argument | With Writing Coach on, the student writes a short argument of 400 to 2,500 characters on one of four topics: replacing letter grades with narrative feedback, requiring community service hours to graduate, requiring a personal finance course to graduate, or replacing printed textbooks with digital editions. Each is graded against the same rubric for a precise claim, two reasons developed with evidence, a counterclaim answered fairly, formal register and a conclusion. Linking words and cohesion are not graded. The argument is met only through Writing Coach, so the row stays PARTIAL. |
| 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 | — | The High School argument rubric has no linking or cohesion line. A grade-6 Writing Coach prompt at level 4 grades linking words between claim and reasons only. That is grade 6–8 work: Writing Coach keeps a grades 9–12 student on the High School prompts, so a high-schooler never meets it, and it is not counted here. |
| 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 | PARTIAL | wp-oak-argument | With Writing Coach on (a paid plan or a live school sponsorship, with the district switch on), the student ends a short argument with a conclusion. It is graded against the rubric line 'A conclusion that follows from the argument, not a restatement.' Nothing outside Writing Coach asks the student to write a conclusion, so the published verdict is PARTIAL: no row whose clause is met only through Writing Coach is marked FULL. |
| W.9-10.2 | PARTIAL | wp-oak-inform | With Writing Coach on, the student writes a short explanation of a process, 400 to 2,500 characters, for a first-time reader. It is graded on an opening that frames the process, terms defined at first use, stages sequenced with transitions, a closing on a common misunderstanding, and precise formal prose. Selecting relevant content, formatting and graphics are not graded, and the writing is met only through Writing Coach, so the row stays PARTIAL. |
| 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 | PARTIAL | wp-oak-inform | With Writing Coach on, the student's explanation of a process is graded for 'Precise, formal prose throughout' and 'Terms defined at first use.' Using precise and domain-specific words in writing happens only in Writing Coach; the Language & Revision word-choice items are multiple choice. The published verdict is therefore PARTIAL: no row whose clause is met only through Writing Coach is marked FULL. |
| 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 | PARTIAL | wp-oak-inform | With Writing Coach on, the student closes a short explanation of a process by explaining what most people misunderstand about it. This is graded against the rubric line 'A closing built on the common-misunderstanding move.' Writing a conclusion happens only in Writing Coach, so the published verdict is PARTIAL: no row whose clause is met only through Writing Coach is marked FULL. |
| W.9-10.3 | PARTIAL | wp-oak-narrative Three narrative prompts share one instruction and one rubric, e.g. 'Picture a place a character knows well at the moment something about it changed for good — a kitchen the night before a move, a gym after the last game of the season, a corner store on the day it closed. Tell an invented story in several paragraphs: an opening that sets out the situation and why it matters, a clear narrator and point of view, dialogue and pacing at the key moment, precise and sensory detail, events that build on one another toward a deliberate tone and outcome, and a conclusion that reflects on what was experienced or resolved.' |
With Writing Coach on, the student writes an invented narrative of 400 to 2,500 characters on one of three situations: a choice between two things someone valued, a place a character knows well at the moment it changed for good, or a misunderstanding between two people; the standard's 'real or imagined' allows an invented story. Each is graded against the same five rubric lines: an opening that sets out the situation and why it matters with a clear narrator and point of view, dialogue and pacing at the key moment, events that build on one another toward a deliberate tone and outcome, precise and sensory language, and a conclusion that reflects on what was experienced or resolved. Each narrative is written in one sitting, with one revision after a draft that does not pass. The narrative is met only through Writing Coach, so the row stays PARTIAL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| W.9-10.3.a | PARTIAL | wp-oak-narrative Rubric: 'An opening that sets out the situation and why it matters, with a clear narrator and point of view'; 'Events that build on one another toward a deliberate tone and outcome' |
With Writing Coach on, the narrative rubric grades an opening that sets out the situation and why it matters through a clear narrator and point of view, and events that build on one another. The clause asks for one or multiple points of view, so the graded narrator and point of view meet it; one of the three narrative prompts (a misunderstanding that looks different once the reader learns what each person knew) invites two. Nothing grades whether the progression of events is smooth, only that the events build on one another. The clause is met only through Writing Coach, so the row stays PARTIAL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| W.9-10.3.b | PARTIAL | wp-oak-narrative Rubric: 'Dialogue and pacing that develop the key moment — shown, not summarized' |
With Writing Coach on, the student develops the key moment of a narrative with dialogue and pacing, graded by that rubric line; description and reflection are graded in two other lines (precise, sensory language and a reflective conclusion). Multiple plot lines are never asked for. The techniques are used only through Writing Coach, so the row stays PARTIAL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| W.9-10.3.c | PARTIAL | wp-oak-narrative Rubric: 'Events that build on one another toward a deliberate tone and outcome' |
