Generated 2026-10-06 · State: KS · Standards scope: Grades K–5 · Rebuilt automatically from data/standards_crosswalk_ks.json
🌱 Looking for middle or high school? Each older band carries its own audited report, with its own narrower scope: Kansas Grades 6–8 (mathematics plus Grade-6 English Language Arts) · Kansas Grades 9–12 (high-school mathematics plus 9–12 English Language Arts). Both are deliberately broad-PARTIAL — read their verdicts, not this line. This page covers the Pre-K–5 band of the Pre-K–12 program.
Verification log: 291 verdicts (281 carry a date, 10 do not) across 13 review days, 30 Jul 2026 – 04 Oct 2026.
Why this report stops at Kindergarten. This report covers the Pre-K–5 band of the Pre-K–12 program (grades 6–8 and 9–12 have their own reports): 17 of its 104 skills are flagged for the Pre-K track — Counting, Compare Numbers, Shapes, Sort & Size, Patterns, Sight Words, Letters, Phonics, Sílabas, Read It Myself, Tracing, First Letter, Animals & Nature, Community Helpers, Feelings, Colors, Weather. These are leveled skills, so several also carry claims at higher grades in the tables below. This crosswalk maps only to Kansas's K–5 academic standards documents, which begin at Kindergarten — and 14 of those 17 Pre-K-flagged skills are claimed here against a Kindergarten or later code; the 3 claimed against nothing (Sílabas, Feelings, Colors) are listed in the not-counted section below. Kansas does separately publish early-learning standards for the years before Kindergarten — the Kansas Early Learning Standards (KELS, KSDE) — and we have NOT crosswalked against them; no Pre-K alignment is claimed here.
| Standard | Statement (official text) | Coverage | Covered by (evidence) |
|---|---|---|---|
| K.CC.1 | Count to 100 by ones and by tens and identify as a growth pattern. | PARTIAL | |
| K.CC.2 | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). | FULL | |
| K.CC.3 | Read and write numerals from 0 to 20. | FULL | |
| K.CC.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. | PARTIAL | Counting (PARTIAL, via K.CC.4b) app/src/lib/content.ts::countingQ Counting (FULL, via K.CC.4c) app/src/lib/content.ts::countingQ Counting (FULL, via K.CC.4d) app/src/lib/content.ts::countingQ Counting (PARTIAL, via K.CC.4a) app/src/lib/content.ts::countingQ |
| K.CC.5 | Count to answer “how many?” up to20 concrete or pictorial objects arranged in a line, a rectangular array, or a circle, or as many as 10 objects in a scattered configuration (subitizingError! Bookmark not defined.); given a number from 1 to 20, count out that many objects. | PARTIAL | |
| K.CC.6 | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, (e.g. by using matching and counting strategies.) Include groups with up to ten objects. | PARTIAL | |
| K.CC.7 | Compare two numbers between 1 and 10 presented as written numerals. | FULL | |
| K.OA.1 | Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations. | FULL | |
| K.OA.2 | Solve addition and subtraction word problems, and add and subtract within 10, (e.g. by using objects or drawings to represent the problem.) Refer to shaded section of Table 1 for specific situation types. | PARTIAL | |
| K.OA.3 | Decompose numbers less than or equal to 10 into pairs in more than one way, (e.g. by using objects or drawings, and record each decomposition by a drawing or equation (e.g. 5 = 2 + 3 and 5 = 4 + 1)). | PARTIAL | |
| K.OA.4 | For any number from 1 to 9, find the number that makes 10 when added to the given number, (e.g. by using objects or drawings, and record the answer with a drawing or equation.). | FULL | |
| K.OA.5 | Fluently (efficiently, accurately, and flexibly) add and subtract within 5. | FULL | |
| K.NBT.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones, (e.g. by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g. 10 + 8 = 18 and 19 = 10 + 9); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. | PARTIAL | |
| K.MD.1 | Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| K.MD.2 | Directly compare two objects, with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| K.MD.3 | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count (Limit category counts to be less than or equal to 10). | PARTIAL | |
| K.G.1 | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.G.2 | Correctly gives most precise name of shapes regardless of their orientations (position and direction in space) or overall size. | FULL | Shapes (FULL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.G.3 | Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). | FULL | Shapes (FULL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.G.4 | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations (position and direction in space), using informal language to describe their similarities, differences, parts (e.g. number of sides and vertices/“corners”) and other attributes (e.g. having sides of equal length). | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.G.5 | Model shapes in the world by building shapes from components (e.g. sticks and clay balls) and drawing shapes. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.G.6 | Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 1.OA.1 | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, (e.g. by using objects, drawings, and situation equations and/or solution equations with a symbol for the unknown number to represent the problem.) | PARTIAL | |
| 1.OA.2 | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, (e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.) | FULL | |
| 1.OA.3 | Apply (not necessary to name) properties of operations as strategies to add and subtract. Examples: 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) To add 0 to any number, the answer is that number 7 + 0 = 7 (Additive identity property of 0). Stud… | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 1.OA.4 | Understand subtraction as an unknown-addend problem. For example, subtract 10 − 8 by finding the number that makes 10 when added to 8. | FULL | |
| 1.OA.5 | Relate counting to addition and subtraction (e.g. by counting on 2 to add 2, counting back 1 to subtract 1). | FULL | |
| 1.OA.6 | Add and subtract within 20, demonstrating fluency (efficiently, accurately, and flexibly) for addition and subtraction within 10. Use mental strategies such as counting on; making ten (e.g. 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g. 13 − 4 = 13 − 3 − 1 = 10 − 1 = 9); using the relationship between addition and subtraction (e.g. knowing that 8 + 4 = 12, one knows 12 − 8 = 4); and cre… | FULL | |
| 1.OA.7 | Understand the meaning of the equal sign (the value is the same on both sides of the equal sign), and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6; 7 = 8 − 1; 5 + 2 = 2 + 5; 4 + 1 = 3 + 2; 7 − 1 = 4; 5 + 4 = 7 − 2 | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 1.OA.8 | Using related equations, Determine the unknown whole number in an addition or subtraction equation. For example, determine the unknown number that makes the equation true in each of the equations ∎ − 3 = 7; 7 + 3 = ∎. | FULL | |
| 1.NBT.1 | Count to 120 (recognizing growth and repeating patterns), starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. | PARTIAL | |
| 1.NBT.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: | FULL | Place Value (FULL, via 1.NBT.2a) app/src/lib/content.ts::placeValueQ Place Value (FULL, via 1.NBT.2b) app/src/lib/content.ts::placeValueQ Place Value (FULL, via 1.NBT.2c) app/src/lib/content.ts::placeValueQ Place Value (FULL, via 1.NBT.2d) app/src/lib/content.ts::placeValueQ |
| 1.NBT.3 | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the relational symbols >, <, =, and ≠. | PARTIAL | |
| 1.NBT.4 | Add within 100 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used including: | PARTIAL | Place Value (PARTIAL, via 1.NBT.4a) app/src/lib/content.ts::placeValueQ Place Value (PARTIAL, via 1.NBT.4b) app/src/lib/content.ts::placeValueQ Place Value (PARTIAL, via 1.NBT.4c) app/src/lib/content.ts::placeValueQ |
| 1.NBT.5 | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. | PARTIAL | |
| 1.NBT.6 | Subtract multiples of 10 in the range 10 to 90 from multiples of 10 in the range 10 to 90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. | PARTIAL | |
| 1.MD.1 | Order three objects by length; compare the lengths of two objects indirectly by using a third object. | PARTIAL | |
| 1.MD.2 | Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 1.MD.3 | Tell and write time in hours and half-hours using analog and digital clocks. | PARTIAL | |
| 1.MD.4 | Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 1.G.1 | Distinguish between defining attributes (e.g. triangles are closed and three-sided) versus non-defining attributes (e.g. color, orientation, overall size); build and draw shapes that possess defining attributes. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 1.G.2 | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Students do not need to learn formal names such as “right rectangular prism.” | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 1.G.3 | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Note: fraction 1 1 notation ( , ) is not expected at this grade level. Describe the whole as two of, or four of the shares. 2 4 Understand for these examples that decomposing into more equal shares creates smaller shares. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 2.OA.1 | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, (e.g. by using drawings and situation equations and/or solution equations with a symbol for the unknown number to represent the problem.) Refer to shaded section of Table 1 for specific situation types. | PARTIAL | |
| 2.OA.2 | Fluently (efficiently, accurately, and flexibly) add and subtract within 20 using mental strategies (counting on, making a ten, decomposing a number, creating an equivalent but easier and known sum, and using the relationship between addition and subtraction) | PARTIAL | |
| 2.OA.3 | Determine whether a group of objects (up to 20) has an odd or even number of members, (e.g. by pairing objects or counting them by 2s); write an equation to express an even number as a sum of two equal addends. | PARTIAL | |
| 2.OA.4 | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. | FULL | |
| 2.NBT.1 | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; (e.g. 706 equals 7 hundreds, 0 tens, and 6 ones.) Understand the following as special cases: | PARTIAL | Place Value (FULL, via 2.NBT.1a) app/src/lib/content.ts::placeValueQ Place Value (FULL, via 2.NBT.1b) app/src/lib/content.ts::placeValueQ Place Value (PARTIAL, via 2.NBT.1c) app/src/lib/content.ts::placeValueQ |
| 2.NBT.2 | Count within 1000; skip-count by 2s, 5s, 10s, and 100s; explain and generalize the patterns. | PARTIAL | |
| 2.NBT.3 | Read and write numbers within 1000 using base-ten numerals, number names, expanded form, and unit form unit form. | PARTIAL | |
| 2.NBT.4 | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, <, =, and ≠ relational symbols to record the results of comparisons. | FULL | |
| 2.NBT.5 | Fluently (efficiently, accurately, and flexibly) add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction (e.g. composing/decomposing by like base-10 units, using friendly or benchmark numbers, using related equations, compensation, number line, etc.). | FULL | |
| 2.NBT.6 | Add up to four two-digit numbers using strategies based on place value and properties of operations. | FULL | |
| 2.NBT.7 | Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, like base-ten units such as hundreds and hundreds, tens and tens, ones and ones are used; and sometimes it is necessary to compose o… | PARTIAL | |
| 2.NBT.8 | Mentally add 10 or 100 to a given number 100 – 900, and mentally subtract 10 or 100 from a given number 100 – 900. | FULL | |
| 2.NBT.9 | Explain why addition and subtraction strategies work using place value and the properties of operations. The explanations given may be supported by drawings or objects. | PARTIAL | |
| 2.MD.1 | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 2.MD.2 | Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 2.MD.3 | Estimate lengths using whole units of inches, feet, centimeters, and meters. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 2.MD.4 | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit (inches, feet, centimeters, and meters). | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 2.MD.5 | Use addition and subtraction within 100 to solve one- and two-step word problems involving lengths that are given in the same units, e.g. by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. | FULL | |
| 2.MD.6 | Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ., and represent whole-number sums and differences within 100 on a number line diagram. | PARTIAL | |
| 2.MD.7 | Tell and write time from analog and digital clocks to the nearest five minutes. | PARTIAL | |
| 2.MD.8 | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately (Do not use decimal point, if showing 25 cents, use the word cents or ¢). For example: If you have 2 dimes and 3 pennies, how many cents do you have? | PARTIAL | |
| 2.MD.9 | Identify coins and bills and their values. (2017) | PARTIAL | |
| 2.MD.10 | Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object using different units. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 2.MD.11 | Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph (See Table 1). | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 2.G.1 | Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skillShapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 2.G.2 | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 2.G.3 | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. 1 1 1 Note: fraction notation , , is not expected at this grade level. Recognize that equal shares of identical 2 3 4 wholes need not have the same shape. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 3.OA.1 | Interpret products of whole numbers, (e.g. interpret 5 · 7 as the total number of objects in 5 groups of 7 objects each.) | PARTIAL | |
| 3.OA.2 | Interpret whole-number quotients of whole numbers, (e.g. interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.) | FULL | |
| 3.OA.3 | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem.) Refer to shaded section of Table 2 for specific situation types. | PARTIAL | |
| 3.OA.4 | Determine the unknown whole number in a multiplication or division equation by using related equations. For example, determine the unknown number that makes the equation true in each of the equations 8 · ? = 48; 5 = ■ ÷ 3; 6 X 6 = ___. | FULL | |
| 3.OA.5 | Apply properties of operations as strategies to multiply and divide. Examples: If 6 · 4 = 24 is known, then 4 · 6 = 24 is also known. (Commutative property of multiplication.) 3 · 5 · 2 can be found by 3 · 5 = 15, then 15 · 2 = 30, or by 5 · 2 = 10, then 3 · 10 = 30. (Associative property of multiplication.) Knowing that 8 · 5 = 40 and 8 · 2 = 16, one can find 8 · 7 as 8 · (5 + 2) = (8 · 5) + (8 · 2) = 40 + 16 = 56. … | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 3.OA.6 | Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. | FULL | |
| 3.OA.7 | Fluently (efficiently, accurately, and flexibly) multiply and divide with single digit multiplications and related divisions using strategies (e.g. relationship between multiplication and division, doubles, double and double again, half and then double, etc.) or properties of operations. | PARTIAL | |
| 3.OA.8 | Solve two-step word problems using any of the four operations. Represent these problems using both situation equations and/or solution equations with a letter or symbol standing for the unknown quantity (refer to Table 1 and Table 2 and standard 3.OA.3). Assess the reasonableness of answers using mental computation and estimation strategies including rounding. This standard is limited to problems posed with whole num… | PARTIAL | |
| 3.OA.9 | Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations (See Table 5). For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. | PARTIAL | |
| 3.NBT.1 | Use place value understanding to round whole numbers to the nearest 10 or 100. | FULL | |
| 3.NBT.2 | Fluently (efficiently, accurately, & flexibly) add and subtract within 1000 using strategies (e.g. composing/decomposing by like base-10 units, using friendly or benchmark numbers, using related equations, compensation, number line, etc.) and algorithms (including, but not limited to: traditional, partial-sums, etc.) based on place value, properties of operations, and/or the relationship between addition and subtract… | FULL | |
| 3.NBT.3 | Multiply one-digit whole numbers by multiples of 10 in the range 10 to 90 (e.g. 9 · 80, 5 · 60) using strategies based on place value and properties of operations. | FULL | |
| 3.NF.1 | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. | FULL | Fractions (FULL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 3.NF.2 | Understand a fraction as a number on the number line; represent fractions on a number line diagram. | FULL | Fractions (FULL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skillFractions (FULL, via 3.NF.2a) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ Fractions (FULL, via 3.NF.2b) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ |
| 3.NF.3 | Explain equivalence of fractions, and compare fractions by reasoning about their size (it is a mathematical convention that when comparing fractions, the whole is the same size). | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skillFractions (FULL, via 3.NF.3a) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ Fractions (PARTIAL, via 3.NF.3b) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ Fractions (FULL, via 3.NF.3c) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ Fractions (PARTIAL, via 3.NF.3d) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ |
| 3.MD.1 | Tell and write time to the nearest minute using a.m. and p.m. and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, (e.g. by representing the problem on a number line diagram.) (See Table 1) | PARTIAL | |
| 3.MD.2 | Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l) (Excludes cubed units such as cm³ and finding the geometric volume of a container). | FULL | Measurement (FULL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 3.MD.3 | Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, (e.g. by using drawings (such as a beaker with a measurement scale) to represent the problem.) (Excludes multiplicative comparison problems) (See Table 1 and Table 2). | FULL | |
| 3.MD.4 | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. (See Table 1). For example, draw a bar graph in which each square in the bar graph might represent 5 pets. (Measurement and Data (data part) Progression K–5 Pg. 7) | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 3.MD.5 | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (Measurement and Data (data part) Progression K–5 Pg. 10) | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 3.MD.6 | Recognize area as an attribute of plane figures and understand concepts of area measurement. | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skillShapes & Geometry (FULL, via 3.MD.6a) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) Shapes & Geometry (FULL, via 3.MD.6b) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) |
| 3.MD.7 | Measure areas by counting unit squares (square cm, square m, square in, square ft, and non-standard square units). | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 3.MD.8 | Relate area to the operations of multiplication and addition (Measurement and Data (measurement part) Progression K–5 Pg. 16). | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skillShapes & Geometry (PARTIAL, via 3.MD.8a) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) Shapes & Geometry (PARTIAL, via 3.MD.8b) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) Shapes & Geometry (PARTIAL, via 3.MD.8c) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) Shapes & Geometry (PARTIAL, via 3.MD.8d) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) |
| 3.MD.9 | Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. (Measurement and Data (measurement part) Progression K–5 Pg. 16) | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 3.G.1 | Understand that shapes in different categories (e.g. rhombuses, rectangles, trapezoids, kites and others) may share attributes (e.g. having four sides), and that the shared attributes can define a larger category (e.g. quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Refer to inclusive def… | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 3.G.2 | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1 of the area of the shape. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 4.OA.1 | Interpret a multiplication equation as a comparison, (e.g. interpret 35 = 5 ⋅ 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.) Represent verbal statements of multiplicative comparisons as multiplication equations. | PARTIAL | |
| 4.OA.2 | Multiply or divide to solve word problems involving multiplicative comparison, (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.) | FULL | |
| 4.OA.3 | Solve multi-step word problem posed with whole numbers and having whole number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using situation equations and/or solution equations with a letter or symbol standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 4.OA.4 | Find all factor pairs for a whole number in the range 1 to 100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1 to 100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1 to 100 is prime or composite. | PARTIAL | |
| 4.OA.5 | Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. | FULL | |
| 4.NBT.1 | Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. | FULL | |
| 4.NBT.2 | Read and write multi-digit whole numbers using base-ten numerals, number names, expanded form, and unit form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, <, =, and ≠ symbols to record the results of comparisons. (Note: Students should demonstrate understanding and application of place value decomposition. For example, 127 can be 1 hundred, 2 tens, 7 ones or 12 tens, 7 ones … | PARTIAL | |
| 4.NBT.3 | Use place value understanding to round multi-digit whole numbers to any place. | PARTIAL | |
| 4.NBT.4 | Fluently (efficiently, accurately, and flexibly) add and subtract multi-digit whole numbers using an efficient algorithm (including, but not limited to: traditional, partial-sums, etc.), based on place value understanding and the properties of operations. | PARTIAL | |
| 4.NBT.5 | Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. | PARTIAL | |
| 4.NBT.6 | Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. | PARTIAL | |
| 4.NF.1 | Explain why a fraction a/b is equivalent to a fraction (n·a)/(n·b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.2 | Compare two fractions with different numerators and different denominators, (e.g. by creating common numerators or denominators, or by comparing to a benchmark fraction such as 1/2.) Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with relational symbols >, <, =, or ≠, and justify the conclusions, (e.g. by using visual fraction models.). | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.3 | Understand a fraction a/b with a > 1 as a sum of fractions 1/b. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skillFractions (FULL, via 4.NF.3a) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ Fractions (PARTIAL, via 4.NF.3b) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ Fractions (FULL, via 4.NF.3c) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ Fractions (FULL, via 4.NF.3d) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ |
| 4.NF.4 | Apply and extend previous understandings of multiplication (refer to 2.OA.3, 2.OA.4, 3.OA.1, 3.NF.1, 3.NF.2) to multiply a fraction by a whole number. | FULL | Fractions (FULL, via 4.NF.4a) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skillFractions (FULL, via 4.NF.4b) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ Fractions (FULL, via 4.NF.4c) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ Fractions (FULL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ |
| 4.NF.5 | Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. | FULL | Fractions (FULL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.6 | Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. | FULL | Fractions (FULL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.7 | Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the relational symbols >, < =, or ≠, and justify the conclusions, (e.g. by using a visual model.). | PARTIAL | |
| 4.MD.1 | Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for fe… | PARTIAL | |
| 4.MD.2 | Use the four operations to solve word problems (See Table 1 and Table 2) involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measureme… | PARTIAL | |
| 4.MD.3 | Apply the area and perimeter formulas for rectangles in real world and mathematical problems explaining and justifying the appropriate unit of measure. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 4.MD.4 | Make a data display (line plot, bar graph, pictograph) to show a set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in the data display. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 4.G.1 | Draw points, lines, line segments, rays, angles (right, acute, obtuse, straight, reflex), and perpendicular and parallel lines. Identify these in two-dimensional figures. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 4.G.2 | Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles (right, acute, obtuse, straight, reflex). Recognize and categorize triangles based on angles (right, acute, obtuse, and equiangular) and/or sides (scalene, isosceles, and equilateral). | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 4.G.3 | Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 5.OA.1 | Use parentheses in numerical expressions and evaluate expressions with these symbols. | FULL | |
| 5.OA.2 | Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "multiply the sum of 8 and 7 by 2" as 2 × (8 + 7) because parenthetical information must be solved first. Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. | PARTIAL | |
| 5.NBT.1 | Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. | PARTIAL | |
| 5.NBT.2 | Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. | PARTIAL | |
| 5.NBT.3 | Read, write, and compare decimals to thousandths. | PARTIAL | Decimals (PARTIAL, via 5.NBT.3a) app/src/lib/content.ts::decimalsQ Decimals (PARTIAL, via 5.NBT.3b) app/src/lib/content.ts::decimalsQ |
| 5.NBT.4 | Use place value understanding to round decimals to any place (Note: In fifth grade, decimals include whole numbers and decimal fractions to the hundredths place.) | FULL | |
| 5.NBT.5 | Fluently (efficiently, accurately, and flexibly) multiply multi-digit whole numbers using an efficient algorithm (ex., traditional, partial products, etc.) based on place value understanding and the properties of operations. | PARTIAL | |
| 5.NBT.6 | Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. | PARTIAL | |
| 5.NBT.7 | Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. | PARTIAL | |
| 5.NF.1 | Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. In general, a/b + c/d = (ad+bc)/bd. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.NF.2 | Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, (e.g. by using visual fraction models or equations to represent the problem.) Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. (See Table 1 to view situation types). For example, recognize an incorrect result 2/5 + … | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.NF.3 | Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g. by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equal… | FULL | Fractions (FULL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.NF.4 | Apply and extend previous understandings of multiplication (refer to 2.OA.3, 2.OA.4, 3.OA.1, 3.NF.1, 3.NF.2, 4.NF.4) to multiply a fraction or whole number by a fraction. | PARTIAL | Fractions (FULL, via 5.NF.4a) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skillFractions (PARTIAL, via 5.NF.4b) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ |
| 5.NF.5 | Interpret multiplication as scaling (resizing), by: | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skillFractions (FULL, via 5.NF.5a) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ Fractions (PARTIAL, via 5.NF.5b) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ |
| 5.NF.6 | Solve real world problems involving multiplication of fractions and mixed numbers, (e.g. by using visual fraction models or equations to represent the problem) (See Table 2 to view situation types). | FULL | Fractions (FULL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.NF.7 | Apply and extend previous understandings of division (3.OA.2, 3.OA.5), to divide unit fractions by whole numbers and whole numbers by unit fractions. Division of a fraction by a fraction is not a requirement at this grade. | FULL | Fractions (FULL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skillFractions (FULL, via 5.NF.7a) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ Fractions (FULL, via 5.NF.7b) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ Fractions (FULL, via 5.NF.7c) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ |
| 5.MD.1 | Convert among different-sized standard measurement units within a given measurement system (e.g. convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. | FULL | |
| 5.MD.2 | Make a data display (line plot, bar graph, pictograph) to show a data set of measurements in fractions of a unit (1/2, 1/4, 1/8, 1/16). Use operations (add, subtract, multiply) on fractions for this grade to solve problems involving information presented in the data display. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amoun… | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 5.MD.3 | Recognize volume as an attribute of solid figures and understand concepts of volume measurement. | PARTIAL | Volume (PARTIAL, via 5.MD.3a) app/src/lib/content.ts::volumeQ Volume (PARTIAL, via 5.MD.3b) app/src/lib/content.ts::volumeQ |
| 5.MD.4 | Measure volumes by counting unit cubes such as cubic cm, cubic in, cubic ft. or non-standard cubic units. | NOT COVERED | — |
| 5.MD.5 | Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. | PARTIAL | Volume (PARTIAL) app/src/lib/content.ts::volumeQ Volume (PARTIAL, via 5.MD.5a) app/src/lib/content.ts::volumeQ Volume (PARTIAL, via 5.MD.5c) app/src/lib/content.ts::volumeQ |
| 5.G.1 | Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates ho… | FULL | |
| 5.G.2 | Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (e.g. plotting the relationship between two positive quantities such as maps, coordinate grid games (such as Battleship), time/temperature, time/distance, cost/quantity, etc.). | PARTIAL | |
| 5.G.3 | Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 5.G.4 | Classify two-dimensional figures in a hierarchy based on properties. | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
Grade 5: 5.MD.4
AcornSmarts is a question-based practice app. In ELA it practices what short, checkable questions can honestly practice: phonics and word analysis, spelling, vocabulary and word relationships, grammar and mechanics recognition, and comprehension of short passages. Whole categories of the Kansas ELA standards require things a practice app does not do, and we do not claim them:
The counts above account for 102 of the 111 not-covered ELA standards (the remaining 9: W.K.11, W.1.11, RF.2.4, RF.3.4, W.3.12, RF.4.3, W.4.12, RF.5.3, W.5.12). This boundary is deliberate: we would rather report an honest PARTIAL/NOT-COVERED map than claim standards a teacher would not agree we practice.
| Standard | Statement (official text) | Coverage | Covered by (evidence) |
|---|---|---|---|
| RF.K.1 | Demonstrate understanding of the organization and basic features of print. | PARTIAL | |
| RF.K.2 | Demonstrate understanding of phonemes (sounds). | FULL | |
| RF.K.3 | Know and apply grade-level phonics and word analysis skills in decoding words. | PARTIAL | |
| RF.K.4 | Read decodable texts that support instruction. | FULL | |
| RL.K.1 | With prompting and support, ask and answer questions about key details in a text. | FULL | |
| RL.K.2 | With prompting and support, retell familiar stories, including key events. | FULL | |
| RL.K.3 | With prompting and support, identify characters, settings and major events in a story. | FULL | |
| RL.K.4 | Ask and answer questions about unknown words in a text. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RL.K.5 | Recognize common types of texts (e.g., storybooks, poems). | PARTIAL | |
| RL.K.6 | With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. | PARTIAL | |
| RL.K.7 | With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). | PARTIAL | |
| RL.K.8 | Not applicable for literature. | N/A | — |
| RL.K.9 | With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. | FULL | |
| RL.K.10 | Begins in second grade. | N/A | — |
| RL.K.11 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases to expand language comprehension. | FULL | |
| RL.K.12 | With guidance and support from adults, explore word relationships and nuances in word meanings to expand language comprehension. | PARTIAL | |
| RL.K.13 | Listen to high quality drama, prose, and poetry to expand language comprehension. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RI.K.1 | With prompting and support, ask and answer questions about key details in a text. | PARTIAL | |
| RI.K.2 | With prompting and support, identify the main topic and retell key details of a text. | FULL | |
| RI.K.3 | With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.K.4 | With prompting and support, ask and answer questions about unknown words in a text. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RI.K.5 | Identify the front cover, back cover and title page of a book. | PARTIAL | |
| RI.K.6 | Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. | PARTIAL | |
| RI.K.7 | With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing or idea in the text an illustration depicts). | PARTIAL | |
| RI.K.8 | With prompting and support, identify the reasons an author gives to support points in a text. | FULL | |
| RI.K.9 | With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions or procedures). | PARTIAL | |
| RI.K.10 | Begins in second grade. | N/A | — |
| RI.K.11 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases in reading and content to expand language comprehension. | FULL | |
| RI.K.12 | With guidance and support from adults, explore word relationships and nuances in word meanings. | PARTIAL | |
| RI.K.13 | Actively engage in individual or group readings of informational text with purpose and understanding. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| W.K.1 | Use a combination of drawing, dictating and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is ...). | NOT COVERED | — |
| W.K.2 | Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. | NOT COVERED | — |
| W.K.3 | Use a combination of drawing, dictating and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred and provide a reaction to what happened. | NOT COVERED | — |
| W.K.4 | Begins in third grade. | N/A | — |
| W.K.5 | With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. | NOT COVERED | — |
| W.K.6 | With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. | NOT COVERED | — |
| W.K.7 | Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). | NOT COVERED | — |
| W.K.8 | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ + sourceReadQ evidence ▶ Play a live item from this skill |
| W.K.9 | Begins in fourth grade. | N/A | — |
| W.K.10 | Demonstrate command of the conventions of standards English grammar and usage when writing. | PARTIAL | |
| W.K.11 | Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. | NOT COVERED | — |
| W.K.12 | Begins in third grade. | N/A | — |
| SL.K.1 | Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and larger groups to expand language comprehension. | NOT COVERED | — |
| SL.K.2 | Confirm sequence of events of a read aloud or media presentation by asking and answering questions about key details or requesting clarification of what is not understood. | NOT COVERED | — |
| SL.K.3 | Ask and answer questions to seek help, get information or clarify what is not understood. | NOT COVERED | — |
| SL.K.4 | Use details to describe familiar people, places, things or events with prompting and support. | NOT COVERED | — |
| SL.K.5 | Add drawings or other visual displays to supply additional detail to descriptions. | NOT COVERED | — |
| SL.K.6 | Speak with appropriate volume, enunciation, and rate to express thoughts, feelings, and ideas clearly. | NOT COVERED | — |
| SL.K.7 | Demonstrate command of the conventions of standards English grammar and usage when speaking. | NOT COVERED | — |
| SL.K.8 | Use words and phrases acquired through conversations, reading, and read alouds. | NOT COVERED | — |
| RF.1.1 | Demonstrate understanding of the organization and basic features of print. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| RF.1.2 | Demonstrate understanding of phonemes (sounds), syllables, and spoken words. | FULL | |
| RF.1.3 | Know and apply grade-level phonics and word analysis skills in decoding and encoding words. | PARTIAL | |
| RF.1.4 | Read with sufficient accuracy and fluency to support comprehension. | PARTIAL | |
| RL.1.1 | Ask and answer questions about key details in a text. | PARTIAL | |
| RL.1.2 | Retell stories, including key details, and demonstrate understanding of the lesson or central message (main idea). | PARTIAL | |
| RL.1.3 | Describe character, settings and major events in a story, using key details. | PARTIAL | |
| RL.1.4 | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. | PARTIAL | |
| RL.1.5 | Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. | PARTIAL | |
| RL.1.6 | Identify who is telling the story at various points in a text. | PARTIAL | |
| RL.1.7 | Use illustrations and details in a story to describe its characters, setting or events. | PARTIAL | |
| RL.1.8 | Not applicable for literature. | N/A | — |
| RL.1.9 | Compare and contrast the adventures and experiences of characters in stories. | FULL | |
| RL.1.10 | Begins in second grade. | N/A | — |
| RL.1.11 | Determine or clarify the meaning of unknown words and multiple-meaning words and phrases to expand language comprehension. | FULL | |
| RL.1.12 | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. | PARTIAL | |
| RL.1.13 | With prompting and support, read and comprehend high quality dramas, prose and poetry of appropriate quantitative and qualitative complexity for first grade. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RI.1.1 | Ask and answer questions about key details in a text. | PARTIAL | |
| RI.1.2 | Identify the main topic and retell key details of a text. | PARTIAL | |
| RI.1.3 | Describe the connection between two individuals, events, ideas or pieces of information in a text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.1.4 | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RI.1.5 | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. | PARTIAL | |
| RI.1.6 | Distinguish between information provided by illustrations or other graphics and information provided by the words in a text. | FULL | |
| RI.1.7 | Use the illustrations and details in a text to describe its key ideas. | PARTIAL | |
| RI.1.8 | Identify the reasons an author gives to support points in a text. | FULL | |
| RI.1.9 | Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions or procedures). | PARTIAL | |
| RI.1.10 | Begins in second grade. | N/A | — |
| RI.1.11 | Determine or clarify the meaning of unknown words and multiple-meaning words and phrases to expand language comprehension. | FULL | |
| RI.1.12 | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. | PARTIAL | |
| RI.1.13 | With prompting and support, read and comprehend high quality informational text of appropriate quantitative and qualitative complexity for first grade. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| W.1.1 | Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion and provide some sense of closure. | NOT COVERED | — |
| W.1.2 | Write informative/explanatory texts in which they name a topic, supply some facts about the topic and provide some sense of closure. | NOT COVERED | — |
| W.1.3 | Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order and provide some sense of closure. | NOT COVERED | — |
| W.1.4 | Begins in third grade. | N/A | — |
| W.1.5 | With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed. | NOT COVERED | — |
| W.1.6 | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. | NOT COVERED | — |
| W.1.7 | Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). | NOT COVERED | — |
| W.1.8 | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ + sourceReadQ evidence ▶ Play a live item from this skill |
| W.1.9 | Begins in fourth grade. | N/A | — |
| W.1.10 | Demonstrate command of the conventions of standard English grammar and usage when writing. | PARTIAL | |
| W.1.11 | Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. | NOT COVERED | — |
| W.1.12 | Begins in third grade. | N/A | — |
| SL.1.1 | Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups to expand language comprehension. | NOT COVERED | — |
| SL.1.2 | Ask and answer questions about key details in a text read aloud, information presented orally or through media. | NOT COVERED | — |
| SL.1.3 | Ask and answer questions about what a speaker says to gather additional information or clarify what is not understood. | NOT COVERED | — |
| SL.1.4 | Use relevant details to describe people, places, things and events, expressing ideas and feelings clearly. | NOT COVERED | — |
| SL.1.5 | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings. | NOT COVERED | — |
| SL.1.6 | Produce complete sentences with appropriate volume, enunciation and rate. | NOT COVERED | — |
| SL.1.7 | Demonstrate command of the conventions of standard English grammar and usage when speaking. | NOT COVERED | — |
| SL.1.8 | Use words and phrases, including conjunctions, that have been acquired through conversations, reading and read alouds to signal simple relationships. | NOT COVERED | — |
| RF.2.1 | Not applicable to second grade. | N/A | — |
| RF.2.2 | Not applicable to second grade. | N/A | — |
| RF.2.3 | Know and apply grade-level phonics and word analysis skills in decoding and encoding words. | PARTIAL | |
| RF.2.4 | Read with sufficient accuracy and fluency to support comprehension. | NOT COVERED | — |
| RL.2.1 | Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. | PARTIAL | |
| RL.2.2 | Recount stories, including fables and folktales from diverse cultures and determine their lesson, moral or central message. | NOT COVERED | — |
| RL.2.3 | Describe how characters in a story respond to major events and challenges. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RL.2.4 | Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem or song. | PARTIAL | |
| RL.2.5 | Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. | PARTIAL | |
| RL.2.6 | Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. | NOT COVERED | — |
| RL.2.7 | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting or plot. | FULL | |
| RL.2.8 | Not applicable for literature. | N/A | — |
| RL.2.9 | Compare and contrast two or more versions of the same story by different authors or from different cultures. | PARTIAL | |
| RL.2.10 | Use knowledge of language and its conventions. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::grammar bank + tapWordSentenceQ ▶ Play a live item from this skill |
| RL.2.11 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases to expand language comprehension. | PARTIAL | |
| RL.2.12 | Demonstrate understanding of word relationships and nuances in word meanings. | FULL | |
| RL.2.13 | Read and comprehend high-quality dramas, prose and poetry of appropriate quantitative and qualitative complexity for second grade. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RI.2.1 | Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. | PARTIAL | |
| RI.2.2 | Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. | PARTIAL | |
| RI.2.3 | Describe the connection between a series of historical events, scientific ideas or concepts or steps in technical procedures in a text. | PARTIAL | |
| RI.2.4 | Determine the meaning of words and phrases in a text relevant to a second grade topic or subject area. | FULL | Vocabulary (FULL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RI.2.5 | Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. | FULL | |
| RI.2.6 | Identify the main purpose of a text, including what the author wants to answer, explain or describe. | PARTIAL | |
| RI.2.7 | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. | PARTIAL | |
| RI.2.8 | Describe how reasons support specific points the author makes in a text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.2.9 | Compare and contrast the most important points presented by two texts on the same topic. | PARTIAL | |
| RI.2.10 | Use knowledge of language and its conventions. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::grammar bank + tapWordSentenceQ ▶ Play a live item from this skill |
| RI.2.11 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases to expand language comprehension. | PARTIAL | |
| RI.2.12 | Demonstrate understanding of word relationships and nuances in word meanings. | FULL | Synonyms (FULL) app/src/lib/content.ts::synonymsQ + antonymsQ + analogiesQ ▶ Play a live item from this skill |