With Writing Coach on, the narrative rubric grades events that build on one another into one story. Using a variety of techniques to sequence them, such as a flashback or a time shift, is never asked for or graded. The only other sequencing line, 'Stages sequenced logically with transitions', orders the steps of a process in the explanation prompts, not events. The sequencing is graded only through Writing Coach, so the row stays PARTIAL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| W.9-10.3.d | PARTIAL | wp-oak-narrative Rubric: 'Precise words, telling details and sensory language that make the setting and characters vivid' |
With Writing Coach on, every narrative is graded for precise words, telling details and sensory language that make its setting and characters vivid. Nothing outside Writing Coach asks the student to write description, so the row stays PARTIAL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| W.9-10.3.e | PARTIAL | wp-oak-narrative Rubric: 'A conclusion that follows from the events and reflects on what was experienced or resolved' |
With Writing Coach on, each narrative ends with a conclusion graded for following from the events and reflecting on what was experienced or resolved. Nothing outside Writing Coach asks the student to conclude a narrative, so the row stays PARTIAL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| W.9-10.4 | PARTIAL | wp-oak-argument/analyze/inform/narrative | With Writing Coach on, the student writes four kinds of short response: an argument, an analysis of a persuasive text, an explanation of a process, and a narrative. Each is 400 to 2,500 characters and is graded against its own rubric for development and organization; the first three also grade formal register, and the narrative grades narrative technique and sensory language. This writing is graded only through Writing Coach, so the published verdict is PARTIAL: no row whose clause is met only through Writing Coach is marked FULL. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| W.9-10.5 | PARTIAL | oak-language ▶ Play a live item from this skill |
Revision genuinely happens on the student's own essay. When a High School draft falls short, the coach shows its notes and invites one rewrite before scoring. It is one rewrite of one draft, and only after a miss. Planning and trying a new approach are never elicited, and the essays run through Writing Coach, so the row holds at PARTIAL. Language & Revision, open to every grades 9–12 student, adds revise-and-edit practice by selection: picking the most concise revision, or the version that suits a given context and audience. |
| 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 research wall. No prompt or item poses a research question, sends the student to find sources, or narrows an inquiry. The only High School synthesis is reading two supplied texts together in Reading III–IV, which is not a research project. |
| 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 | No rubric line on the grade 9–12 prompts grades grammar or usage. The easier Writing Coach prompts check capitals, end marks and punctuated dialogue, which sit below this grade's conventions, and Writing Coach does not give them to a grades 9–12 student. The reviewer may add a coaching line about capitals, end marks, spelling or pronouns, but the pass does not depend on it. Language & Revision, tagged to English III–IV but open to every grade 9–12 student, asks multiple-choice agreement and punctuation questions at its top level. That is recognition, not command while writing. The row stays PARTIAL. |
| 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 | PARTIAL | oak-language:L2-L3 ▶ Play a live item: level 2 · level 3 |
Parallel structure is tested by selection in Language & Revision (levels 2–3), which is open to every grades 9–12 student, in English and Spanish. One item asks which sentence makes a contrast clearest (the key is 'The first plan taxes income; the second taxes spending.'). Another asks for a speech closing built on a repeated 'we will'. The explanation names parallel clauses. The student never writes a parallel sentence and no High School rubric grades it, so 'use' is met only by selection. |
| W.9-10.10.c | PARTIAL | oak-language ▶ Play a live item from this skill |
Language & Revision, open to every grades 9–12 student, practises some clause and phrase types by selection, in English and Spanish. The student punctuates a relative clause to say exactly what the writer means (essential or nonessential), picks an 'only if' clause to show that one event depends on another, and picks a sentence that holds its main clause behind prepositional phrases. No item asks about participial, absolute or noun phrases or noun clauses, and no rubric grades phrase or clause variety in the student's own writing. |
| W.9-10.11 | PARTIAL | oak-language ▶ Play a live item from this skill |
Punctuation is tested by selection in Language & Revision, which is open to every grades 9–12 student: semicolons between independent clauses, a colon before a list, and commas around nonessential clauses. No High School item tests capitalization or spelling; the elementary Grammar and Spelling skills a High School student can still open sit well below this band. The writing coach may flag capitalization or spelling on the student's own essay and, when the essay falls short, invite one rewrite, but no High School rubric line grades mechanics. |
| W.9-10.11.a | PARTIAL | oak-language:L3 ▶ Play a live item from this skill |
Language & Revision is open to every high-school student, including grades 9 and 10. At level 3 it asks 'Which version punctuates correctly?' for 'The experiment failed; the notebook explains why.' against a comma splice and a 'because' clause after the semicolon, in English and Spanish (about one level-3 round in four). The student only picks the correct version from three; the student is never asked to use a semicolon in their own writing, and the essay rubrics do not grade punctuation. |
| W.9-10.11.b | PARTIAL | oak-language ▶ Play a live item from this skill |
Language & Revision, open to every grades 9–12 student, tests a colon before a list by selection at level 3, in English and Spanish: 'She packed three things: a map, a knife, and doubt.' against a comma version and a colon placed after the verb. It is one fixed sentence that turns up in about one level-3 round in four. There is no colon-before-quotation item, and the student never places a colon in their own writing. |
| W.9-10.11.c | PARTIAL | Writing Coach | No High School item tests spelling and no High School rubric line grades it. The writing coach may flag misspellings on the student's own essay ('Your spelling is close — read it out loud and fix the word that looks off') and invite one rewrite, so spelling is coached but never required to pass. This is the same mechanism held PARTIAL at grade 6. |
| W.9-10.12 | PARTIAL | wp-oak-argument Thirteen wp-oak prompts span argument/analysis/inform/narrative: "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. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| SL.9-10.1 | NOT COVERED | — | No mode structures a discussion on grades 9–10 topics, texts or issues. Play Together only adds a grown-up prompt, such as asking 'how do you know?', to a four-question multiple-choice round. This is an interaction-mode wall, as at grades 6–8. |
| 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 | — | No item has the student listen to and evaluate a speaker. Reading I-II serves no speech. The speech texts elsewhere in High School, 'The Retirement Speech' in Reading III-IV and a one-line quotation from a mayor's speech in Language & Revision, are printed. The optional Read to me voice can read a passage aloud, but no item asks the student to listen to a speaker, and no item asks the student to identify fallacious reasoning or distorted evidence. Evaluating a print article author's evidence is credited to RI.9-10.8; it does not meet the evaluate-a-speaker demand. |
| SL.9-10.4 | NOT COVERED | — | The student never presents to listeners. The nearest items are written choices in Language & Revision, such as the fitting opening line for a science-fair talk or the closing line of a speech. Those touch only style, by selection. This is a speaking wall, as at grades 6–8; the High School essays are credited to the writing standards, not stretched here. |
| SL.9-10.5 | NOT COVERED | — | The student never uses digital media in a presentation. The nearest items are written choices of a line for a spoken occasion, such as the opening of a science-fair presentation or the close of a speech, with no media component. This is a multimedia and speaking wall. |
| SL.9-10.6 | NOT COVERED | — | Language & Revision asks which version suits a given context and audience, and several contexts are spoken: council testimony, a wedding toast, a voicemail, the opening of a science-fair talk. The student picks a written line and never speaks, so adapting speech is not practised. This is a speaking wall, as at grades 6–8; the High School argument, analysis and explanation rubrics grade one formal register, and the narrative rubric grades none. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| SL.9-10.7 | NOT COVERED | — | Grammar and usage are practised only in written multiple-choice items (Language & Revision, open to every high-school student, has subject-verb agreement, punctuation and sentence-structure items in English and Spanish). No high-school item has the student speak (the app's only spoken items are early-grade counting and reading aloud), so command of conventions when speaking is never exercised. |
| SL.9-10.7.a | NOT COVERED | — | Parallel structure is practised only in writing. Language & Revision asks which sentence makes a contrast clearest (parallel clauses) or which closing line builds momentum (a repeated 'we will'), and the student picks a written sentence. Nothing is spoken, so the speaking conventions this family covers are not met. The written practice is credited to W.9-10.10.b. |
| SL.9-10.7.b | NOT COVERED | — | Some clause types are practised in writing only: the student punctuates a relative clause to say exactly what the writer means and picks an 'only if' clause to express a condition. No item asks about participial or absolute phrases. Nothing is spoken, so the speaking conventions this family covers are not met. The written practice is credited to W.9-10.10.c. |
| SL.9-10.8 | PARTIAL | oak-reading-1:L1 ▶ Play a live item from this skill |
Word and phrase meaning in context is exercised in reading, and choosing the precise word for a writer's sentence is practised as multiple choice in Language & Revision, a grade 11 course skill. Accurate use in the student's own writing or speech, and independence in gathering vocabulary, are not served outside Writing Coach. |
| Code | Verdict | Evidence (generator · live items) | Audit note — what is practised, what is missing |
|---|---|---|---|
| RL.11-12.1 | PARTIAL | oak-reading-2:L1 ▶ Play a live item from this skill |
Students infer meaning beneath the surface of literary texts and choose which quotation best supports a claim, on the satirical retirement speech and on 'The Clockmaker's Shelf', a short narrative. The student picks the quotation from three options but never cites evidence, and no item on a literary passage asks where the text leaves matters uncertain (that question is asked only of informational passages). |
| 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: level 1 · level 2 · level 3 |
Central-idea interaction served only on informational/speech texts, not literature; no objective-summary items; development-analysis clause thin. |
| RL.11-12.3 | PARTIAL | oak-reading-2 Oak-reading-2 now serves a short story, The Clockmaker's Shelf, in English and Spanish. One question asks why the author presents the shelf as a mystery before explaining it — the effect of how the events are ordered. ▶ Play a live item from this skill |
That ordering question is the only one on how the author develops and relates the elements of a story (the story's other craft question is about the effect of one short sentence); nothing asks how the author introduces or develops a character or uses the setting, and no drama is served. |
| RL.11-12.4 | PARTIAL | oak-reading-2:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Figurative phrases are interpreted in literary texts ('loyalty… is a currency' in a satirical retirement speech; 'feelings are not a budgeted item' in a satirical letter), and an item on the letter's final clause ties a word choice to meaning and tone. No literary item isolates a word's connotation, and none singles out language for being fresh or beautiful. |