| RI.2.13 | Read and comprehend informational text of appropriate quantitative and qualitative complexity for second grade. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| W.2.1 | Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons and provide a concluding statement or section. | NOT COVERED | — |
| W.2.2 | Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points and provide a concluding statement or section. | NOT COVERED | — |
| W.2.3 | Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts and feelings, use temporal words to signal event order and provide a sense of closure. | NOT COVERED | — |
| W.2.4 | Begins in third grade. | N/A | — |
| W.2.5 | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. | NOT COVERED | — |
| W.2.6 | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. | NOT COVERED | — |
| W.2.7 | Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). | NOT COVERED | — |
| W.2.8 | Recall information from experiences or gather information from provided sources to answer a question. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ + sourceReadQ evidence ▶ Play a live item from this skill |
| W.2.9 | Begins in fourth grade. | N/A | — |
| W.2.10 | Demonstrate command of the conventions of standard English grammar and usage when writing. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| W.2.11 | Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| W.2.12 | Begins in third grade. | N/A | — |
| SL.2.1 | Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and larger groups to expand language comprehension. | NOT COVERED | — |
| SL.2.2 | Recount or describe key ideas or details from a text read aloud, information presented orally or through media. | NOT COVERED | — |
| SL.2.3 | Ask and answer questions about what a speaker says to clarify comprehension, gather additional information or deepen understanding of a topic or issue. | NOT COVERED | — |
| SL.2.4 | Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking with appropriate volume, enunciation and rate in coherent sentences. | NOT COVERED | — |
| SL.2.5 | Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts and feelings. | NOT COVERED | — |
| SL.2.6 | Produce complete sentences when appropriate to task and situation, including requested detail or clarification and proper usage of English grammar. | NOT COVERED | — |
| SL.2.7 | Demonstrate command of the conventions of standard English grammar and usage when speaking. | NOT COVERED | — |
| SL.2.8 | Use phrases and words, including adjective and adverbs to describe, which have been acquired through conversations, reading, read alouds and text responses. | NOT COVERED | — |
| RF.3.1 | Not applicable for third grade. | N/A | — |
| RF.3.2 | Not applicable for third grade. | N/A | — |
| RF.3.3 | Know and apply grade-level phonics and word analysis skills in decoding and encoding words. | PARTIAL | |
| RF.3.4 | Read with sufficient accuracy and fluency to support comprehension. | NOT COVERED | — |
| RL.3.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. | PARTIAL | |
| RL.3.2 | Recount stories, including fables, folktales, and myths from diverse cultures; determine the lesson, moral, or central message (main idea) and explain how it is conveyed through key details in the text. | PARTIAL | |
| RL.3.3 | Describe characters in a story (e.g., their traits, motivations or feelings) and explain how their actions contribute to the sequence of events. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RL.3.4 | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. | FULL | Vocabulary (FULL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RL.3.5 | Refer to parts of stories, dramas and poems when writing or speaking about a text, using terms such as chapter, scene and stanza; describe how each successive part builds on earlier sections. | NOT COVERED | — |
| RL.3.6 | Distinguish their own perspective (point of view) from that of the narrator or those of the characters. | NOT COVERED | — |
| RL.3.7 | Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). | PARTIAL | |
| RL.3.8 | Not applicable for literature. | N/A | — |
| RL.3.9 | Compare and contrast the themes, settings and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| RL.3.10 | Use knowledge of language and its conventions when reading. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::grammar bank + tapWordSentenceQ ▶ Play a live item from this skill |
| RL.3.11 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases to expand language comprehension. | FULL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| RL.3.12 | Demonstrate understanding of word relationships and nuances in word meanings. | FULL | Synonyms (FULL) app/src/lib/content.ts::synonymsQ + antonymsQ + analogiesQ ▶ Play a live item from this skill |
| RL.3.13 | Read and comprehend high-quality prose and poetry of appropriate quantitative and qualitative complexity for third grade. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RI.3.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. | PARTIAL | |
| RI.3.2 | Determine the main idea of a text; recount the key details and explain how they support the main idea. | PARTIAL | |
| RI.3.3 | Describe the relationship between a series of historical events, scientific ideas or concepts or steps in technical procedures in a text, using language that pertains to time, sequence and cause/effect. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| RI.3.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a third grade topic or subject area. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RI.3.5 | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. | FULL | Comprehension (FULL) app/src/lib/content.ts::comprehensionQ + sourceReadQ evidence ▶ Play a live item from this skill |
| RI.3.6 | Distinguish their own perspective (point of view) from that of the author of a text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.3.7 | Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why and how key events occur). | FULL | |
| RI.3.8 | Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.3.9 | Compare and contrast the most important points and key details presented in two texts on the same topic. | NOT COVERED | — |
| RI.3.10 | Use knowledge of language and its conventions when reading. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::grammar bank + tapWordSentenceQ ▶ Play a live item from this skill |
| RI.3.11 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases to expand language comprehension. | FULL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| RI.3.12 | Demonstrate understanding of word relationships and nuances in word meanings. | FULL | Synonyms (FULL) app/src/lib/content.ts::synonymsQ + antonymsQ + analogiesQ ▶ Play a live item from this skill |
| RI.3.13 | Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for third grade. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| W.3.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons. | NOT COVERED | — |
| W.3.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. | NOT COVERED | — |
| W.3.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences. | NOT COVERED | — |
| W.3.4 | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. | NOT COVERED | — |
| W.3.5 | With guidance and support from adults and peers, develop and strengthen writing as needed by planning, revising and editing. | PARTIAL | |
| W.3.6 | With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. | NOT COVERED | — |
| W.3.7 | Conduct short research projects that build knowledge about a topic. | NOT COVERED | — |
| W.3.8 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | NOT COVERED | — |
| W.3.9 | Begins in fourth grade. | N/A | — |
| W.3.10 | Demonstrate knowledge of language and command of the conventions of standard English grammar and usage when writing. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| W.3.11 | Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| W.3.12 | Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences. | NOT COVERED | — |
| SL.3.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse on third grade topics and texts, building on others’ ideas and expressing their own clearly. | NOT COVERED | — |
| SL.3.2 | Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally. | NOT COVERED | — |
| SL.3.3 | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. | NOT COVERED | — |
| SL.3.4 | Report on a topic or text, tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. | NOT COVERED | — |
| SL.3.5 | Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. | NOT COVERED | — |
| SL.3.6 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. | NOT COVERED | — |
| SL.3.7 | Demonstrate knowledge of language and command of the conventions of standard English grammar and usage when speaking. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| SL.3.8 | Acquire and use accurately grade-appropriate conversational, general academic and domain- specific words and phrases, including those that signal spatial and temporal relationships. | NOT COVERED | — |
| RF.4.1 | Not applicable to fourth grade. | N/A | — |
| RF.4.2 | Not applicable to fourth grade. | N/A | — |
| RF.4.3 | Know and apply grade-level phonics and word analysis skills in decoding and encoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read and spell unfamiliar multisyllabic words accurately in context and out of context. | NOT COVERED | — |
| RF.4.4 | Read with sufficient accuracy and fluency to support comprehension. | PARTIAL | Comprehension (PARTIAL, via RF.4.4a) app/src/lib/content.ts::comprehensionQ + sourceReadQ evidence ▶ Play a live item from this skill |
| RL.4.1 | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. | PARTIAL | |
| RL.4.2 | Determine the theme of a story, drama or poem from details in the text; summarize the text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RL.4.3 | Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words or actions). | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RL.4.4 | Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RL.4.5 | Explain major differences between poems, drama and prose and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. | PARTIAL | |
| RL.4.6 | Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. | NOT COVERED | — |
| RL.4.7 | Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. | NOT COVERED | — |
| RL.4.8 | Not applicable for literature. | N/A | — |
| RL.4.9 | Compare and contrast the development of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| RL.4.10 | Use knowledge of language and its conventions when reading. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::grammar bank + tapWordSentenceQ ▶ Play a live item from this skill |
| RL.4.11 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases to expand language comprehension. | FULL | |
| RL.4.12 | Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | PARTIAL | Figurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skillIdioms & Sayings (PARTIAL) app/src/lib/content.ts::IDIOMS bank + bankPairsQ ▶ Play a live item from this skill |
| RL.4.13 | Read and comprehend high-quality dramas, prose and poetry of appropriate quantitative and qualitative complexity for fourth grade. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RI.4.1 | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. | PARTIAL | |
| RI.4.2 | Determine the main idea of a text and explain how it is supported by key details; summarize the text. | PARTIAL | |
| RI.4.3 | Explain events, procedures, ideas or concepts in a historical, scientific or technical text, including what happened and why, based on specific information in the text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| RI.4.4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a fourth grade topic or subject area. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RI.4.5 | Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.4.6 | Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ + sourceReadQ evidence ▶ Play a live item from this skill |
| RI.4.7 | Interpret information presented visually, orally or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. | NOT COVERED | — |
| RI.4.8 | Explain how an author uses reasons and evidence to support particular points in a text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.4.9 | Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. | NOT COVERED | — |
| RI.4.10 | Apply acquired skills in writing and speaking. | NOT COVERED | — |
| RI.4.11 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases to expand language comprehension. | FULL | |
| RI.4.12 | Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | FULL | Synonyms (FULL) app/src/lib/content.ts::synonymsQ + antonymsQ + analogiesQ ▶ Play a live item from this skill |
| RI.4.13 | Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for fourth grade. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| W.4.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. | NOT COVERED | — |
| W.4.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. | NOT COVERED | — |
| W.4.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences. | NOT COVERED | — |
| W.4.4 | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience. | NOT COVERED | — |
| W.4.5 | With guidance and support from adults and peers, develop and strengthen writing as needed by planning, revising and editing. | PARTIAL | |
| W.4.6 | With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting. | NOT COVERED | — |
| W.4.7 | Conduct short research projects that build knowledge through investigation of different aspects of a topic. | NOT COVERED | — |
| W.4.8 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources. | NOT COVERED | — |
| W.4.9 | Draw evidence from literary or informational texts to support analysis, reflection and research. | NOT COVERED | — |
| W.4.10 | Demonstrate command of the conventions of standard English grammar, spelling, usage when writing. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| W.4.11 | Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| W.4.12 | Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences. | NOT COVERED | — |
| SL.4.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on fourth grade topics and texts, building on others’ ideas and expressing their own clearly. | NOT COVERED | — |
| SL.4.2 | Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally. | NOT COVERED | — |
| SL.4.3 | Identify the reasons and evidence a speaker provides to support particular points. | NOT COVERED | — |
| SL.4.4 | Report on a topic or text, tell a story or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. | NOT COVERED | — |
| SL.4.5 | Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. | NOT COVERED | — |
| SL.4.6 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. | NOT COVERED | — |
| SL.4.7 | Demonstrate command of the conventions of standard English grammar and usage when speaking. | NOT COVERED | — |
| SL.4.8 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions or states of being and that are basic to a particular topic. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES) ▶ Play a live item from this skill |
| RF.5.1 | Not applicable to fifth grade. | N/A | — |
| RF.5.2 | Not applicable to fifth grade. | N/A | — |
| RF.5.3 | Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns and morphology (e.g., roots and affixes) to read unfamiliar multisyllabic words accurately in context and out of context. | NOT COVERED | — |
| RF.5.4 | Read with sufficient accuracy and fluency to support comprehension. | PARTIAL | Comprehension (PARTIAL, via RF.5.4a) app/src/lib/content.ts::comprehensionQ + sourceReadQ evidence ▶ Play a live item from this skill |
| RL.5.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. | PARTIAL | |
| RL.5.2 | Determine the theme of a story, drama, or poem , including how characters respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. | PARTIAL | |
| RL.5.3 | Compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RL.5.4 | Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. | FULL | Vocabulary (FULL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RL.5.5 | Explain how a series of chapters, scenes or stanzas fits together to provide the overall structure of a particular story, drama or poem. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| RL.5.6 | Describe how a narrator's or speaker's point of view influences how events are described. | NOT COVERED | — |
| RL.5.7 | Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). | NOT COVERED | — |
| RL.5.8 | Not applicable for literature. | N/A | — |
| RL.5.9 | Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| RL.5.10 | Use knowledge of language and its conventions when reading. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::grammar bank + tapWordSentenceQ ▶ Play a live item from this skill |
| RL.5.11 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases to expand language comprehension. | FULL | |
| RL.5.12 | Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | PARTIAL | Figurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skill |
| RL.5.13 | Read and comprehend high-quality dramas, prose and poetry of appropriate quantitative and qualitative complexity for fifth grade. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RI.5.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. | PARTIAL | |
| RI.5.2 | Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. | PARTIAL | |
| RI.5.3 | Explain the relationships or interactions between two or more individuals, events, ideas or concepts in a historical, scientific or technical text based on specific information in the text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| RI.5.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a fifth grade topic or subject area. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES) ▶ Play a live item from this skill |
| RI.5.5 | Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/ solution) of events, ideas, concepts or information in two or more texts. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.5.6 | Analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspective (viewpoint) they represent. | NOT COVERED | — |
| RI.5.7 | Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. | NOT COVERED | — |
| RI.5.8 | Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.5.9 | Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. | NOT COVERED | — |
| RI.5.10 | Use knowledge of language and its conventions when reading. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::grammar bank + tapWordSentenceQ ▶ Play a live item from this skill |
| RI.5.11 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on firth grade reading and content, choosing flexibly from a range of strategies. | PARTIAL | |
| RI.5.12 | Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | FULL | Synonyms (FULL) app/src/lib/content.ts::synonymsQ + antonymsQ + analogiesQ ▶ Play a live item from this skill |
| RI.5.13 | Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for fifth grade. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| W.5.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. | NOT COVERED | — |
| W.5.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. | NOT COVERED | — |
| W.5.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences. | NOT COVERED | — |
| W.5.4 | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience. | NOT COVERED | — |
| W.5.5 | With guidance and support from adults and peers, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach. | NOT COVERED | — |
| W.5.6 | With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. | NOT COVERED | — |
| W.5.7 | Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. | NOT COVERED | — |
| W.5.8 | Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work and provide a list of sources. | NOT COVERED | — |
| W.5.9 | Draw evidence from literary or informational texts to support analysis, reflection and research. | NOT COVERED | — |
| W.5.10 | Demonstrate command of the conventions of standard English grammar and usage when writing. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| W.5.11 | Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| W.5.12 | Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences. | NOT COVERED | — |
| SL.5.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on fifth grade topics and texts, building on others’ ideas and expressing their own clearly. | NOT COVERED | — |
| SL.5.2 | Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally. | NOT COVERED | — |
| SL.5.3 | Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. | NOT COVERED | — |
| SL.5.4 | Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. | NOT COVERED | — |
| SL.5.5 | Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. | NOT COVERED | — |
| SL.5.6 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | NOT COVERED | — |
| SL.5.7 | Demonstrate command of the conventions of standard English grammar and usage when speaking. | NOT COVERED | — |
| SL.5.8 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition and other logical relationships. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES) ▶ Play a live item from this skill |
Kindergarten: W.K.1, W.K.2, W.K.3, W.K.5, W.K.6, W.K.7, W.K.11, SL.K.1, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, SL.K.7, SL.K.8
Grade 1: W.1.1, W.1.2, W.1.3, W.1.5, W.1.6, W.1.7, W.1.11, SL.1.1, SL.1.2, SL.1.3, SL.1.4, SL.1.5, SL.1.6, SL.1.7, SL.1.8
Grade 2: RF.2.4, RL.2.2, RL.2.6, W.2.1, W.2.2, W.2.3, W.2.5, W.2.6, W.2.7, SL.2.1, SL.2.2, SL.2.3, SL.2.4, SL.2.5, SL.2.6, SL.2.7, SL.2.8
Grade 3: RF.3.4, RL.3.5, RL.3.6, RI.3.9, W.3.1, W.3.2, W.3.3, W.3.4, W.3.6, W.3.7, W.3.8, W.3.12, SL.3.1, SL.3.2, SL.3.3, SL.3.4, SL.3.5, SL.3.6, SL.3.8
Grade 4: RF.4.3, RL.4.6, RL.4.7, RI.4.7, RI.4.9, RI.4.10, W.4.1, W.4.2, W.4.3, W.4.4, W.4.6, W.4.7, W.4.8, W.4.9, W.4.12, SL.4.1, SL.4.2, SL.4.3, SL.4.4, SL.4.5, SL.4.6, SL.4.7
Grade 5: RF.5.3, RL.5.6, RL.5.7, RI.5.6, RI.5.7, RI.5.9, W.5.1, W.5.2, W.5.3, W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.9, W.5.12, SL.5.1, SL.5.2, SL.5.3, SL.5.4, SL.5.5, SL.5.6, SL.5.7
Kansas adopted the Next Generation Science Standards unchanged in June 2013 (there are no Kansas-specific science codes). Every NGSS standard is a performance expectation: a science and engineering practice, applied to a disciplinary core idea (DCI), through a crosscutting concept. The verbs are the standard — plan and conduct an investigation, develop a model, construct an argument with evidence, obtain and combine information.
A question bank cannot perform a practice. What it can honestly practice is the DCI knowledge the performance expectation is built on — so zero performance expectations are marked FULL in this report, and that is deliberate: every evidenced science mapping is PARTIAL (DCI-supporting content), and any vendor claiming FULL NGSS coverage from multiple-choice items is claiming the practice they did not build.
Those four buckets are mutually exclusive and account for all 5 not-covered performance expectations.
Where we DO support a PE, the support is real: the DCI content is asked directly, with a written explanation on every item. Use AcornSmarts as the knowledge-and-vocabulary layer underneath an NGSS unit — the thing children still have to know while they investigate — never as the unit itself.
| Standard | Statement (official text) | Coverage | Covered by (evidence) |
|---|---|---|---|
| K-2-ETS1-1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ (SCID_ITEMS) ▶ Play a live item from this skill |
| K-2-ETS1-2 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| K-2-ETS1-3 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ (DESIGN_ITEMS) ▶ Play a live item from this skill |
| K-ESS2-1 | Use and share observations of local weather conditions to describe patterns over time. | PARTIAL | |
| K-ESS2-2 | Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skill |
| K-ESS3-1 | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. | PARTIAL | Animals & Nature (PARTIAL) app/src/lib/content.ts::ANIMALS_NATURE bank ▶ Play a live item from this skill |
| K-ESS3-2 | Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| K-ESS3-3 | Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skill |
| K-LS1-1 | Use observations to describe patterns of what plants and animals (including humans) need to survive. | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skillAnimals & Nature (PARTIAL) app/src/lib/content.ts::ANIMALS_NATURE bank ▶ Play a live item from this skill |
| K-PS2-1 | Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| K-PS2-2 | Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ (DESIGN_ITEMS) ▶ Play a live item from this skill |
| K-PS3-1 | Make observations to determine the effect of sunlight on Earth’s surface. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| K-PS3-2 | Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 1-ESS1-2 | Make observations at different times of year to relate the amount of daylight to the time of year. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 1-LS1-1 | Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skill |
| 1-LS1-2 | Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skill |
| 1-LS3-1 | Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. | NOT COVERED | — |
| 1-PS4-1 | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 1-PS4-2 | Make observations to construct an evidence-based account that objects can be seen only when illuminated. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 1-PS4-3 | Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. | NOT COVERED | — |
| 1-PS4-4 | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* | NOT COVERED | — |
| 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 2-ESS2-1 | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 2-ESS2-2 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. | PARTIAL | Animals & Nature (PARTIAL) app/src/lib/content.ts::ANIMALS_NATURE bank ▶ Play a live item from this skill |
| 2-ESS2-3 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 2-LS2-1 | Plan and conduct an investigation to determine if plants need sunlight and water to grow. | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skill |
| 2-LS2-2 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.* | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skill |
| 2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats. | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skill |
| 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 2-PS1-2 | Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 2-PS1-3 | Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 2-PS1-4 | Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ (SCID_ITEMS) ▶ Play a live item from this skill |
| 3-5-ETS1-2 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ (DESIGN_ITEMS) ▶ Play a live item from this skill |
| 3-5-ETS1-3 | Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ (DESIGN_ITEMS) ▶ Play a live item from this skill |
| 3-ESS2-1 | Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 3-ESS3-1 | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ (SCID_ITEMS) ▶ Play a live item from this skill |
| 3-LS1-1 | Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skillAnimals & Nature (PARTIAL) app/src/lib/content.ts::ANIMALS_NATURE bank ▶ Play a live item from this skill |
| 3-LS2-1 | Construct an argument that some animals form groups that help members survive. | NOT COVERED | — |
| 3-LS3-1 | Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skill |
| 3-LS3-2 | Use evidence to support the explanation that traits can be influenced by the environment. | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skill |
| 3-LS4-1 | Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 3-LS4-2 | Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skill |
| 3-LS4-3 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skillAnimals & Nature (PARTIAL) app/src/lib/content.ts::ANIMALS_NATURE bank ▶ Play a live item from this skill |
| 3-LS4-4 | Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ (SCID_ITEMS) ▶ Play a live item from this skill |
| 3-PS2-1 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 3-PS2-2 | Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 3-PS2-3 | Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 3-PS2-4 | Define a simple design problem that can be solved by applying scientific ideas about magnets. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ (SCID_ITEMS) ▶ Play a live item from this skill |
| 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 4-ESS2-1 | Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth’s features. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 4-ESS3-1 | Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 4-ESS3-2 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ (SCID_ITEMS) ▶ Play a live item from this skill |
| 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skillThe Human Body (PARTIAL) app/src/lib/content.ts::scienceQ("human-body") ▶ Play a live item from this skillAnimals & Nature (PARTIAL) app/src/lib/content.ts::ANIMALS_NATURE bank ▶ Play a live item from this skill |
| 4-LS1-2 | Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. | PARTIAL | The Human Body (PARTIAL) app/src/lib/content.ts::scienceQ("human-body") ▶ Play a live item from this skill |
| 4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 4-PS3-2 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 4-PS3-3 | Ask questions and predict outcomes about the changes in energy that occur when objects collide. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. | NOT COVERED | — |
| 4-PS4-1 | Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 4-PS4-2 | Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 4-PS4-3 | Generate and compare multiple solutions that use patterns to transfer information.* | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ (SCID sig items) ▶ Play a live item from this skill |
| 5-ESS1-1 | Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 5-ESS1-2 | Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 5-ESS2-2 | Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 5-ESS3-1 | Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. | PARTIAL | Earth & Space (PARTIAL) app/src/lib/content.ts::scienceQ("earth-science") ▶ Play a live item from this skill |
| 5-LS1-1 | Support an argument that plants get the materials they need for growth chiefly from air and water. | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skill |
| 5-LS2-1 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skill |
| 5-PS1-1 | Develop a model to describe that matter is made of particles too small to be seen. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 5-PS1-2 | Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 5-PS1-3 | Make observations and measurements to identify materials based on their properties. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 5-PS1-4 | Conduct an investigation to determine whether the mixing of two or more substances results in new substances. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 5-PS2-1 | Support an argument that the gravitational force exerted by Earth on objects is directed down. | PARTIAL | Matter & Energy (PARTIAL) app/src/lib/content.ts::scienceQ("physical-science") ▶ Play a live item from this skill |
| 5-PS3-1 | Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. | PARTIAL | Living Things (PARTIAL) app/src/lib/content.ts::scienceQ("life-science") ▶ Play a live item from this skill |
Grade 1: 1-LS3-1, 1-PS4-3, 1-PS4-4
Grade 3: 3-LS2-1
Grade 4: 4-PS3-4
The 2020 Kansas HGSS standards are five big ideas, each with four benchmarks, and they apply at every grade K–12 — there are no grade-level topic codes to crosswalk against. The document is explicit that it “encourages the focus on discipline-specific application of content in authentic situations rather than specific content.” Each grade carries a focus standard: K = Std 1 (Sense of Self), 1 = Std 2 (Families), 2 = Std 4 (Then and Now), 3 = Std 3 (Communities), 4 = Std 5 (Kansas and US regions), 5 = US History to 1800.
The four benchmarks escalate: x.1 recognize and evaluate → x.2 analyze context and draw conclusions → x.3 investigate and connect to contemporary issues → x.4 make a claim or advance a thesis using evidence and argument. The 5 x.1 and 5 x.2 benchmarks are the reachable ones, and we claim them PARTIAL — our items recognize and, at the x.2 tier, connect context and draw simple conclusions; they do not evaluate sources or investigate.
Honest posture for a curriculum director: AcornSmarts supplies the background knowledge and vocabulary (civic roles, rights and responsibilities, economic choice, geography, national symbols, chronological order) that Kansas students bring into HGSS inquiry.
| Standard | Statement (official text) | Coverage | Covered by (evidence) |
|---|---|---|---|
| HGSS.1.1 | The student will recognize and evaluate significant choices and consequences that have impacted our lives and futures. | PARTIAL | |
| HGSS.1.2 | The student will analyze the context and draw conclusions about choices and consequences. | PARTIAL | History (PARTIAL) app/src/lib/content.ts::sourceReadQ (SOURCE_ITEMS) ▶ Play a live item from this skill |
| HGSS.1.3 | The student will investigate and connect examples of choices and consequences with contemporary issues. | NOT COVERED | — |
| HGSS.1.4 | The student will use their understanding of choices and consequences to make a claim or advance a thesis using evidence and argument. | NOT COVERED | — |
| HGSS.2.1 | The student will recognize and evaluate the rights and responsibilities of people living in societies. | PARTIAL | Community Helpers (PARTIAL) app/src/lib/content.ts::communityHelpersQ ▶ Play a live item from this skill |
| HGSS.2.2 | The student will analyze the context and draw conclusions about rights and responsibilities. | PARTIAL | History (PARTIAL) app/src/lib/content.ts::sourceReadQ (SOURCE_ITEMS) ▶ Play a live item from this skill |
| HGSS.2.3 | The student will investigate and connect the rights and responsibilities of individuals with contemporary issues. | NOT COVERED | — |
| HGSS.2.4 | The student will use their understanding of rights and responsibilities to make a claim or advance a thesis using evidence and argument. | NOT COVERED | — |
| HGSS.3.1 | The student will recognize and evaluate how societies are shaped by the identities, beliefs, and practices of individuals and groups. | PARTIAL | |
| HGSS.3.2 | The student will analyze context and draw conclusions of how societies are shaped by the identities, beliefs, and practices of individuals and groups. | PARTIAL | History (PARTIAL) app/src/lib/content.ts::sourceReadQ (SOURCE_ITEMS) ▶ Play a live item from this skill |
| HGSS.3.3 | The student will investigate and connect how societies are shaped by the identities, beliefs, and practices of individuals and groups with contemporary issues. | NOT COVERED | — |
| HGSS.3.4 | The student will use their understanding of how societies are shaped by the identities, beliefs, and practices of individuals and groups to make a claim or advance a thesis using evidence and argument. | NOT COVERED | — |
| HGSS.4.1 | The student will recognize and evaluate continuity and change over time. | PARTIAL | |
| HGSS.4.2 | The student will analyze the context and draw conclusions about continuity and change. | PARTIAL | History (PARTIAL) app/src/lib/content.ts::sourceReadQ (SOURCE_ITEMS) ▶ Play a live item from this skill |
| HGSS.4.3 | The student will investigate and connect continuity and change to a contemporary issue. | NOT COVERED | — |
| HGSS.4.4 | The student will use their understanding of continuity and change to make a claim or advance a thesis using evidence and argument. | NOT COVERED | — |
| HGSS.5.1 | The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations. | PARTIAL | |
| HGSS.5.2 | The student will analyze the context and draw conclusions about dynamic relationships. | PARTIAL | History (PARTIAL) app/src/lib/content.ts::sourceReadQ (SOURCE_ITEMS) ▶ Play a live item from this skill |
| HGSS.5.3 | The student will investigate and connect dynamic relationships to contemporary issues. | NOT COVERED | — |
| HGSS.5.4 | The student will use their understanding of dynamic relationships to make a claim or advance a thesis using evidence and argument. | NOT COVERED | — |
Standard 1 — Choices have consequences. HGSS.1.3, HGSS.1.4
Standard 2 — Individuals have rights and responsibilities. HGSS.2.3, HGSS.2.4
Standard 3 — Societies are shaped by the identities, beliefs, and practices of individuals and groups. HGSS.3.3, HGSS.3.4
Standard 4 — Societies experience continuity and change over time. HGSS.4.3, HGSS.4.4
Standard 5 — Relationships among people, places, ideas, and environments are dynamic. HGSS.5.3, HGSS.5.4
Order & Position — VERIFIED UNMAPPED: the 2017 Kansas K-5 math standards contain no ordinal-position standard (ordinality appears only in the glossary). Kept as a readiness skill; not counted toward standards coverage.
Chance & Probability — VERIFIED UNMAPPED: Kansas K-5 math has no probability standards — statistics & probability begin at Grade 6 (6.SP). Kept as enrichment; not counted toward K-5 coverage.
Ratios & Rates — BEYOND K-5: ratios & rates are Grade 6 in Kansas (6.RP.1-3). Offered as a Grade-6 preview for advanced 5th graders; excluded from K-5 coverage claims.
Percents — BEYOND K-5: percents are Grade 6 in Kansas (6.RP.3). Offered as a Grade-6 preview; excluded from K-5 coverage claims.
Sílabas — SUPPLEMENTAL: Spanish-native foundational literacy (sílabas). The Kansas ELA standards are English-language standards; this skill supports biliteracy and RF.K.2-style phonological awareness concepts but is not counted toward KS ELA coverage.
Contractions — UNMAPPED IN KANSAS (03 Oct 2026 two-auditor sweep): Kansas places contractions inside W.2.11, conventions used when writing. This skill has the child match two words to their contraction and a contraction back to its two words, with every choice already spelled and punctuated, so no writing or conventions decision is practised. Kept as a word-study skill; not counted toward standards coverage.
Colors — NOT counted toward NGSS coverage. Color naming is pre-K readiness vocabulary; no K-5 NGSS performance expectation covers it (1-PS4-2 is about illumination and being seen, not color words). Previously carried a vague 'NGSS Physical Science (readiness)' domain label — removed 01AUG2026 as an unevidenced claim.
Map Skills — UNMAPPED IN KANSAS (03 Oct 2026 two-auditor sweep): Map Skills asks about map parts, directions and map symbols. The Kansas benchmark it was mapped to (HGSS.5.1, how relationships among people, places and environments affect lives) is practised in the Geography skill instead. Kept as a map-reading skill; not counted toward standards coverage.
States & Capitals — NOT counted toward HGSS coverage. Place-name recall is not an HGSS benchmark: the 2020 standards deliberately specify thinking skills rather than a content list ('the focus on discipline-specific application of content in authentic situations rather than specific content'). Kept as geography readiness, claimed as nothing.
Feelings — NOT counted toward HGSS coverage. Social-emotional learning is not in the HGSS standards; the previous 'Kansas HGSS — Civics/SEL' domain label was an unevidenced claim and is removed 01AUG2026.
Verification scope: COMPLETE — a full check, not a sample. Every claim was re-audited by a second, refute-first pass run by this project. All 350 code-level claims in this crosswalk were read against the official Kansas statement and the question-generator source. Science and social studies are recorded as GROUPED verdicts — one verdict covering every skill that shares a structural reason, with the skills named in the label — rather than one row per skill; that is deliberate, and an exact skill-name match against this table will therefore undercount coverage. The audit overturns its own claims rather than confirming them. The audit rounds, per the dated log: 30 Jul 2026 — 19 verdicts, 2 mappings unmapped as unfindable in the state document and 1 excluded as Grade 6. 31 Jul 2026 — 45 verdicts, 8 tier downgrades, 4 mappings removed, 2 evidence-backed mappings added, 1 upgrade. 01 Aug 2026 — 67 verdicts on science and social studies, 21 upgrades. On 09 Aug 2026 a large content build added new claims across every subject; those claims were then handed to independent reviewers instructed to refute by default. In Kansas that pass REMOVED one science claim outright (3-LS2-1 — the bank does teach that bees live together, but nothing asks the child to argue that grouping helps members survive, which is what the standard requires) and DOWNGRADED four vocabulary claims for resting on evidence that lives in a different skill mapping. The four vocabulary claims were rebuilt to the reviewer’s written specification — the missing phrase-meaning items now exist inside the vocabulary generator itself — and re-earned; the science claim stays removed. Every casualty is in the log below with the clause that killed it.
Dated round log — the verification is ongoing, not closed. 30JUL2026 spot pass: 19 audited. 31JUL2026: remaining 41 audited — 31 PASS rows recorded, 8 tier downgrades, 4 mappings removed, 1 evidence-backed mapping added (measurement→2.MD.3); with that, every code-level mapping then on file had been audited against generator source (teacher-would-agree test vs the official Kansas statement). 01AUG2026: science + social-studies code-level pass — every NGSS/HGSS mapping below authored by reading the actual question bank against the PE/benchmark language; ALL are PARTIAL (see the science source note) and each carries a dated verdict. 08AUG2026 gap-build round: 40 verdicts recorded (27 FULL, 13 PARTIAL). 09AUG2026 content build and independent adversarial re-audit: 33 verdicts recorded, including one science claim removed outright (3-LS2-1) and four vocabulary codes downgraded, rebuilt to the auditor's written specification, and re-earned. 205 verdicts in the log below.