| RL.11-12.5 | PARTIAL | oak-reading-2:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Three items ask why a structural choice suits a literary text: the retirement speech built as a list of thanks, the letter that takes the form of a polite acceptance note, and the clockmaker story that presents the shelf as a mystery before explaining it. The answers tie each choice to meaning; no item asks the student to judge its aesthetic effect, and there is no drama or poetry. |
| RL.11-12.6 | FULL | oak-reading-2:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Two items turn on saying one thing and meaning another: a retirement speech that thanks the firm for each broken promise, and a letter returning an Employee of the Quarter plaque 'with no hard feelings.' Both are short satirical pieces in an invented speaker's voice, in English and Spanish, and the student must choose the reading that separates what is said from what is meant. Thin: two items, and no poetry or drama. |
| 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 | N/A | Kansas prints this code as 'Not applicable for literature.' — there is no demand to practise. |
|
| RL.11-12.9 | NOT COVERED | No served item references foundational American or world literature; every Reading III-IV passage is an original contemporary piece (a short story, a speech and a letter in literary form, essays and paired reports). The paired-text items do compare how two texts treat one topic, but both texts are short present-day reports, letters and memos, not literature from a shared period. |
No foundational-works knowledge items and no items comparing how literary works from the same period treat a theme. |
| RL.11-12.10 | PARTIAL | oak-language:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Language & Revision practises language choices directly, in English and Spanish: choosing the version that suits a context and audience (11 contexts, from a cover letter to a text to a friend), identifying what a construction does where it appears (the passive voice in a company apology versus a lab report, hedging in a medical abstract, understatement in a short story, from level 2), and choosing words and sentence shapes for an intended effect. Held PARTIAL: the items are stand-alone sentences and contexts, so knowledge of language is practised beside reading rather than used to comprehend a literary text the student is reading — the same reason grade 6's RL.6.10 is PARTIAL. |
| 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: level 1 · level 2 · level 3 |
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 ▶ Play a live item: level 1 · level 2 · level 3 |
Students use context to decide what a word or phrase means in five items: 'performative presence' in a report on the four-day week, 'legible' in an essay on maintenance, 'the accidental instrument' in an article on glass fishing floats, and the figurative phrases 'loyalty… is a currency' and 'feelings are not a budgeted item' in two satirical literary pieces. Each is a three-option choice whose wrong answers are literal or out-of-context readings, in English and Spanish, at every level. |
| 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 ▶ Play a live item: level 1 · level 2 · level 3 |
Figurative language is interpreted in literary passages ('loyalty… is a currency'; 'feelings are not a budgeted item'), and the High School Language & Revision skill asks which word carries a writer's attitude — 'intransigent' rather than its near-synonym 'resolute' or a neutral third choice — in stand-alone sentences. No High School item asks about word relationships such as analogies or part and whole; the app's only analogy practice is the grade 4 Analogies skill. |
| RL.11-12.12.a | FULL | oak-reading-2:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Figures of speech are interpreted in context, with each question asking what the figure argues or conveys: the extended metaphor 'loyalty… is a currency… accepted in remarkably few places' in a satirical retirement speech, 'feelings are not a budgeted item' in a satirical letter returning an award, and 'the accidental instrument' in an article on glass fishing floats. From level 2 the High School Language & Revision skill adds understatement in a short story ('a bit of a setback' for a fire that destroyed thirty years of paintings) and a euphemism ('schedule adjustment' for a three-hour delay). Wrong answers are literal or overreaching readings, in English and Spanish. No item targets hyperbole or paradox, and there is no poetry or drama. |
| RL.11-12.12.b | PARTIAL | oak-language ▶ Play a live item from this skill |
Language & Revision deals ten word-choice items at every level, in English and Spanish: the student is told the writer's attitude and picks the word that carries it, and each set pairs the right word with a near-synonym that carries a different attitude (intransigent or resolute; shrewd or cunning; mob or crowd; concise, curt or brief), with the difference in nuance explained after answering. PARTIAL: the words are judged in stand-alone sentences, never inside a literary text the student is reading. |
| RL.11-12.13 | PARTIAL | oak-reading-2 Oak-reading-2 serves three literary prose pieces (a short story, The Clockmaker's Shelf; an ironic retirement speech; an ironic letter returning an award) in English and Spanish, read by the student without narration, with comprehension and analysis questions. ▶ Play a live item from this skill |
Prose fiction only, and short: the literary passages run about 180 to 230 words, well under grade 11-12 length; no drama or poem is served. |
| RI.11-12.1 | PARTIAL | oak-reading-2:L1-L3 'Synthesizing both texts: what is the most complete account of the four-day week's prospects?' (answer: the pilots cannot say which sector is larger) and 'Evaluate the evidence for the claim that deferred maintenance is costly. How strong is it?' ▶ Play a live item: level 1 · level 2 · level 3 |
Inference and where-the-text-leaves-matters-uncertain are practised on four informational passages, but no Reading III–IV informational item asks the student to pick or supply the evidence that supports a reading. In Reading III–IV, quotation-picking appears only on literary passages (Reading I–II has informational quotation items, written to the grades 9–10 standard). The student writes nothing in reading. The only written citation is in Writing Coach's analysis essay ('quote or describe where each appears'), which does not count toward FULL. |
| 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: level 1 · level 2 · level 3 |
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: level 1 · level 2 · level 3 |
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 ▶ Play a live item: level 1 · level 2 · level 3 |
Figurative and connotative meaning are practised on informational passages ('legible', 'the accidental instrument', 'performative presence'). At levels 2–3, the Language & Revision skill asks what 'shall' does in a lease: it sets a binding obligation, a technical sense. No Reading III–IV item asks how an author uses or refines the meaning of a key term across a text. The nearest item ('what does the word "columns" come to mean by the end?') is on a literary passage in Reading I–II. |
| RI.11-12.5 | PARTIAL | oak-reading-2:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Informational passages ask how a sentence's construction serves the argument ('They do not compress; they staff.'; 'No photograph has ever been taken of a water main being replaced on schedule.') and what a concede-then-rebut pair of sentences does. No Reading III–IV item evaluates the structure of a whole informational essay or argument, or whether it is engaging. In Reading III–IV, the whole-text structure items are on literary passages: the gratitude-list speech, the acceptance-note letter, and the clockmaker's shelf presented as a mystery before it is explained. The one whole-article sequencing item (why an article on sand mining holds its regulation argument until after the facts) is in Reading I–II, written to the grades 9–10 standard. |
| RI.11-12.6 | FULL | oak-reading-2:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
'Text B's author never states his overall position on the four-day week. What is it, read between the lines?'; ''No photograph has ever been taken of a water main being replaced on schedule.' How does this sentence's construction serve the argument?'; 'Evaluate the evidence for the claim that deferred maintenance is costly. How strong is it?' On informational arguments, in English and Spanish, the student works out the writer's unstated position and aim, how sentence construction serves the argument, and how strong its reasoning and evidence are. The author's purpose is carried by the position questions rather than asked by name. |
| 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: level 1 · level 2 · level 3 |
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 | PARTIAL | oak-reading-2 No served passage is a seminal U.S. or world text, and no item involves constitutional principles or legal reasoning. Students do delineate and evaluate the reasoning of an original civic argument (In Praise of the Unremarkable Pipe): which premise the author grants, which conclusion he denies, and how strong his evidence is. ▶ Play a live item from this skill |
The reasoning work is real, but on an original contemporary essay rather than seminal texts; constitutional principles and legal reasoning never appear. |
| RI.11-12.9 | NOT COVERED | No foundational document of historical or literary significance appears among the seven served passages, which are all original contemporary pieces. |
No foundational-document passages or items on their themes, purposes, rhetorical features. |
| RI.11-12.10 | PARTIAL | oak-language:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Language & Revision practises language choices directly, in English and Spanish: choosing the register a context and audience call for (11 contexts), identifying what a construction does in informational writing (hedging in a medical abstract, nominalization in a company memo, the passive voice in an apology versus a lab report, from level 2), and choosing words and sentence shapes for an intended meaning. Held PARTIAL: the items are stand-alone sentences and contexts, so knowledge of language is practised beside reading rather than used to comprehend an informational text the student is reading — the same reason grade 6's RI.6.10 is PARTIAL. |
| RI.11-12.11 | PARTIAL | oak-reading-2:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Meaning is worked out from context on three informational passages ('performative presence', 'legible', 'the accidental instrument'). Several items turn on a word's multiple meanings: 'performative' as display rather than theater or high performance, and 'shall' as an obligation rather than the future. In the high school skills only context is ever used. No item works from word parts, uses a dictionary or other reference, or checks a first guess. |
| RI.11-12.11.a | FULL | oak-reading-2:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
'What does "performative presence" mean in this context?'; ''To make maintenance legible.' What does "legible" mean in this context?'; ''The accidental instrument.' What does this phrase convey?' Three informational passages each ask the student to work out a word or phrase from its context, in English and Spanish, and the explanation names the clue (for 'legible', the dash that follows the word defines it). |
| RI.11-12.11.b | NOT COVERED | Oak-language items cover concision, transitions, punctuation, register, word connotation, what a construction does, sentence structure, essential clauses and agreement; none asks the student to identify or use word-change patterns that signal meaning or part of speech. One item quotes actions turned into nouns ('implementation,' 'reduction') but names that pattern for the student and asks only what it accomplishes. |
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 ▶ Play a live item from this skill |
Figures of speech are interpreted inside informational passages ('legible', 'the accidental instrument'), and the Language & Revision skill asks for the word whose shade of meaning fits the writer's aim among near-synonyms (intransigent / resolute / long-standing; concise / curt / brief). Those word-relationship and nuance items are single standalone sentences, never part of reading an informational passage. |