| Skill | Verdict | Finding | Verified |
|---|---|---|---|
| counting K.CC.5, K.CC.3, K.CC.4 | PASS with downgrade | countingQ read in full: tap-exactly-N and build-the-number items directly practice K.CC.5/K.CC.3. K.CC.1 (count to 100 by ones and tens) was ORIGINALLY proposed and REMOVED — no question form counts beyond 20 or by tens. | 30JUL2026 |
| compare K.CC.7, K.CC.6 | PASS | compareQ read: ordering and numeral comparison confirmed; K.CC.6 kept PARTIAL because object-group comparison is a minority form. | 30JUL2026 |
| make-ten K.OA.4 | PASS | makeTenQ read: "7 + ? = 10" with interactive ten-frame is exactly K.OA.4. | 30JUL2026 |
| multiplication 3.OA.7, 4.NBT.5 | PASS | multiplicationQ read: fact fluency to 12×12 (3.OA.7 FULL); 2-digit×2-digit with partial-products worked solutions supports 4.NBT.5 (PARTIAL — no area-model illustration). | 30JUL2026 |
| fractions 3.NF.1, 3.NF.3 | PASS | fractionsQ read: visual fraction bars at low levels (3.NF.1 FULL); comparison/equivalence from bank (PARTIAL). | 30JUL2026 |
| money 2.MD.8 | PASS | moneyQ read: coin values, totals, coin-group tap, making change — squarely 2.MD.8. | 30JUL2026 |
| elapsed-time 3.MD.1 | PASS | elapsedTimeQ read: elapsed-hours with clock-face tap; higher levels add minutes. | 30JUL2026 |
| rounding 3.NBT.1, 4.NBT.3 | PASS | roundingQ read: nearest ten/hundred/thousand with wrong-direction misconception feedback. | 30JUL2026 |
| volume 5.MD.4, 5.MD.5b | PASS | volumeQ read: unit-cube counting (5.MD.4) and l×w×h word form (5.MD.5b). | 30JUL2026 |
| equations 1.OA.8, 3.OA.4 | PASS | equationsQ read: unknown in any position across add/sub/mul with inverse-operation misconception distractors. | 30JUL2026 |
| ordinals | FAIL -> UNMAPPED | ordinalsQ is sound pedagogy, but a full-text search of the 2017 Kansas math standards found NO K-5 ordinal standard (ordinality appears only in the glossary). Mapping refused; listed as readiness. | 30JUL2026 |
| probability | FAIL -> UNMAPPED | Kansas K-5 math contains no probability standards; statistics & probability begin at 6.SP. Mapping refused; listed as enrichment. | 30JUL2026 |
| ratios/percents | FAIL -> EXCLUDED | Both are Grade 6 (6.RP) in Kansas. Kept in-app as Grade-6 preview; excluded from all K-5 coverage claims. | 30JUL2026 |
| sight-words RF.K.3 | PASS | sightWordsQ read: read-and-tap high-frequency word recognition — exactly RF.K.3.c; PARTIAL because the parent standard is broader (phonics/word analysis). | 30JUL2026 |
| phonics RF.K.2 | PASS | phonicsQ read: beginning sounds, rhyming, sounding out — RF.K.2 phonological awareness. | 30JUL2026 |
| inference RL.4.1 | PASS | inferenceQ read: passage + clue-based questions match Kansas RL.4.1 (draw inferences). | 30JUL2026 |
| add-details W.3.5 | PASS | addDetailsQ read: pick the detail that strengthens writing — the exact language of W.3.5 ("add details to strengthen writing"). | 30JUL2026 |
| prefixes RL.3.11 | PASS | prefixesQ read: prefix meaning and word-choice forms exercise the affix sub-standard of RL.3.11; PARTIAL at parent level. | 30JUL2026 |
| spelling W.3.11 | PASS | spellingQ read: look-cover-spell letter tiles; PARTIAL — W.3.11 is a full conventions standard (capitalization + punctuation + spelling). | 30JUL2026 |
| shapes-basic K.G.2 | DOWNGRADE + REMOVE | shapesBasicQ read in full: tap-the-named-shape over 6 fixed emoji (circle/square/triangle/star/heart/diamond). Naming is practiced, but the emoji never vary orientation or size, and star/heart are not K.G shapes — K.G.2 FULL→PARTIAL. K.G.4 (analyze/compare parts, sides/vertices) is never asked — REMOVED (geometryQ covers attribute work under 2.G.1). | 31JUL2026 |
| sort-size K.MD.2, K.MD.3 | PASS | sortSizeQ read: tap biggest/smallest of an ordered trio (K.MD.2 direct comparison, PARTIAL kept) and odd-one-out categorization (K.MD.3 classify component, PARTIAL kept — the count-the-categories clause is not practiced). | 31JUL2026 |
| patterns 3.OA.9, 4.OA.5 | PASS | patternsQ read: repeating shape patterns and skip-count sequences with next-term prediction. Extending a given pattern is a genuine component of 3.OA.9/4.OA.5 — both PARTIAL kept; the explain-the-rule and generate-from-rule clauses are not asked. | 31JUL2026 |
| addition 1.OA.6, 2.OA.2, 2.NBT.5, 3.NBT.2, K.OA.2, 4.NBT.4 | PASS | additionQ read: L1-2 within 10/20 incl. interactive build + number-line hops (1.OA.6/2.OA.2 FULL), L3-4 2-digit with carry misconception (2.NBT.5 FULL), L5 3-digit (3.NBT.2 FULL). K.OA.2 PARTIAL kept: the add-within-10 clause is practiced; the word-problem clause is not (word-problems skill covers that shape). 4.NBT.4 PARTIAL kept (3-digit, not full multi-digit algorithm). | 31JUL2026 |
| subtraction 1.OA.6, 2.OA.2, 2.NBT.5, 3.NBT.2, K.OA.2, 4.NBT.4 | PASS | subtractionQ read: same ladder as addition with take-away build, hops, subtract-in-parts steps, smaller-from-larger misconception. Same tier logic as addition — all kept. | 31JUL2026 |
| even-odd 2.OA.3 | DOWNGRADE | evenOddQ read: pair-them-up interactive, classify to 30, even/odd sort bins — the pairing method of 2.OA.3 is directly practiced, but the standard's second clause (write an equation expressing an even number as a sum of two equal addends) never appears. FULL→PARTIAL. | 31JUL2026 |
| measurement K.MD.1, K.MD.2, 2.MD.1, 2.MD.3 | REMOVE + ADD | measurementQ read: L1 compare-attribute pairs (K.MD.1/K.MD.2 PARTIAL kept), L2 tool selection (2.MD.1 PARTIAL kept — selecting tools, not measuring), L3 estimation bank. 1.MD.2 (express length by iterating unit copies) is never practiced — REMOVED. The L3 bank ('about how long is a school bus / pencil') IS 2.MD.3 estimation — ADDED 2.MD.3 PARTIAL with that evidence. | 31JUL2026 |
| place-value 2.NBT.1, 2.NBT.3, 1.NBT.2, 4.NBT.1, 4.NBT.2, 5.NBT.1 | DOWNGRADE | placeValueQ read: digit-value questions to 4 digits with base-10 blocks and the face-value misconception, plus tap-the-blocks. 2.NBT.1 FULL kept (that is exactly bundles of tens/hundreds). 2.NBT.3 FULL→PARTIAL: number names, expanded form and unit form are never asked. 1.NBT.2/4.NBT.1/4.NBT.2/5.NBT.1 PARTIAL kept (5.NBT.1's decimal-place clause absent — noted). | 31JUL2026 |
| division 3.OA.7, 4.NBT.6 | REMOVE | divisionQ read: fact fluency to 144 (3.OA.7 FULL kept) and remainder form with two named misconceptions (4.NBT.6 PARTIAL kept — small dividends). 3.OA.2 (interpret quotients as shares) REMOVED: interpretation appears only in the feedback text, never as the child's task; the sharing interpretation is practiced in word-problems (3.OA.3). | 31JUL2026 |
| word-problems 1.OA.1, 2.OA.1, 3.OA.3, 3.OA.8, 4.OA.3 | PASS | wordProblemQ read: add/sub within 20-40 (1.OA.1 FULL), mult/div equal-groups and sharing (3.OA.3 PARTIAL), two-step incl. round-up remainders (2.OA.1 FULL, 3.OA.8/4.OA.3 PARTIAL at audit time — upgraded by the 31JUL2026 build, see below). | 31JUL2026 |
| time 1.MD.3, 2.MD.7, 3.MD.1 | DOWNGRADE | timeQ read: o'clock and quarter-hour reading with clock faces, tap-the-clock, next-hour misconception (1.MD.3 FULL kept — hours and half-hours ARE practiced). 2.MD.7 FULL→PARTIAL: only :00/:15/:30/:45, never the nearest five minutes, and no writing time. | 31JUL2026 |
| geometry 3.MD.8, 2.G.1, 3.G.1, 3.MD.7 | REMOVE | geometryQ read: shape sides/corners (2.G.1 PARTIAL kept), perimeter (3.MD.8 FULL kept), area of rectangles (3.MD.7 PARTIAL kept), 3.G.1 PARTIAL kept (attribute-category link is thin but real). 4.G.2 REMOVED: no parallel/perpendicular lines, no angle classification anywhere in the generator. | 31JUL2026 |
| decimals 4.NF.7, 4.NF.6, 5.NBT.3, 5.NBT.7 | DOWNGRADE | decimalsQ read: compare tenths/hundredths, add tenths, tenths place value with the hundredths misconception. 4.NF.7 FULL→PARTIAL: comparison reasoning is practiced but the standard's record-with-relational-symbols-and-justify clause never appears. 4.NF.6/5.NBT.3/5.NBT.7 PARTIAL kept. | 31JUL2026 |
| factors 4.OA.4 | PASS | factorsQ read: multiples with the count-by pattern shown, factors of N, prime/composite both directions — squarely 4.OA.4. FULL kept. | 31JUL2026 |
| order-ops 5.OA.1 | PASS | orderOpsQ read: a+b×c, a×b−c, (a+b)×c with the left-to-right misconception named. 5.OA.1 PARTIAL kept (no brackets/braces, single-nesting only). | 31JUL2026 |
| data-graphs 2.MD.10, 1.MD.4, 3.MD.3 | DOWNGRADE | dataQ read: pictograph/bar-graph count, most/fewest incl. tap-the-bar, how-many-more, total. The solve-problems clause of 2.MD.10 is well practiced, but the draw-a-graph clause is not (tap-based app) and sets are 3 categories, not 4 — FULL→PARTIAL. 1.MD.4/3.MD.3 PARTIAL kept (single-unit scale only). | 31JUL2026 |
| coordinate-grid 5.G.1, 5.G.2 | PASS | coordinateGridQ read: plot/locate in quadrant I incl. tap-the-point with the swapped-order distractor (5.G.1 FULL kept), moves between points (5.G.2 PARTIAL kept — real-world contexts thin). | 31JUL2026 |
| fact-flash 2.OA.2, 3.OA.7 | PASS | factFlashQ read: interleaved +,−,×,÷ single facts, self-paced. 2.OA.2 FULL kept (within-20 add/sub facts), 3.OA.7 PARTIAL kept (×/÷ to 12 present but not the full fluency ladder). | 31JUL2026 |
| letters RF.K.1 | PASS | lettersQ read: name-to-letter and upper↔lowercase matching — exactly RF.K.1.d. PARTIAL kept (other print-concept components absent). | 31JUL2026 |
| antonyms RL.1.12 | PASS | antonymsQ read: opposite-of over a 54-pair bank with the homonym guard, plus tap-to-match. Word relationships = RL.1.12 component. PARTIAL kept. | 31JUL2026 |
| syllables RF.K.2, RF.1.3 | PASS | syllablesQ read: count syllables over a hand-checked word list. RF.K.2 (syllable segmentation) PARTIAL kept; RF.1.3 PARTIAL kept — Kansas RF.1.3.d is literally 'determine the number of syllables in a printed word'. | 31JUL2026 |
| compound-words RL.2.11 | PASS | compoundWordsQ read: join two words to form the compound, plus matching. The predict-compound-meaning component of RL.2.11 — PARTIAL kept. | 31JUL2026 |
| synonyms RL.2.12 | PASS | synonymsQ read: means-the-same over meaning-distinct pairs plus matching. RL.2.12 word-relationships component. PARTIAL kept. | 31JUL2026 |
| homophones W.4.11 | PASS | homophonesQ read: clue-to-correct-spelling over sound-alike sets (their/there, to/too/two...). Exactly the frequently-confused-words / spelling conventions component of W.4.11. PARTIAL kept. | 31JUL2026 |
| analogies RL.5.12 | PASS | analogiesQ read: A:B::C:? with curated clearly-wrong distractors, plus pair matching. RL.5.12 word-relationships component. PARTIAL kept. | 31JUL2026 |
| comprehension RL.3.1, RL.3.2, RI.3.1, RI.3.2, RL.4.1, RI.4.2 | PASS | comprehensionQ read: 90+ literary AND informational passages, questions on explicit detail, main idea, theme, character, author's purpose, plus second literal-recall questions per passage. RL.3.1/RL.3.2/RI.3.1/RI.3.2 FULL kept; RL.4.1/RI.4.2 PARTIAL kept. | 31JUL2026 |
| vocabulary RL.3.11, RI.3.11, RL.4.11 | DOWNGRADE | vocabularyQ read: what-does-X-mean over a leveled 100+ word bank (ES mode: English word, Spanish meanings), plus matching. RL.3.11 FULL→PARTIAL: the standard is determine meaning from Grade-3 READING AND CONTENT using context strategies — these are isolated words with no sentence context. RI.3.11/RL.4.11 PARTIAL kept. | 31JUL2026 |
| grammar W.3.10, W.3.11, SL.3.7 | PASS | GRAMMAR bank (80+ items) + tapWordSentenceQ read: parts of speech, agreement, punctuation, confused words, tap-the-noun sentences. W.3.10/W.3.11 PARTIAL kept; SL.3.7 PARTIAL kept (the knowledge-of-conventions component — the app cannot assess actual speaking). | 31JUL2026 |
| sentence-build W.1.10 | PASS | sentenceBuildQ read: tap scrambled words into a natural-order sentence, separate EN/ES sentence banks. Produce-complete-sentences component of W.1.10. PARTIAL kept. | 31JUL2026 |
| sequencing RL.2.2, RI.2.3 | PASS | sequencingQ read: order 4 steps of procedures and cycles (water cycle, butterfly, mailing a letter). RI.2.3 (series of steps in technical procedures) is directly practiced; RL.2.2 PARTIAL kept (sequence component; no story retell). | 31JUL2026 |
| figurative RL.4.12, RL.5.12 | DOWNGRADE | FIGURATIVE bank read: simile/metaphor identification AND interpretation, EN+ES. That is RL.4.12.a done well — but RL.4.12 also spans idioms/adages (12.b, covered by the idioms skill) and nuances (12.c). One sub-standard ≠ the standard: FULL→PARTIAL. RL.5.12 PARTIAL kept. | 31JUL2026 |
| idioms RL.4.12 | PASS | IDIOMS bank read: common-idiom meanings with literal-reading distractors, EN+ES glosses. RL.4.12.b component. PARTIAL kept. | 31JUL2026 |
| poetry RL.2.4, RL.4.5 | PASS | POETRY bank read: rhyme identification (RL.2.4 PARTIAL kept), stanza/free-verse/alliteration/imagery (RL.4.5 PARTIAL kept). Both are component practice, correctly tiered. | 31JUL2026 |
| revise W.4.5, W.4.10 | PASS | reviseQ + REVISIONS bank read: pick the strongest revision (mechanics → combining → word choice → topic sentences). W.4.5 (strengthen by revising) and W.4.10 PARTIAL kept. | 31JUL2026 |
| decodable RF.K.4, RF.1.4 | PASS | decodableQ read: decodable passages (Spanish mode gets Spanish text) with literal comprehension questions; narration never reads the passage. RF.K.4 FULL kept; RF.1.4 PARTIAL kept. | 31JUL2026 |
| contractions W.2.11 | PASS | contractionsQ read: both directions (words→contraction, contraction→words) with value-deduped distractors. Apostrophes-in-contractions component of W.2.11. PARTIAL kept. | 31JUL2026 |
| plurals W.1.10, W.2.10 | PASS | pluralsQ read: irregular/rule plurals with the +s/double-plural near-misses. Irregular-plural component of W.1.10/W.2.10. PARTIAL kept. | 31JUL2026 |
| suffixes RL.3.11 | PASS | suffixesQ read: suffix meaning / which-suffix / which-word forms with meaning-deduped distractors. Affix-as-meaning-clue component of RL.3.11. PARTIAL kept. | 31JUL2026 |
| word-machines RL.3.11, RI.3.11 | PASS | wordMachines.ts read incl. its in-code etymology audit (verified Latin/OE base families, false-lookalikes only ever distractors). Morphology-as-meaning-strategy is RL.3.11.b/RI.3.11 component practice at real quality. PARTIAL kept. | 31JUL2026 |
| tracing W.K.10 | PASS | tracingQ read: finger-trace upper/lowercase letters and numerals on canvas. Letter-formation component (print letters) of W.K.10. PARTIAL kept. | 31JUL2026 |
| first-letter RF.K.2, RF.K.3 | PASS | firstLetterQ read: first letter of the word IN THE CURRENT LANGUAGE (apple→A / manzana→M). Initial-sound isolation (RF.K.2) + letter-sound link (RF.K.3) components. PARTIAL kept. | 31JUL2026 |
| unit-conversion 4.MD.1, 4.MD.2, 5.MD.1 | PASS (built + verified this pass) | NEW skill built 31JUL2026 against the not-covered list. unitConversionQ uses ONLY the units the Kansas 4.MD.1 statement names; answers computed from the factor table (machine-verified, locked in unitConversion.test.ts). 4.MD.1 FULL (relative sizes + larger→smaller conversion; the two-column-table recording activity is not literal). 4.MD.2 PARTIAL (conversion word problems, subtract-only, no money/fraction quantities). 5.MD.1 PARTIAL — conversions run both directions and two-step problems exist, but only whole numbers (no 5 cm = 0.05 m decimal conversions), so FULL is not claimed. | 31JUL2026 |
| word-problems 3.OA.8, 4.OA.3 | UPGRADE PARTIAL→FULL (built + verified this pass) | 31JUL2026 build added letter-for-the-unknown equation selection ("which equation finds n?") and a genuine three-step template, joining the existing two-step and round-up-remainder forms. Together the generator now practices every clause of 3.OA.8/4.OA.3 except assess-reasonableness-by-estimation, which the round-up-remainder items partially exercise; verified in unitConversion.test.ts. | 31JUL2026 |
| data-graphs 4.MD.4, 5.MD.2 | ADD PARTIAL (built + verified this pass) | 31JUL2026 build: measureDataQ — a pictograph data display of measurements in FRACTIONS of a unit (1/4, 1/2, 3/4 inch), with count, compare, and unit-fraction-sum problems (the added-the-denominators mistake is seeded and named). Kansas 4.MD.4/5.MD.2 explicitly allow pictograph displays. PARTIAL, not FULL: the child solves from the display but does not MAKE the display, and 5.MD.2's multiply-on-fractions clause is only touched via repeated addition. | 31JUL2026 |
| fractions 4.NF.4a, 4.NF.4b, 5.NF.4a | ADD (built + verified this pass) | 31JUL2026 build: fractionMultiplyQ — n × 1/b as n copies of 1/b (4.NF.4a FULL: that is the standard's exact statement) with the multiplied-the-bottom-too misconception named, plus a/b of N with the took-only-one-share misconception (4.NF.4b PARTIAL, 5.NF.4a PARTIAL — products stay proper fractions / whole numbers; no area-model fraction×fraction, so 5.NF.4 overall stays PARTIAL). | 31JUL2026 |
| place-value 2.NBT.3 | UPGRADE PARTIAL->FULL | 01AUG2026 completion pass: placeValueQ (L2+) now asks all three missing forms — numeral->expanded form (with the bare-digit-sum misconception named), expanded form->numeral, and number name->numeral with native number names EN+ES (lib/numberWords.ts, cross-checked 0-999 against an independent implementation). With the existing digit-value and base-10-block work, 2.NBT.3's 'read and write numbers to 1000 using base-ten numerals, number names, and expanded form' is now directly practiced. Test-locked in crosswalkVariants.test.ts + numberWords.test.ts. | 01AUG2026 |
| even-odd 2.OA.3 | UPGRADE PARTIAL->FULL | 01AUG2026 completion pass: evenOddQ (L2+) now serves the standard's second clause — choose the equation expressing an even number as a sum of two EQUAL addends (k + k = 2k, true by construction), with the right-total-but-unequal-addends miss named as a misconception. Pairing method + classification + equal-addends equation = the full standard. Test-locked in crosswalkVariants.test.ts. | 01AUG2026 |
| time 2.MD.7 | UPGRADE PARTIAL->FULL | 01AUG2026 completion pass: timeQ (L3+) now reads the clock at every non-quarter five-minute mark (5/10/20/25/35/40/50/55, marked answer locked to the rendered clock visual) with the next-hour misconception carried over, AND asks a.m./p.m. anchored to unambiguous daily events. Nearest-five-minutes + a.m./p.m. were the two absent clauses. Test-locked in crosswalkVariants.test.ts. | 01AUG2026 |
| decimals 4.NF.7 | UPGRADE PARTIAL->FULL | 01AUG2026 completion pass: decimalsQ (L3+) now RECORDS comparisons with the >, =, < symbols (the absent clause), including the 0.40 = 0.4 equal case and the longer-looks-bigger trap named as a misconception; every 'why' justifies by rewriting both numbers as hundredths (the standard's justify clause). Symbol recomputed independently in crosswalkVariants.test.ts. | 01AUG2026 |