| RI.11-12.12.a | FULL | oak-reading-2:L1 ▶ Play a live item from this skill |
''The accidental instrument.' What does this phrase convey?' (answer: the float measured the ocean without anyone designing it to, which is both its charm and its weakness); ''To make maintenance legible.' What does "legible" mean in this context?'; and, in Language & Revision, what calling a three-hour delay a 'schedule adjustment' accomplishes. Figures of speech in informational writing are interpreted in context and tied to what they do in the text, in English and Spanish. |
| RI.11-12.12.b | PARTIAL | oak-language ▶ Play a live item from this skill |
Language & Revision deals ten word-choice items at every level, in English and Spanish: the student is told the writer's aim and picks the word that carries it from words of similar meaning (evasive, measured or brief; opportunistic or pragmatic; concise, curt or brief), with the difference in nuance explained after answering. PARTIAL: the words are judged in stand-alone sentences, never inside an informational text the student is reading. |
| RI.11-12.13 | PARTIAL | oak-reading-2:L3 Four informational passages — two paired arguments (the four-day week; a city compost program), an argumentative essay on infrastructure maintenance, and a history-of-science article — each read independently and followed by analysis questions. ▶ Play a live item from this skill |
Each passage is a short excerpt of about 180–240 words, so the length and range of grade 11–12 informational reading is not reached. |
| W.11-12.1 | PARTIAL | wp-oak-argument | With Writing Coach on, the student writes a short argument of 400 to 2,500 characters, graded for a precise claim, two reasons developed with evidence, a counterclaim answered fairly, formal register and a conclusion. These are the same four argument prompts used for grades 9 and 10, with no added demand for grades 11 and 12, and the default English III–IV readiness round does not deal them. The significance of the claim, strengths and limitations, and cohesion are not graded. The argument is met only through Writing Coach, so the row stays PARTIAL. |
| 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 ▶ Play a live item from this skill |
Linking is practised only by choosing: transitions between two sentences (level 1+) and, from level 2, sentence structures that show a condition or a contrast. Outside Writing Coach the student never writes an argument of their own; Writing Coach's argument essays ask for a claim, reasons, evidence and a counterclaim, but the rubric they share has no cohesion or syntax line (only the informative prompts grade transitions). |
| 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 | PARTIAL | wp-oak-argument | With Writing Coach on, the student ends a short argument with a conclusion, graded against the rubric line 'A conclusion that follows from the argument, not a restatement.' These are the same four argument prompts used for grades 9 and 10, and the default English III–IV readiness round does not deal them. Writing a conclusion happens only in Writing Coach, so the published verdict is PARTIAL: no row whose clause is met only through Writing Coach is marked FULL. |
| W.11-12.2 | PARTIAL | wp-oak-inform | With Writing Coach on, the student writes a short explanation of a process (400 to 2,500 characters), graded on framing, terms defined at first use, stages sequenced with transitions, a closing on a common misunderstanding, and precise formal prose. These are the same three explanation prompts used for grades 9 and 10. Selecting the most significant content, varied syntax, figurative techniques and graphics are not graded, and the writing is met only through Writing Coach, so the row stays PARTIAL. |
| 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 | Formal style is graded only through Writing Coach (a paid plan or a live school sponsorship, district switch on): every High School argument, analysis and explanation prompt carries a formal-register rubric line ('Formal register maintained — no slang, no direct address'; 'Organized paragraphs in a formal register'; 'Precise, formal prose throughout'); the narrative prompts have none. Objective tone and the norms of a discipline are never rubric lines. Discipline conventions appear only as multiple-choice reading in Language & Revision — the passive voice in a lab report's methods section, hedging in a medical abstract, 'shall' in a lease, the register of a history thesis — never in the student's own writing. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| W.11-12.2.f | PARTIAL | wp-oak-inform | Met only through Writing Coach (a paid plan or a live school sponsorship, district switch on): each of the three informative prompts asks the student to close by explaining what most people misunderstand about the process, graded by the rubric line 'A closing built on the common-misunderstanding move'. Without Writing Coach, no item asks the student to conclude an informative or explanatory text. The nearest are two Language & Revision multiple-choice items (levels 2–3) that pick the closing sentence of a narrated paragraph and the closing line of a speech. PARTIAL: no row whose clause is met only through Writing Coach is marked FULL. |
| W.11-12.3 | PARTIAL | wp-oak-narrative Three narrative prompts share one instruction and one rubric, e.g. 'Think of a misunderstanding between two people that looks different once the reader learns what each of them knew — a message read the wrong way, a borrowed thing that never came back, a plan only one of them heard about. Tell an invented story in several paragraphs: an opening that sets out the situation and why it matters, a clear narrator and point of view, dialogue and pacing at the key moment, precise and sensory detail, events that build on one another toward a deliberate tone and outcome, and a conclusion that reflects on what was experienced or resolved.' |
With Writing Coach on, the student writes an invented narrative of 400 to 2,500 characters on one of three situations (a choice between two things someone valued, a place a character knows well at the moment it changed for good, a misunderstanding between two people; the standard's 'real or imagined' allows an invented story), graded against five rubric lines: an opening that sets out the situation and why it matters, dialogue and pacing at the key moment, events that build toward a deliberate tone and outcome, precise and sensory language, and a reflective conclusion. These are the same three narrative prompts used for grades 9 and 10, and the default English III–IV readiness round does not deal them. The narrative is met only through Writing Coach, so the row stays PARTIAL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| W.11-12.3.a | PARTIAL | wp-oak-narrative Rubric: 'An opening that sets out the situation and why it matters, with a clear narrator and point of view'; 'Events that build on one another toward a deliberate tone and outcome' |
With Writing Coach on, the narrative rubric grades an opening that sets out the situation and why it matters through a clear narrator and point of view, and events that build on one another. The clause asks for one or multiple points of view, so the graded narrator and point of view meet it, and one of the three narrative prompts invites two. Nothing grades whether the progression of events is smooth. These are the same narrative prompts used for grades 9 and 10. The clause is met only through Writing Coach, so the row stays PARTIAL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| W.11-12.3.b | PARTIAL | wp-oak-narrative Rubric: 'Dialogue and pacing that develop the key moment — shown, not summarized' |
With Writing Coach on, dialogue and pacing develop the key moment of the student's narrative, graded by that rubric line, and description and reflection are graded in two other lines. Multiple plot lines are never asked for, and these are the same narrative prompts used for grades 9 and 10. The techniques are used only through Writing Coach, so the row stays PARTIAL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| W.11-12.3.c | PARTIAL | wp-oak-narrative Rubric: 'Events that build on one another toward a deliberate tone and outcome' |
With Writing Coach on, the narrative rubric grades events that build on one another toward a deliberate tone and outcome, the clause's 'particular tone and outcome'. Using a variety of techniques to sequence the events, such as a flashback or a time shift, is never asked for or graded. The sequencing is graded only through Writing Coach, so the row stays PARTIAL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| W.11-12.3.d | PARTIAL | wp-oak-narrative Rubric: 'Precise words, telling details and sensory language that make the setting and characters vivid' |
With Writing Coach on, every narrative is graded for precise words, telling details and sensory language that make its setting and characters vivid. These are the same narrative prompts used for grades 9 and 10, and nothing outside Writing Coach asks the student to write description, so the row stays PARTIAL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| W.11-12.3.e | PARTIAL | wp-oak-narrative Rubric: 'A conclusion that follows from the events and reflects on what was experienced or resolved' |
With Writing Coach on, each narrative ends with a conclusion graded for following from the events and reflecting on what was experienced or resolved. Nothing outside Writing Coach asks the student to conclude a narrative, so the row stays PARTIAL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| W.11-12.4 | PARTIAL | wp-oak-argument | Met only through Writing Coach (a paid plan or a live school sponsorship, district switch on): thirteen multi-paragraph prompts of four kinds (argument, analysis, informative, narrative) graded on development and organization, the first three also on formal register, the informative ones written 'for a reader encountering it for the first time'; a claim is graded only in the argument rubric. Without Writing Coach, style for audience is practised by selection only (Language & Revision: 'Which version suits that context and audience?'). PARTIAL: no row whose clause is met only through Writing Coach is marked FULL. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| W.11-12.5 | PARTIAL | oak-language ▶ Play a live item from this skill |
Revising and editing are practised in recognition form in Language & Revision ('Which is the MOST CONCISE revision…?', choosing the sentence that combines two into one, punctuation and agreement fixes), and Writing Coach gives coaching on a first draft that misses the rubric and invites one rewrite before grading. Planning and trying a new approach are never asked for, and revising one's own writing happens only in that single Writing Coach retry, which does not count toward FULL. |
| W.11-12.6 | PARTIAL | Writing Coach | In Writing Coach the student types a response of up to 2,500 characters in the app. If it misses the rubric, the student receives coaching and may revise it once before it is graded, which is one round of updating in response to feedback. Nothing is published or shared, the feedback is a single round rather than ongoing, and this happens only through Writing Coach. |
| W.11-12.7 | NOT COVERED | — | No research task is served: the student never poses or narrows a question, finds sources, or writes a synthesis. The nearest work is choosing the most complete synthesis of two provided texts in Reading III–IV. |
| W.11-12.8 | NOT COVERED | — | No task asks the student to gather multiple sources, search, assess sources for a task, or follow a citation format. The closest is Writing Coach's analysis essay, which asks the student to quote or describe passages from one self-chosen persuasive text: a single source, and only in Writing Coach. Judging the strength of a provided passage's evidence in Reading III–IV is not assessing sources for one's own research. |