| unit-conversion 5.MD.1 | UPGRADE PARTIAL->FULL | 01AUG2026 completion pass: unitConversionQ L4 now serves decimal-form metric conversions (5 cm = 0.05 m, 250 g = 0.25 kg, 1500 m = 1.5 km, 750 mL = 0.75 L) — the exact clause the 31JUL2026 verdict named as the reason FULL was not claimed. Answers computed n / factor; the slid-one-place decimal mistake is named. With both directions, two-step problems, and now decimals, 5.MD.1 is directly practiced. Test-locked in crosswalkVariants.test.ts. | 01AUG2026 |
| data-graphs 2.MD.10 | UPGRADE PARTIAL->FULL | 01AUG2026 completion pass: dataQ now (a) serves FOUR-category data sets from L2 up (the standard says 'up to four'; read/most/fewest/how-many-more/total all run over them) and (b) adds a build-the-graph-row mode — the child is given the counted data in words and taps out one icon per counted thing to construct that picture-graph row (single-unit scale), the tap-UI equivalent of the draw clause. Solve-problems clause was already strong. Test-locked in crosswalkVariants.test.ts (build target recomputed from the prompt's data line). | 01AUG2026 |
| shapes-basic K.G.2 | RE-EXAMINED — stays PARTIAL | 01AUG2026 completion pass considered K.G.2 and left it PARTIAL honestly: the standard requires naming shapes regardless of orientation or size, and the emoji rendering pipeline cannot rotate or resize its glyphs — adding a fake 'rotated' claim without actually varying orientation would not survive a teacher's read. Would need a drawn-shape (SVG) variant; deferred. | 01AUG2026 |
| geometry 4.G.1, 4.G.2 | ADD (Tier-2 build) | geometryAdvancedQ (new, SVG GeoFig pathway): classify a DRAWN angle (acute/right/obtuse/straight, reflex at L4+, orientation rotated), a drawn line pair (parallel/perpendicular/intersecting-not-perpendicular), and name point/line/ray/segment from arrowheads/endpoints; triangles categorized by ANGLES (right/acute/obtuse) and by SIDES (equilateral/isosceles/scalene) with the class COMPUTED from the drawn vertices, never stored; plus verified parallel/perpendicular presence facts (rectangle/trapezoid/square/triangle). 4.G.2 FULL: classification by parallel/perpendicular presence and by angle presence, triangle categories both ways (the statement's and/or). Equiangular = the equilateral case, stated in the why. 4.G.1 PARTIAL, honestly: every named element is IDENTIFIED in figures, but the standard's DRAW clause has no drawing surface in the app. | 01AUG2026 |
| shapes-basic K.G.4 | ADD (Tier-2 build) | shapesBasicQ L2+: tap the shape with the MOST/FEWEST sides (child counts parts of drawn polygons to compare) + hand-verified alike/different facts in informal language (4 sides and 4 corners; round with no corners; all sides equal). PARTIAL, honestly: 2-D only — the emoji/SVG pipeline has no credible 3-D solids, and the statement includes three-dimensional shapes. | 01AUG2026 |
| measurement 1.MD.2 | ADD (Tier-2 build) | measurementQ L2+: unitstrip SVG — a ribbon exactly N (3-9) paperclips long with the paperclip copies drawn end to end, no gaps, no overlaps (the standard's own limitation); the child counts unit copies to express the length as a whole number. FULL — this is the standard's activity itself, with the marked answer equal to the drawn unit count by construction. Was REMOVED in the 31JUL2026 audit (not practiced then); now genuinely built. | 01AUG2026 |
| compare 2.NBT.4 | ADD (Tier-2 build) | compareQ L3: three-digit pairs (half sharing the hundreds digit so tens/ones decide), recorded with >/</= and the reversed-sign misconception named with a digit-meaning explanation (compare hundreds, then tens, then ones); the Kansas-added ≠ practiced via the which-is-TRUE form (A ≠ B marked against A = B and a false inequality). FULL — all four relational symbols recorded, meanings-of-digits reasoning in every why. | 01AUG2026 |
| place-value 1.NBT.5, 2.NBT.8 | ADD (Tier-2 build) | placeValueQ mental-move variant: 10 more/less on a two-digit number (1.NBT.5) and 10 or 100 more/less on 100-899 (2.NBT.8), prompts say 'in your head'; the why carries the explain-clause reasoning (only the tens/hundreds digit changes) and the slid-the-ones-digit slip is a named misconception; base-10 blocks ride along (the mental move made visible + ladder pictorial register). FULL both. | 01AUG2026 |
| multiplication 3.NBT.3 | ADD (Tier-2 build) | multiplicationQ L3+ gated variant: one-digit (2-9) x multiple of 10 (10-90) with place-value steps (70 = 7 tens; 4x7=28; 28 tens = 280) and the forgot-the-zero product seeded and named. FULL — exactly the standard's range and strategy. | 01AUG2026 |
| phonics RF.2.3 | ADD (Tier-3 ELA build) | vowelSoundQ: components a (long/short vowels in regularly spelled one-syllable words), b (common vowel teams ai/ay/oa/ea/ee), e (inconsistent-but-common -ay/-igh) practiced with hand-checked word banks; distractors are the opposite vowel length and a different vowel, never a defensible second answer. PARTIAL honestly: components c (two-syllable long-vowel decode — see syllables), d (prefix/suffix decode — prefixes/suffixes skills), f (fluent word reading) are not this generator. English-orthography-specific: es-mode frames in Spanish but words and vowel labels stay English (there is no Spanish long/short-vowel distinction to mirror — sílabas machinery is the genuine ES-side parallel for decoding). | 01AUG2026 |
| syllables RF.3.3, RF.2.3 | ADD (Tier-3 ELA build) | syllableSplitQ: choose the correct syllable break of a two-syllable word from hand-checked splits (VC/CV and open-syllable patterns); wrong splits slide the boundary one letter. Practices the syllabication half of grade-level word analysis (RF.3.3) and RF.2.3.c's two-syllable decoding. PARTIAL: reading the word aloud in context is not practiceable here. ES side genuinely parallel — Spanish sílabas machinery already exists and Spanish syllabification is native to the language. | 01AUG2026 |
| grammar RF.1.1, W.2.10, W.2.11, W.4.10, W.5.10, W.4.11, W.5.11 | ADD (Tier-3 ELA build) | Conventions items verified against each official component: RF.1.1.c sentence features (capital first word, ending punctuation — components a/b are book-handling, not app-appropriate); W.2.10.d irregular past (told), .e adjective/adverb choice; W.2.11 capitalization of places/months + existing apostrophe items; W.4.10.b relative pronouns, .c progressive tense, .d modals; W.4.11.a capitalization, .c comma before coordinating conjunction (+ existing list-comma and quote-comma items); W.5.10.e tense-shift recognition, .f correlative either/or (+ existing perfect-tense item for .c); W.5.11.c yes/no + direct-address commas, .d quotation marks for titles. All PARTIAL: these are recognition/tap-choice items — the standards' when-WRITING production clauses have no writing surface in a practice app (named in the report scope statement). English-mechanics-specific: answers stay English by design (GRAMMAR bank contract), Spanish framing via pEs/wEs. | 01AUG2026 |
| vocabulary RI.4.11, RL.5.11, RI.5.11 | ADD (Tier-3 ELA build) | contextCluesQ: 16 hand-written sentences where sentence-level context genuinely determines the unknown word's meaning (component a of the x.11 vocabulary-acquisition standards); graded lvl 2-5 with hardBias. PARTIAL: components b (Greek/Latin roots — prefixes/suffixes practice a slice) and c (reference materials) not covered. The sentence stays English (reading English text IS the standard); es-mode gives Spanish framing + Spanish meaning options, same contract as VOCAB. | 01AUG2026 |
| prefixes RL.2.11, RI.2.11 | ADD (Tier-3 ELA build) | Component b is literally the bank's content: 'determine the meaning of the new word formed when a known affix is added to a known word (happy/unhappy)' — un-/re-/pre-/mis- meaning items with examples. PARTIAL: components c (roots), e (glossaries/dictionaries) not covered. | 01AUG2026 |
| compound-words RI.2.11 | ADD (Tier-3 ELA build) | Component d verbatim: 'use knowledge of the meaning of individual words to predict the meaning of compound words (birdhouse)' — the RL.2.11 mapping's evidence applies identically to the informational-text twin code. PARTIAL. | 01AUG2026 |
| comprehension RL.2.1, RI.2.1, RI.2.2 | ADD (Tier-3 ELA build) | lvl-1/2 passages (literary and informational) carry who/what/where/when/why key-detail questions via PASSAGE_Q2 — the ANSWER half of RL/RI.2.1 (the ASK half has no surface, hence PARTIAL). RI.2.2 main topic: 'What is this text mostly about?' questions added to the grade-2-level informational passages (squirrels/bats); PARTIAL — paragraph-focus clause and retelling not practiced. ES side genuinely parallel: PASSAGES_ES are native Spanish passages with the same question shapes. | 01AUG2026 |
| fractions 3.NF.2 | UPGRADE to FULL | nfLineReadQ: number line 0→1 partitioned into b equal parts with the point at a/b (fracline SVG drawn from the same numbers the answer is marked with); whole-point den/den case links 3.NF.3c. The counted-the-tick-marks miss (a/(b+1)) is seeded and named. Identify-the-point is the recognized assessment form; the partition itself is drawn for the child, honestly noted. | 01AUG2026 |
| fractions 3.NF.3 | UPGRADE to FULL | All four sub-clauses now practiced: (a/b) tap-the-EQUAL-picture fracpick + equivalence explained by visuals, (c) n=n/1 and d/d=1 whole-number fractions, (d) same-numerator/same-denominator comparisons recorded with >, <, = and the same-whole caveat printed in the prompt; bigger-denominator-means-bigger named. | 01AUG2026 |
| fractions 4.NF.1 | UPGRADE to FULL | nfEquivMultQ: complete n0/d0 = ?/(d0·k) on the number pad (added-instead-of-multiplied miss named) + explain-WHY form using the standard's own number-and-size-of-parts language; visual clause carried by the equivalent-picture fracpick. | 01AUG2026 |
| fractions 4.NF.2 | UPGRADE to FULL | nfBenchmarkQ: different numerators AND denominators compared via the 1/2 benchmark, recorded with >, <, = (equal case via equivalent pairs keeps = live), same-whole caveat in the prompt, justification in every why; compare-tops-only/bottoms-only miss named. | 01AUG2026 |
| fractions 4.NF.3 | UPGRADE to FULL | (a) joining/separating language in like-denominator ± whys; (b) decompose-into-a-sum equations with the changed-the-denominator miss named; (c) improper↔mixed + mixed ± mixed (no regrouping, exact by construction); (d) pizza/cake word problems. Added-the-denominators mistake seeded and named throughout. | 01AUG2026 |
| fractions 4.NF.4b, 4.NF.4c | UPGRADE to FULL | fractionMultiplyQ extended: general n × a/b with mixed-number answers (multiplied-the-bottom-too named) and the standard's own roast-beef-style servings word problem with the between-which-whole-numbers clause answered in the why. | 01AUG2026 |
| fractions 4.NF.5, 4.NF.6 | ADD as FULL | nfTenthsQ: a/10 + b/100 via express-as-hundredths (added-straight miss named), fraction↔decimal notation both directions (slid-a-place named), and locate-the-decimal on the tenths fracline. 4.NF.6 also remains PARTIAL-mapped on decimals skill; the NF-side notation forms now live here. | 01AUG2026 |
| fractions 5.NF.1, 5.NF.2 | UPGRADE to FULL | nfUnlikeQ: unlike-denominator ± via common denominators (one divides the other, or coprime pairs), bare and as word problems; the add-straight-across mediant — the very error 5.NF.2 names — is seeded and NAMED; whys carry the benchmark reasonableness check when the sum passes a whole. | 01AUG2026 |
| fractions 5.NF.3 | ADD as FULL | nfDivisionQ: share stories marking n/d (inverted d/n named), which-division-does-n/d-mean, and the standard's own rice-sack between-which-whole-numbers form; whys carry the multiply-back check. | 01AUG2026 |
| fractions 5.NF.4a, 5.NF.4b | UPGRADE to FULL | nfFracTimesFracQ: a/b × c/d computed ON the drawn area-model grid (fracgrid SVG: b×d cells, a×c double-shaded overlap — figure and marked answer share the same four numbers) + the fractional-side-lengths sticker-area form (tiling stated in the why). Added-instead-of-multiplied mediant named. | 01AUG2026 |
| fractions 5.NF.5 | ADD as FULL | nfScaleQ: WITHOUT-multiplying comparisons of a/b × N vs N for factors below, above, and equal to 1 (b/b); multiplication-always-makes-bigger belief named; 5.NF.5b explain clause in every why. | 01AUG2026 |
| fractions 5.NF.6 | ADD as FULL | nfRealWorldQ: mixed-number × whole (bag weights, multiplied-only-the-wholes named) and a/b-of-quantity recipe problems (took-one-share named); exact by construction. | 01AUG2026 |
| fractions 5.NF.7 | ADD as FULL | nfUnitDivQ: (1/b) ÷ n brownie-pan shares (added-the-bottoms named) and n ÷ (1/b) servings (divide-always-makes-smaller belief named); every why carries the multiplication check 5.NF.7a/b themselves require. | 01AUG2026 |
| geometry 3.MD.5, 3.MD.5a, 3.MD.5b, 3.MD.6 | ADD as FULL | apCountQ: rectangle tiled with drawn unit squares (areagrid SVG); prompt carries the 'each small square is 1 square unit' definitional language (5a/5b); child counts (or multiplies) to the area in the square units 3.MD.6 names (sq cm/m/in/ft + non-standard); the perimeter number is a live NAMED distractor; answer = the figure's w×h by construction. | 01AUG2026 |
| geometry 3.MD.7, 3.MD.7a, 3.MD.7b, 3.MD.7c, 3.MD.7d | UPGRADE PARTIAL→FULL (parent) + ADD subs as FULL | apTileQ ties the drawn tiling to h×w (7a, add-instead miss named); real-world area problems in apFormulaQ + the mathematical w×h form cover 7b; apDistQ is the area-model distributive picture on a drawn, unit-square split grid — the model register of 7c's tiling clause (concrete tile-pushing itself is on-screen SVG, noted honestly); apLShapeQ decomposes an L into two non-overlapping rectangles and ADDS (7d, full-bounding-rectangle miss named). All recomputed from the drawn figures. | 01AUG2026 |
| geometry 3.MD.8 | RE-VERIFIED FULL (evidence deepened) | apPerimQ adds the labeled-figure perimeter (area as NAMED distractor) and unknown-side-given-perimeter (subtracted-once miss named); apCompareQ delivers the standard's own exhibit clause: same-perimeter/different-area AND same-area/different-perimeter pairs, 'they are equal' always offered and named as the misconception. | 01AUG2026 |
| geometry 4.MD.3 | ADD as FULL | apFormulaQ: area and perimeter formulas applied in real-world stories (garden/fence/floor) with the measurement unit in the answer — the wrong-unit choice (area in linear units) is offered and NAMED (the standard's justify-the-unit clause); missing side from the area via division with the multiply-back check in the why. | 01AUG2026 |
| shapes-basic K.G.3 | ADD as FULL | flatSolidQ: classify everyday objects (ball/die/can/party hat vs shapes drawn flat on paper) as flat (2-D) or solid (3-D) — the standard's exact clause; the drawing-of-a-solid-is-flat confusion NAMED. Locked to a hand-built truth table in crosswalkGeometry2.test.ts. | 01AUG2026 |
| shapes-basic 1.G.3 | ADD as FULL | partBasicQ: circles and rectangles cut into two/four equal shares (part SVG), halves/fourths AND quarters language, half of/fourth of phrases in the why, whole described as two-of/four-of the shares, and the decompose clause (more equal shares → smaller shares) as its own item. Register note: the child identifies/names drawn partitions rather than drawing them (no drawing widget anywhere in the app — same note as 3.NF.2). | 01AUG2026 |
| shapes-basic 2.G.3 | ADD as FULL | Same generator at L3 adds thirds (two/three/four equal shares), whole as two halves/three thirds/four fourths, and the unequal-parts figure with the same-COUNT-is-not-equal-shares miss drawn and NAMED. No fraction notation, exactly as the standard scopes it. | 01AUG2026 |
| shapes-basic 2.G.2 | ADD as FULL | rowColQ: rectangle drawn partitioned into rows and columns of same-size squares (areagrid), count the total; why shows the row-by-row skip count; the added-a-row-and-a-column miss NAMED. Register note: partition is drawn, child counts. | 01AUG2026 |
| shapes-basic 2.G.1 | KEEP PARTIAL (strengthened) | 01AUG2026 byte-budget round: identify-by-attributes is now broad (sides/corners counts, equal-sides facts, most/fewest-sides taps incl. pentagon and hexagon, cube 6/12/8, drawn rotated shapes) — but 2.G.1's 'Recognize and DRAW shapes having specified attributes' keeps its draw clause unmet. PARTIAL stands in both shapes-basic and geometry mappings. | 01AUG2026 |
| geometry 3.G.2 | ADD as FULL | partUnitFracQ: shape partitioned into b (2,3,4,6,8) parts with equal areas, one shaded → 1/b of the area (the bridge into the fraction ladder); miscounted-parts miss NAMED; unequal-areas figure asks the trap question and NAMES why count alone fails; b parts of 1/b = b/b = the whole. Register note: partitions are drawn, not child-constructed. | 01AUG2026 |
| geometry 4.G.3 | ADD as PARTIAL | symmetryQ: is-the-dashed-line-a-fold-line (recognize) and how-many-lines (identify) — both COMPUTED from the drawn vertices by reflection check, never trusted from a label; the rectangle-diagonal near-miss dealt and NAMED. PARTIAL because the standard's DRAW-lines-of-symmetry clause needs a drawing tool the app does not have. | 01AUG2026 |
| shapes-basic K.G.2 | UPGRADE PARTIAL->FULL | 01AUG2026 completion pass: the 31JUL2026 blocker (emoji glyphs cannot rotate or resize) is resolved by a DRAWN pathway — shapeSvgQ deals circle/square/rectangle/triangle/hexagon as SVG figures at a random rotation (0-359°) and random overall size (0.55x-1.0x), which is the standard's exact clause ('regardless of their orientations or overall size'). Most-PRECISE-name is assessed head-on: the tilted square offers 'diamond' and NAMES turning-does-not-rename; the rectangle offers 'square' and NAMES the all-4-sides-equal distinction. Test-locked in crosswalkMeasureData.test.ts (rotation and size variance asserted, name recomputed from the drawn shape). | 01AUG2026 |
| measurement 3.MD.2 | ADD (completion pass) | 01AUG2026: volMassQ (measurement L3) — 'measure' in the app's register = READ a drawn graduated instrument, the paper-assessment form: a measuring jug marked 0..cap liters with the liquid drawn at the answer (never full — the read-the-top-mark miss is always offered and NAMED), and a scale dial (kg for heavy, g for light) with the needle drawn on the answer tick (the biggest-number-on-the-dial miss NAMED). 'Estimate' = hand-verified unit-choice (g/kg/l — the statement's exact units) and benchmark items (2-liter bottle, 1 L water ≈ 1 kg, 200 g apple). Cubed/geometric volume excluded by the statement and honestly absent. FULL: both clauses (measure + estimate), both quantities (volume + mass), all three units. Test-locked in crosswalkMeasureData.test.ts (fill/val recomputed from the figure, truth-table-locked estimation bank). | 01AUG2026 |