| 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 | Grammar and usage are never a graded rubric line in the student's own writing: the Writing Coach essay rubrics grade register, organization and 'Precise, formal prose throughout', and the story rubric grades narrative technique, the sequence of events and 'Precise words, telling details and sensory language that make the setting and characters vivid'. Language & Revision practises grammar and usage by multiple choice only — subject–verb agreement across intervening words and essential versus nonessential clause punctuation at level 3 ('Which verb form completes the sentence in standard written English?'), alongside concision, transitions, semicolons and colons. (31 Oct 2026 note update: the story rubric is named among what the Writing Coach rubrics grade; verdict unchanged.) |
| W.11-12.10.a | PARTIAL | oak-language:L2-L3 ▶ Play a live item: level 2 · level 3 |
Language & Revision (levels 2–3) asks the student to choose the sentence construction that achieves a stated effect — a short closing sentence after long ones, a periodic sentence that holds suspense, parallel clauses, 'only if' subordination, end focus, repetition for momentum, a deliberate fragment — in English and Spanish. The student picks among versions rather than varying syntax in their own writing, and no item involves consulting a style reference. |
| 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 | PARTIAL | oak-language:L3 ▶ Play a live item from this skill |
Language & Revision level 3 asks the student to resolve complex agreement cases — 'one of the reasons… was', 'each of the proposals includes', a subject followed by 'along with', an inverted sentence — in English and Spanish. No item takes up a contested usage, the student chooses among versions rather than resolving usage in their own writing, and no item involves consulting a usage reference. |
| W.11-12.11 | PARTIAL | oak-language:L3 ▶ Play a live item from this skill |
Punctuation is practised at level 3 by choosing the correctly punctuated version: a semicolon between independent clauses, a colon before a list, and six items on whether a clause takes commas (essential versus nonessential), in English and Spanish. No high-school item exercises capitalization or spelling, the student is never asked to punctuate their own sentences outside Writing Coach, and the 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 high school item teaches or tests spelling; the app's spelling activities are in the younger grades. Writing Coach essays are not graded on spelling: the grader is told that ordinary spelling slips do not fail an otherwise strong answer. Its feedback can include a tip that the spelling is close and to fix the word that looks off. |
| W.11-12.12 | PARTIAL | wp-oak-argument/analyze/inform/narrative 'Write a multi-paragraph argument... a counterclaim you answer fairly' — single-sitting responses across four purposes (argument, analysis, explanation, narrative). |
Extended-time-frame clause (research, reflection, revision cycles) is a process wall the single-sitting judged essay cannot serve. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| 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 ▶ Play a live item: level 1 · level 2 · level 3 |
Two paired-text sets ask the student to integrate both sources and judge their reasoning; the compost pair turns on discrepancies in the data (tons collected versus tons composted; households that set out a bin once versus bins at the curb on a typical day), and another item judges a claim's support as 'one cost ratio with no source named.' Every source is printed text — no chart, audio or video — and no item frames the sources as input to a decision or a problem to solve. |
| 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: level 1 · level 2 · level 3 |
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 | Adapting SPEECH is a performance wall: no High School item has the student speak (the app's only spoken answers are counting aloud and reading sight words aloud, in the Pre-K–2 skills). Language & Revision deals register items across eleven contexts, several of them spoken (testimony at a council hearing, a wedding toast, a voicemail, the opening of a science-fair presentation). The student picks the version that suits the context and audience, formal where indicated and relaxed for a friend; that is selection, not speech. Writing Coach grades formal register in the student's own writing only. |
| SL.11-12.7 | PARTIAL | oak-language:L3 ▶ Play a live item from this skill |
At level 3 the student chooses the verb that agrees with its subject across intervening words (eight items, with tense and verb-form slips among the wrong options) and the correctly punctuated essential or nonessential clause, and from level 1 picks register and word choice, in English and Spanish. Command is shown only by choosing among given versions: the student never speaks, the essays written through Writing Coach are not graded for grammar or usage, and no high-school item covers pronoun usage. |
| SL.11-12.7.a | PARTIAL | oak-reading-2:L3 ▶ Play a live item from this skill |
Language & Revision (levels 2–3) asks the student to choose the construction that achieves a stated effect — a short closing sentence, a periodic sentence, parallel clauses, 'only if' subordination, end focus, repetition for momentum, a deliberate fragment — and reading items analyze syntax in passages ('They do not compress; they staff.'). The student never varies syntax in their own writing or speech, and no item involves consulting a reference. |
| 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 ▶ Play a live item: level 1 · level 2 · level 3 |
Words and phrases are worked out from context in reading passages, and Language & Revision asks for the precise word among near-synonyms. Using academic and domain words in the student's own writing happens only in Writing Coach (the explain-a-process essay is graded on defining terms at first use), which does not count toward FULL, and nothing asks the student to gather vocabulary knowledge independently. |
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; speaking and listening as spoken practice (taking part in a discussion, presenting, listening to a speaker); multi-source research projects; and full-length process essays (our Writing Coach judges single-sitting responses of up to 2,500 characters — several paragraphs — against named rubrics, with one revision). Codes built on those verbs appear above as NOT COVERED or with the limitation named in their gap column.