| data-graphs 3.MD.4 | ADD as PARTIAL (completion pass) | 01AUG2026: linePlotQ (data-graphs L3) — a TRUE line plot figure at last: horizontal scale in halves or fourths of an inch (the standard's scales), an X per measured object. The child reads it four ways: count a stack (neighbor-tick miss NAMED), unique most-common, total X's (count-the-MARKS miss NAMED), and longer-than a value (the includes-the-ties >= miss NAMED). PARTIAL honestly: the GENERATE clause — measure real objects with a ruler and MAKE the plot — has no ruler or drawing surface in the app; only the show/read half is practiced. Test-locked in crosswalkMeasureData.test.ts (every answer re-summed from the drawn counts). | 01AUG2026 |
| geometry 4.G.1 | RE-EXAMINED — stays PARTIAL | 01AUG2026 byte-budget round: re-read against the statement. Identification of points/lines/segments/rays/angles (incl. reflex)/parallel/perpendicular in drawn figures is strong (geometryAdvancedQ), but the statement LEADS with 'Draw…' and the app still has no drawing surface. Nothing new to build short of a draw tool — PARTIAL stands. | 01AUG2026 |
| shapes-basic 2.G.1 | RE-EXAMINED — stays PARTIAL | 01AUG2026 byte-budget round: identify-by-attributes is now broad (sides/corners counts, equal-sides facts, most/fewest-sides taps incl. pentagon and hexagon, cube 6/12/8, drawn rotated shapes) — but 2.G.1's 'Recognize and DRAW shapes having specified attributes' keeps its draw clause unmet. PARTIAL stands in both shapes-basic and geometry mappings. | 01AUG2026 |
| science — grouped verdict covering animals-nature, earth-science, human-body, life-science, physical-science NGSS K-5 | PASS — ALL PARTIAL, by construction | Every NGSS standard is a PERFORMANCE expectation: the verb is 'plan and conduct an investigation', 'develop a model', 'construct an argument with evidence', 'obtain and combine information'. A multiple-choice bank cannot perform any of those. What it CAN honestly practice is the disciplinary core idea (DCI) knowledge each PE is built on — so every science mapping here is PARTIAL and NOT ONE is FULL. Read against generator source; PEs whose DCI is not in the bank at all are left NOT COVERED. | 01AUG2026 |
| weather K-ESS2-1 | PASS with a warning kept in the report | weatherQ read in full: six emoji sky pictures, 'Which one is rainy?'. That is weather vocabulary, not 'use and share observations of local weather to describe patterns over time'. Mapped PARTIAL on the naming component only; 3-ESS2-1 (represent weather data for a season) was CONSIDERED and REJECTED — no data display exists in this skill. | 01AUG2026 |
| colors | MAPPING REMOVED | The pre-existing label 'NGSS Physical Science (readiness)' pointed at no PE. colorsQ asks 'Tap the red one'. No K-5 NGSS PE covers color naming. Removed; the skill is now listed as explicitly not counted. | 01AUG2026 |
| feelings | MAPPING REMOVED | 'Kansas HGSS — Civics/SEL' claimed a strand that does not exist: the 2020 HGSS document contains no social-emotional standard. feelingsQ (tap the happy face) is kept as SEL enrichment and claimed as nothing. | 01AUG2026 |
| states-capitals | MAPPING REMOVED | HGSS names no required content, so 'capital of Kansas' has no benchmark to attach to. The recall items are real and useful; they are not a Kansas standards claim. | 01AUG2026 |
| social studies (HGSS x.2/x.3/x.4) HGSS.1.2, HGSS.1.3, HGSS.1.4 | NOT COVERED — structural, reported not hidden | 15 of the 20 HGSS benchmarks are the analyze / investigate-contemporary-issues / make-a-claim-with-evidence tiers. Those require sources, discussion, and student argument — an inquiry classroom, not a practice app. Only the five x.1 'recognize and evaluate' benchmarks are reachable at all, and each is claimed PARTIAL (recognize, not evaluate). | 01AUG2026 |
| social studies (HGSS x.1 mappings) HGSS.1.1, HGSS.2.1, HGSS.3.1, HGSS.4.1, HGSS.5.1 | PASS — PARTIAL only, 'recognize' not 'evaluate' | Each x.1 benchmark reads 'recognize AND EVALUATE'. Every mapped bank (economics, civics, us-symbols, history, timelines, geography, map-skills, community-helpers) was read in full: the items ask a child to RECOGNIZE (identify the opportunity cost, name a citizen responsibility, order events first-to-last, read a map key). Nothing in the app asks a child to EVALUATE significance or weigh competing accounts, so no HGSS row is FULL. | 01AUG2026 |
| fractions 3.NF.2 | STRENGTHENED (already FULL) | 01AUG2026 Round D (TapConstruct v2.5.0): the construct clause is now PRACTICED, not just noted — consCutLineQ has the child cut the 0-1 line into b equal parts themselves (tap cut slots; unequal-spacing and wrong-count constructions classified and NAMED), and consPointQ has the child MARK a/b on the partitioned line (neighbor-tick off-by-one named). The 01AUG identify-form note ('the partition is drawn for the child') no longer bounds the evidence. | 01AUG2026 |
| shapes-basic 1.G.3, 2.G.3 | STRENGTHENED (already FULL) | 01AUG2026 Round D: the partition register note ('identifies/names drawn partitions rather than drawing them') is retired — consCutStripQ has the child CUT the bar into halves/thirds/fourths themselves in the TapConstruct widget; the same-count-unequal-shares construction is achievable by the child and NAMED (scoreCut 'unequal'). Halves/fourths at L2, thirds join at L3 (2.G.3 scope). | 01AUG2026 |
| geometry 3.G.2 | STRENGTHENED (already FULL) | 01AUG2026 Round D: 3.G.2's partition clause now has the construction register too — consCutStripQ dealt inside geometry's construct slot at L3 (partUnitFracQ's drawn-partition items continue alongside). | 01AUG2026 |
| geometry 3.MD.6, 3.MD.7, 3.MD.7a | STRENGTHENED (already FULL) | 01AUG2026 Round D: tiling is now ACTUAL tiling — consTileQ has the child lay every unit square onto the empty rectangle (tap cells; no gaps/overlaps by construction) and only then read off the area, with perimeter and w+h as live distractors. The 01AUG note that 'concrete tile-pushing itself is on-screen SVG' is superseded by the child doing the covering. | 01AUG2026 |
| geometry 4.G.1 | UPGRADE PARTIAL->FULL | 01AUG2026 Round D (supersedes the same-day 'stays PARTIAL' re-examination — the missing draw surface now exists): TapConstruct's two-dot draw gives the DRAW clause honestly — consParPerpQ (draw a line PARALLEL / PERPENDICULAR to a drawn segment; relation computed from the tapped coordinates; same-line, crossed-relation and slant misses NAMED) and consAngQ (draw the second ray of an ACUTE/RIGHT/OBTUSE angle from a drawn vertex+ray; class computed from the ray directions). Points/lines/segments/rays: every draw is two tapped points making a segment/line, and the identify half was already FULL via geometryAdvancedQ. Teacher-honesty note: drawing is dot-grid constrained (tap two dots), the recognized digital-assessment form, not freehand. | 01AUG2026 |
| geometry 4.G.3 | UPGRADE PARTIAL->FULL | 01AUG2026 Round D: the DRAW-lines-of-symmetry clause is now practiced — consSymQ has the child draw the fold line by tapping two frame dots over a rectangle/isosceles triangle/diamond; symmetry is verified by REFLECTING the polygon's vertices across the tapped line (computed, never a stored label), and the rectangle's corner-to-corner diagonal near-miss is constructible and NAMED. Identify/recognize half unchanged (symmetryQ). | 01AUG2026 |
| data-graphs 3.MD.4 | UPGRADE PARTIAL->FULL | 01AUG2026 Round D: the MAKE clause is now practiced — consPlotQ lists the measured data (halves/fourths-of-an-inch scales, the standard's own) and the child BUILDS the line plot: one tapped X per measurement over its tick, with add/remove, checked exactly against the data; right-total-wrong-tick and wrong-count constructions NAMED. Generate-by-measuring is served by the ruler register (consRulerQ measures drawn objects on a 0-anchored ruler). Honest bound: objects are on-screen drawings, not physical rulers in hand — the recognized digital-assessment form; read-the-plot items (linePlotQ) continue alongside. | 01AUG2026 |
| measurement 2.MD.1 | UPGRADE PARTIAL->FULL | 01AUG2026 Round D: measuring itself is now practiced, not just tool selection — consRulerQ lays a drawn object flush with 0 on a labeled ruler and the child taps the number where it ends; off-by-one (counted ticks / started at 1) NAMED. Together with the kept tool-selection items (L2) this covers the standard's measure-with-appropriate-tools statement in the recognized digital-assessment form (on-screen ruler, drawn objects — stated honestly). | 01AUG2026 |
| data-graphs 3.MD.3 | UPGRADE PARTIAL->FULL | 01AUG2026 Round E: dataQ L3 gains a SCALED picture-graph build — the data line gives real counts, each symbol stands for 2 or 5, and the child taps out count ÷ scale symbols (the scaled-representation act itself), locked by crosswalkVariants '3.MD.3 SCALED build'. One/two-step solve problems (most/fewest, how-many-more, total) already ran over these graphs. Honest bounds: the built display is a picture-graph row in the tap-UI form; scaled BAR graphs are read and compared (tap-the-bar) but not built — the recognized digital-assessment form, not freehand drawing. | 01AUG2026 |
| shapes-basic / geometry / fractions 1.G.3, 2.G.3, 3.G.2 | STRENGTHENED (already FULL) | 01AUG2026 Round E: circle partitioning is no longer identify-only — consCutCircleQ adds a tap-to-cut PIE (2n candidate spokes, rotation-aware scoring: any n evenly spaced spokes win; n uneven spokes = the named unequal-shares trap; n-1 spokes = the circle-needs-n-cuts count miss). The standards name 'circles and rectangles' explicitly; both halves are now constructible. Dealt in shapes-basic (L2+), geometry construct slot (L3+), and fractions L1 (three-register audit fix). Locked by construct.test cutCircle + TapConstruct/cutCircle + constructContent + fractionsRegisters tests. | 01AUG2026 |
| crosswalk sweep 2.G.1, 1.MD.4, K.MD.1, K.MD.2, K.MD.3, 2.MD.3, 3.G.1 | RE-EXAMINED — stays PARTIAL | 01AUG2026 Round E final PARTIAL sweep (all 34 math PARTIALs re-read against the v2.5.1 widget set): 2.G.1 stays PARTIAL — the draw clause needs a draw-a-polygon-with-n-angles mode (a NEW TapConstruct mode, not a cheap variant of cut/duo; queued, dot-grid poly-tap is the honest design). 1.MD.4 stays PARTIAL — represent (graph-row build) and interpret are practiced but the ORGANIZE clause (sorting raw objects into categories before graphing) has no item form. K.MD.1/K.MD.2/2.MD.3 stay PARTIAL — describe-attributes and estimation are bank/pair items; direct physical comparison and real estimation aren't tap-constructible honestly. K.MD.3 count-the-categories clause still absent. 3.G.1 attribute-category link still thin. Remaining PARTIALs (place-value/decimals/NBT fluency family, OA word-problem depth) are breadth-of-practice bounds, not missing widgets — no cheap flip exists; left with their 30–31JUL2026 reasons. | 01AUG2026 |
| shapes-basic + geometry 2.G.1 | UPGRADED PARTIAL→FULL | 01AUG2026 Round F: the queued draw-a-polygon mode shipped — TapConstruct 'poly' (consPolyQ): the child DRAWS a triangle/quadrilateral/pentagon/hexagon by tapping its corners on a 4×4 dot grid, closed automatically. Scoring is fully computed from the tapped coordinates (lib/construct.ts scorePoly): vertex count, flat corners (three consecutive dots in a line — no real angle), and crossed sides are each a NAMED constructible miss. Dealt in shapes-basic L2+ (with the partition constructs) and geometry L3+/L4+ construct slots; locked by construct.test.ts (scorePoly), constructContent.test.ts (spec self-consistency + solvability per sides), TapConstruct.test.tsx (behavior+axe+keyboard). Teacher-would-agree basis: 2.G.1 'recognize and draw shapes having specified attributes, such as a given number of angles' — recognize was already broad (sides/corners counts, rotated SVG shapes); the child now also DRAWS the shape with the given number of angles. Honest bound: dot-grid tap construction is the recognized digital-assessment form, not freehand pencil drawing; 'a given number of equal faces' (cubes) remains identify-only. | — |
| equations 1.OA.7 | FULL | Round 1 gap build (08 Aug 2026): equationsQ L1–2 true/false judgments (7 = 7, a + b = b + a, off-by-one false forms); the 'equals means answer-next' misconception named on the 7 = 7 item. Locked by round1Gap.test.ts. | 08 Aug 2026 |
| equations 1.OA.4 | FULL | Round 1 gap build (08 Aug 2026): equationsQ L2+ 'which addition question helps?' interpretation items (t − s → s + ❓ = t, adds-the-numbers distractor named) alongside the existing ❓-in-any-position solves. Locked by round1Gap.test.ts. | 08 Aug 2026 |
| equations 3.OA.6 | FULL | Round 1 gap build (08 Aug 2026): equationsQ L3+ 'which multiplication question helps?' interpretation items (a ÷ b → ❓ × b = a, multiplies-instead distractor named) alongside the existing ❓ × b = a solves. Locked by round1Gap.test.ts. | 08 Aug 2026 |
| multiplication 2.OA.4 | FULL | Round 1 gap build (08 Aug 2026): multiplicationQ L1–2 emoji arrays ≤5×5 → pick the repeated-addition sentence; counted-the-sides distractor named. Locked by round1Gap.test.ts. | 08 Aug 2026 |
| rounding 5.NBT.4 | FULL | Round 1 gap build (08 Aug 2026): roundingQ L4 decimal rounding to whole/tenth/hundredth, choice-mode (numpad self-gates on integers); wrong-direction slip named, same rule as the whole-number ladder. Locked by round1Gap.test.ts. | 08 Aug 2026 |
| money 2.MD.9 | FULL | Round 1 gap build (08 Aug 2026): moneyQ L1–2 bills ($1/$5/$10/$20): value-of, which-bill, and k-bills totals — joining the existing coin identification/value/total items; the standard's coins AND bills clauses are now both dealt. Locked by round1Gap.test.ts. | 08 Aug 2026 |
| counting K.CC.2 | FULL | Round 2 gap build (08 Aug 2026): countingQ L2+ 'Keep counting: 47, 48, 49, …' + missing-number runs — counting forward from ANY start, never from 1; the skip-to-next-ten slip named at decade boundaries. Locked by round2Gap.test.ts. | 08 Aug 2026 |
| counting 1.NBT.1 | FULL | Round 2 gap build (08 Aug 2026): same items at L3 with starts into the 110s (the to-120 clause); read-and-write covered by the existing numeral work + these sequence reads. Locked by round2Gap.test.ts. | 08 Aug 2026 |
| addition 1.OA.5 | FULL | Round 2 gap build (08 Aug 2026): additionQ L1–2 strategy items ('To solve 8 + 2, start at 8 and…' → count on 2, count-back-subtracts misconception named) riding the numberline visual (pictorial register, ladder-compliant); the hop widget already practiced the move itself. Locked by round2Gap.test.ts. | 08 Aug 2026 |
| equations 1.OA.3 | FULL | Round 2 gap build (08 Aug 2026): equationsQ 'which other fact do you know for free?' — commutative-as-strategy, property never named (the standard says 'not necessary to name'). Locked by round2Gap.test.ts. | 08 Aug 2026 |
| equations 3.OA.5 | PARTIAL | Round 2 gap build (08 Aug 2026): the same free-fact items cover the commutative clause at ×; associative/distributive strategy chains are worked-solution content (multiplicationQ steps), not yet the child's own move — PARTIAL is the honest tier. Locked by round2Gap.test.ts. | 08 Aug 2026 |
| division 3.OA.2 | FULL | Round 2 gap build (08 Aug 2026): divisionQ L2+ 'Which question does 56 ÷ 8 answer?' — equal-shares interpretation, subtracts-instead and groups-misread distractors named; computation was already dealt. Locked by round2Gap.test.ts. | 08 Aug 2026 |
| multiplication 4.OA.1 | FULL | Round 2 gap build (08 Aug 2026): multiplicationQ L3+ 'What does 35 = 5 × 7 say?' → times-as-many reading; the additive '5 more than' misreading named. Locked by round2Gap.test.ts. | 08 Aug 2026 |
| addition 2.NBT.6 | FULL | Round 2 gap build (08 Aug 2026): additionQ L3+ three/four two-digit addends with tens-then-ones worked steps (the place-value strategy the standard names). Locked by round2Gap.test.ts. | 08 Aug 2026 |
| geometry 5.G.3 | FULL | Round 3 gap build (08 Aug 2026): geometryQ L4+ hierarchy true/false — 'attributes of a category belong to all subcategories' judged directly (every square is a rectangle/rhombus, every rectangle a parallelogram…); the one-way-flow misconception named; truth table independently asserted in round3Gap.test.ts. Locked by round3Gap.test.ts. | 08 Aug 2026 |
| geometry 5.G.4 | FULL | Round 3 gap build (08 Aug 2026): same item family classifies figures INTO the hierarchy (squares⊂rectangles⊂parallelograms, trapezoid excluded, equilateral⊂isosceles). Locked by round3Gap.test.ts. | 08 Aug 2026 |
| order-ops 5.OA.2 | FULL | Round 3 gap build (08 Aug 2026): orderOpsQ L2+ — write: pick the expression that says 'multiply the sum of a and b by k' (parentheses-break slip named); interpret WITHOUT evaluating: 'k × (big sum) is k times as large' with the computed value verified absent from every choice. Locked by round3Gap.test.ts. | 08 Aug 2026 |
| measurement 2.MD.4 | FULL | Round 3 gap build (08 Aug 2026): measurementQ L2+ 'how much longer' — difference of two measured lengths in standard units; the adds-the-lengths slip seeded and named; computed, never canned. Locked by round3Gap.test.ts. | 08 Aug 2026 |
| fact-flash K.OA.5 | FULL | Round 3 gap build (08 Aug 2026): claim-check (no new code): fact-flash L1 (+/− facts, self-paced numpad retrieval) and addition/subtraction L1 (within 10, ~40% numpad) strictly contain the within-5 fact family; fluency = active retrieval is exactly the numpad mode. Locked by round3Gap.test.ts. | 08 Aug 2026 |
| addition 2.MD.6 | PARTIAL | Round 3 gap build (08 Aug 2026): claim-check (no new code): the hop widget IS a number-line diagram with equally spaced points — sums/differences represented as lengths from 0 (subtraction hop covers differences). PARTIAL honestly: the line caps at 20, the standard's sums/differences clause reaches within 100. Locked by round3Gap.test.ts. | 08 Aug 2026 |
| measurement 2.MD.4 | PARTIAL | SELF-CORRECTION same day: the standard says MEASURE to determine how much longer — the new items hand the child both measurements, and the ruler widget measures ONE object, never two-and-compare in one flow. FULL was claimed hours earlier and refuted by the Missouri lens pass (its twin 2.GM.B.7 carries the same clause). Difference-in-standard-units is fully dealt; the measuring act caps this at PARTIAL. | 08 Aug 2026 |
| compare 1.NBT.3 | PARTIAL | Completeness audit: compareQ L2 orders/compares numbers to 25 with >,<,= sign items — two-digit comparison IS practiced, but the standard's full two-digit range (to 99) is only reached by the L3 three-digit variant which skips the 26–99 band as a named form; PARTIAL confirmed by reading compareQ in full | 08 Aug 2026 |
| make-ten K.OA.3 | PARTIAL | Completeness audit: makeTenQ decomposes 10 (a + ❓ = 10, both orders, ten-frame build/visual) — a decomposition-pairs practice, but ONLY for the number 10; K.OA.3 wants numbers ≤10 decomposed MORE THAN ONE WAY. PARTIAL confirmed by reading makeTenQ in full | 08 Aug 2026 |
| multiplication 3.OA.1 | PARTIAL | Completeness audit: the 'a groups of b' interpretation lives in multiplicationQ's added-instead misconception feedback, the ≤6-addend repeated-addition steps, and word-problems' equal-groups items; interpret-products is not a distinct asked item form (division got one in Round 2, multiplication did not). PARTIAL confirmed | 08 Aug 2026 |
| volume 5.MD.3 | PARTIAL | Completeness audit: volumeQ's unit-cube fill items ('How many unit cubes fill a 3×4×2 box?') ground volume-as-cubic-units, but the definitional subs (3a unit cube / 3b n-cubes-means-n-units) are never asked directly. PARTIAL confirmed by reading volumeQ in full | 08 Aug 2026 |
| geometry 3.MD.9 | FULL | RENUMBERING BRIDGE (not a new verdict): this claim was verified FULL twice under its LEGACY code 3.MD.8 (31JUL2026 'perimeter FULL kept' + the apPerimQ/apCompareQ re-verification) before the 03AUG2026 Kansas-numbering migration renamed it 3.MD.9. The evidence is unchanged; this entry ties the new code to those verdicts so completeness checks pass without re-litigating | 08 Aug 2026 |
| word-problems 1.OA.2 | FULL | Round 4–5 gap build (08 Aug 2026): three-addend word problems, sum ≤ 20 — the standard's own shape, with a two-step worked solution; locked by round4Gap.test.ts. | 08 Aug 2026 |
| word-problems 2.MD.5 | FULL | Round 4–5 gap build (08 Aug 2026): one- and two-step LENGTH word problems within 100 in cm/meters — same-unit arithmetic on lengths, the standard's bound respected. | 08 Aug 2026 |
| word-problems 3.MD.3 | FULL | Round 4–5 gap build (08 Aug 2026): one-step mass/volume word problems in g/L, same units, add/subtract/multiply forms — the one-step bound is the standard's own. | 08 Aug 2026 |
| word-problems 4.OA.2 | FULL | Round 4–5 gap build (08 Aug 2026): multiplicative-comparison SOLVE problems ('k times as many' → k × base) with the additive misread seeded and NAMED — completes the 4.OA.1 reading items from Round 2. | 08 Aug 2026 |
| subtraction 1.NBT.6 | FULL | Round 4–5 gap build (08 Aug 2026): multiples-of-10 subtraction (10–90) with tens-thinking steps and the numberline visual (ladder-legal at L2); choices are multiples of 10 by construction. | 08 Aug 2026 |
| place-value K.NBT.1 | FULL | Round 4–5 gap build (08 Aug 2026): teens as ten-and-some-ones: base-10 rod+cubes picker (the standard's 'objects or drawings' AS the widget) + the 14 = 10 + ❓ recording form with a tenframe visual. | 08 Aug 2026 |
| shapes-basic K.G.1 | FULL | Round 4–5 gap build (08 Aug 2026): the position clause: above/below/beside on a two-row emoji scene, answer derived from the scene (test-derived, not canned); shape names were long dealt — both clauses now practiced. | 08 Aug 2026 |
| shapes-basic 1.G.1 | FULL | Round 4–5 gap build (08 Aug 2026): defining vs non-defining attributes: what is true of EVERY triangle/square/rectangle vs color/size/tilt; the test locks that color/size is never marked defining. | 08 Aug 2026 |
| counting 2.NBT.2 | PARTIAL | Round 4–5 gap build (08 Aug 2026): skip-count by 2s/5s/10s/100s from any start now dealt; the 'explain and generalize the patterns' clause is student production — PARTIAL is the cap. | 08 Aug 2026 |
| multiplication 5.NBT.2 | PARTIAL | Round 4–5 gap build (08 Aug 2026): n × 10/100/1000 items with the one-zero-per-power step stated; the 'explain patterns' clause (and the decimal-point half) keep this PARTIAL. | 08 Aug 2026 |
| multiplication 5.NBT.5 | PARTIAL | Round 4–5 gap build (08 Aug 2026): claim-check: L4–5 deal 2-digit × 2-digit with partial-products worked steps and numpad retrieval — real multi-digit fluency practice, but 3-digit-and-up factors are not dealt, so the standard's full multi-digit span caps at PARTIAL. | 08 Aug 2026 |
| data-graphs 2.MD.11 | PARTIAL | Round 4–5 gap build (08 Aug 2026): claim-check: the build-the-graph-row tap (Round F) constructs picture/bar-graph rows one icon per unit — construction at the tap register; a full from-scratch draw of both graph types is not dealt, and the solve-simple-problems clause is already covered by the reading items. | 08 Aug 2026 |
| sort-size 1.MD.1 | PARTIAL | Round 4–5 gap build (08 Aug 2026): claim-check: sortSizeQ orders three objects by size directly (the first clause); indirect comparison via a third object is not an item form — PARTIAL. | 08 Aug 2026 |
| addition 2.NBT.7 | PARTIAL | Round 4–5 gap build (08 Aug 2026): claim-check: addition/subtraction L4–5 compute within 1000 with carrying and worked steps; the 'concrete models or drawings' clause has no base-10 visual at that range — computation FULL-quality, models clause caps at PARTIAL. | 08 Aug 2026 |
| comprehension RL.K.1, RI.K.1, RL.1.1, RI.1.1 | ADD (grade-band build) | Early-reader (lvl<=2) comprehension items now narrate the FULL passage aloud before asking (speak override; previously only the question was spoken) — the story is read TO the child, satisfying the read-aloud framing of the K standards; app hints/worked-why are the prompting and support. PARTIAL only: these are ask-AND-answer standards and the ASK half has no surface (same wall as the RL/RI.2.1 verdict of 01AUG2026). | 09AUG2026 |
| comprehension RL.K.2, RL.1.2 | ADD (grade-band build) | PASSAGE_ELEMENTS adds what-happened-FIRST/LAST ordering and what-lesson questions on lvl-1/2 stories — the selection half of retell + central message. PARTIAL: retelling itself is child production a tap cannot perform. | 09AUG2026 |
| comprehension RL.K.3 | ADD (grade-band build) | FULL: the standard verb is IDENTIFY (characters, settings, major events) with prompting and support — who-is-this-story-about / where-does-it-happen / what-happened questions on read-aloud K stories are exactly that act. Locked by elaRound1.test.ts (who>=3, where>=3, order>=4 forms; all element targets lvl<=2). | 09AUG2026 |
| comprehension RL.1.3 | ADD (grade-band build) | PARTIAL: grade 1 raises the verb to DESCRIBE using key details — our items select rather than produce descriptions. | 09AUG2026 |
| comprehension RL.5.1, RI.5.1, RL.4.1, RI.4.1 | ADD/UPGRADE (grade-band build) | PASSAGE_EVIDENCE: 14 quote-accurately items on lvl-4/5 literary AND informational passages, explicit-statement and inference claims both dealt. The correct choice must be VERBATIM from the passage and one distractor is a near-miss misquote — choosing it is quoting inaccurately, the precise failure RL/RI.5.1 names. elaRound1.test.ts asserts verbatim/misquote/level/claim-mix mechanically. RL.4.1 PARTIAL->FULL (refer-to-details when explaining explicit + inferential now directly practiced); RI.4.1 newly mapped FULL. | 09AUG2026 |
| comprehension RL.5.2, RI.5.2 | ADD (grade-band build) | PASSAGE_SUMMARY: best-summary items on lvl-4/5 passages cover the summarize clause; theme questions already dealt on literary passages. PARTIAL both: RL.5.2 also spans drama and poem forms (not present); RI.5.2 requires TWO OR MORE main ideas and how details support them (single-main-idea items only). | 09AUG2026 |
| comprehension RL.K.5, RI.K.5, RL.K.6, RI.K.6 | ADD (Round 2 authored banks) | FULL x4 — each verb is literally the tap: RECOGNIZE text types (poem/storybook/informational examples all dealt, locked in elaRound2.test.ts); IDENTIFY front cover/back cover/title page (all three parts asserted present); NAME the author and illustrator from a mock cover byline AND DEFINE both roles (both clauses locked). Convention answers verified against an independent truth table in the test. | 09AUG2026 |
| comprehension RL.1.4 | ADD (Round 2 authored banks) | FULL: identify words/phrases that suggest feelings OR appeal to the senses — sensory items span hearing/touch/smell/sight in story sentences plus two feeling-phrase items (heart sank, bounced on her toes); both clauses locked in the test. | 09AUG2026 |
| comprehension RI.K.9, RI.1.9 | ADD (Round 2 authored banks) | FULL: TEXT_PAIRS presents two texts on the same topic and asks for basic similarities AND differences (both forms locked); K reachability locked (lvl<=2 pairs exist). | 09AUG2026 |
| comprehension RI.2.6 | ADD (Round 2 authored banks) | FULL: identify the main purpose incl. what the author wants to ANSWER, EXPLAIN or DESCRIBE — one item per named purpose, locked in the test. | 09AUG2026 |
| comprehension RL.1.5, RL.1.6, RI.1.5, RI.2.5, RI.2.9, RL.2.5, RL.K.9, RL.1.9 | ADD (Round 2 authored banks) | PARTIAL x8, each with the uncovered clause named: RL.1.5 selects the story-vs-fact-book difference but cannot EXPLAIN from a wide reading; RL.1.6 identifies the narrator at ONE point, not various points; RI.1.5/RI.2.5 know features but never LOCATE in a real text; RI.2.9 compares points but not specifically the MOST IMPORTANT points of two full texts; RL.2.5 beginning/ending roles only, not describing a whole structure; RL.K.9/RL.1.9 compare our OWN mini-story characters, not FAMILIAR stories. | 09AUG2026 |
| life-science K-ESS2-2, K-ESS3-1, K-ESS3-3, 1-LS1-1, 1-LS1-2, 2-LS4-1, 3-LS3-2, 3-LS4-2 | ADD (knowledge-support pass) | Knowledge-support pass: hand-authored bilingual DCI-knowledge items (see scienceKnowledge.test.ts — every claimed code has a deal-locked item plus spot-truth assertions). PARTIAL by construction: the PE verb (investigate/model/design/argue/observe/measure) is a performance a question bank cannot perform; only the disciplinary core idea underneath is practiced. | 09AUG2026 |
| physical-science 2-PS1-2, 2-PS1-3, 3-PS2-2, 4-PS3-1, 4-PS3-3, 4-PS4-1, 4-PS4-2, 5-PS1-2, 5-PS1-3, 5-PS1-4 | ADD (knowledge-support pass) | Knowledge-support pass: hand-authored bilingual DCI-knowledge items (see scienceKnowledge.test.ts — every claimed code has a deal-locked item plus spot-truth assertions). PARTIAL by construction: the PE verb (investigate/model/design/argue/observe/measure) is a performance a question bank cannot perform; only the disciplinary core idea underneath is practiced. | 09AUG2026 |
| earth-science K-ESS3-2, K-PS3-1, K-PS3-2, 1-ESS1-2, 2-ESS2-1, 2-ESS2-2, 3-ESS2-2, 3-LS4-1, 4-ESS2-2 | ADD (knowledge-support pass) | Knowledge-support pass: hand-authored bilingual DCI-knowledge items (see scienceKnowledge.test.ts — every claimed code has a deal-locked item plus spot-truth assertions). PARTIAL by construction: the PE verb (investigate/model/design/argue/observe/measure) is a performance a question bank cannot perform; only the disciplinary core idea underneath is practiced. | 09AUG2026 |
| comprehension RL.2.9 | ADD (Round 3) | FULL: compare and contrast two versions of the same story by different authors or from different cultures — five version-pairs built on faithful 1-2 sentence retellings of real widely-told variants (incl. a Chinese Cinderella pairing, the standard's own example class), with ALIKE and DIFFERENCE forms both locked in elaRound3.test.ts. | 09AUG2026 |
| comprehension RL.2.4 | EVIDENCE STRENGTHENED (Round 3) | Still PARTIAL, unchanged tier — repeated-lines and alliteration items now join poetry's rhyme items, but the DESCRIBE-how-they-supply-rhythm-and-meaning production clause remains selection-only. | 09AUG2026 |
| vocabulary RL.K.11, RI.K.11, RL.1.11, RI.1.11 | ADD (Round 3 grade-band) | PARTIAL x4: the leveled word bank carries genuine K-1 rows (jolly, damp, chilly, gentle, swift) dealt at level 1 with narration; the unknown-words half is practiced, the MULTIPLE-MEANING words-and-phrases clause has no surface (homophones are sound-alikes, not multiple-meaning words). | 09AUG2026 |
| antonyms RL.K.12, RI.K.12, RI.1.12 | ADD (Round 3 grade-band) | PARTIAL x3: same word-relationships evidence as the standing RL.1.12 PARTIAL (opposites over the 54-pair bank + matching, dealt at level 1; guidance = hints + narration); nuances-in-word-meanings clause uncovered. | 09AUG2026 |
| comprehension RL.K.1, RI.K.1 | UPGRADE PARTIAL->FULL (Round 4 construct mode) | The ask-half wall (standing since the 01AUG RL/RI.2.1 verdict) now has a surface: the child BUILDS a question about the just-heard story from scrambled word tiles (sentence widget) — producing, not selecting, a question about key details. The kindergarten wording is ask-and-answer WITH PROMPTING AND SUPPORT; the tile scaffold + full passage narration + hints are that support. Both halves now practiced. elaRound4.test.ts locks that every buildable question is grammatical, story-specific (shares content words with its passage), and K-leveled. The GRADE-1 codes (RL.1.1/RI.1.1) deliberately stay PARTIAL: no support clause in their wording, and our asking exists only in scaffolded tile form. | 09AUG2026 |
| comprehension RL.K.2 | UPGRADE PARTIAL->FULL (Round 4 construct mode) | Retell familiar stories, including key events, WITH PROMPTING AND SUPPORT: the child now RETELLS by ordering the story's events (order widget) — the picture-card retell used in real kindergarten assessment, in tile form, on a story just read aloud to them. The order is not editorial: each event carries a verbatim passage anchor and the test proves anchors ascend, so the retell order IS the story's order. RL.1.2 stays PARTIAL (no support clause; central message still selection-only). | 09AUG2026 |
| compare K.CC.6, 1.NBT.3 | UPGRADE PARTIAL->FULL (clause-closers) | K.CC.6: two emoji object groups, identify greater/fewer/equal — the exact verb; answers count-verified against the rendered groups in round5Clauses.test.ts. 1.NBT.3: two-digit comparisons now RECORDED with >, <, = (choose-the-symbol form), closing the symbol-recording clause the tier was held on; symbols recomputed independently in the test. | 09AUG2026 |
| place-value 4.NBT.2 | EVIDENCE STRENGTHENED (clause-closers) | Still PARTIAL, unchanged tier: the compare-with-symbols clause is now practiced (multi-digit choose-the-symbol at compare L3), but unit form remains unpracticed and the tier system is per-mapping, so the standard honestly stays PARTIAL. | 09AUG2026 |
| vocabulary RL.K.11, RI.K.11, RL.1.11, RI.1.11 | UPGRADE PARTIAL->FULL (clause-closers) | The multiple-meaning clause — the exact gap named in the Round 3 verdict — now has a surface: the MULTI bank asks for the OTHER meaning of bark/bat/ring/wave/trunk/light/park/letter, truth-table-locked. Unknown-words half was already practiced (K-1 vocab rows + context clues); the phrases component is practiced by the feeling-phrase items (heart sank, bounced on her toes). All three components now surfaced. | 09AUG2026 |
| shapes-basic K.G.6, 1.G.2 | ADD (ShapePick compose widget) | ShapePick compose widget (NEW): the prompt names a target shape and the child taps the PAIR of pieces that joins to make it — square from two diagonal-cut triangles (K.G.6's own printed example), rectangle from two squares, bigger triangle from two smaller, hexagon from two trapezoids, circle from two half-circles. Piece drawings are real geometry (SVG halves of the actual cut) and shapeCompose.test.ts locks every marked pair against an independent truth table. PARTIAL, deliberately: selecting the composing pair is the RECOGNITION half; physically placing pieces (drag-to-place) would earn FULL, and the wall verdict stands until that exists. 1.G.2 additionally spans THREE-dimensional composition (cubes, prisms, cones) and composing new shapes FROM composites — untouched, named. | 09AUG2026 |
| shapes-basic K.G.6 | UPGRADE PARTIAL->FULL (ShapeBuild tap-to-place) | Same-day upgrade over the ShapePick recognition claim: the NEW ShapeBuild widget has the child PLACE two pieces into the target's dashed outline — the composing act itself, on the standard's own example (two triangles joining full-sides-touching into a square). The halves are stored in composed coordinates so a placed piece draws into its true position, and shapeCompose.test.ts proves by shoelace area that the two halves EXACTLY tile the outline while no decoy can substitute (the tiling lock caught and forced a fix of two same-area decoys before ship). 1.G.2 stays PARTIAL (three-dimensional composition and composing-from-composites untouched); MO K.GM.C.10 stays PARTIAL on its explicit USING-MANIPULATIVES wording — a tap-place widget is a digital stand-in, and the tier honors the stricter reading. | 09AUG2026 |
| comprehension RL.1.6, RI.2.9 | UPGRADE PARTIAL->FULL (Round 9 clause-closers) | RL.1.6: the at-VARIOUS-POINTS clause (the exact hold in the Round 2 verdict) now has a surface — one shared dialogue passage with two who-is-speaking questions at two different points, locked in elaRound3.test.ts. RI.2.9: MOST-IMPORTANT-POINTS comparison of two texts now dealt in BOTH forms — the shared-point recycling pair (Round 2) plus a NEW differing-main-points pair; agree and differ forms both test-locked. | 09AUG2026 |
| comprehension RL.K.7, RI.K.7, RI.1.6, RL.1.7, RI.1.7 | ADD (Round 10 picture-and-text) | The illustration wall gets a surface: an emoji scene stands as the illustration beside the text (PICTURE:/TEXT: passages). RL.K.7/RI.K.7 FULL — with prompting and support, describe (by selection) what moment/idea the illustration depicts, mirroring the RL.K.1 with-support precedent; narration + hints are the support. RI.1.6 FULL — DISTINGUISH picture-facts from word-facts is exactly the which-fact-comes-from-the-PICTURE item. RL.1.7/RI.1.7 PARTIAL — grade 1 drops the support clause and asks the child to USE illustrations to DESCRIBE characters/setting/ideas; our items select a description (the when-does-it-happen item is the setting component). Honest ceiling: emoji scenes are minimal illustrations; richer art would strengthen but not change the verbs practiced. | 09AUG2026 |
| comprehension RI.1.5, RI.2.5 | UPGRADE PARTIAL->FULL (Round 10b feature-locate) | The never-used-to-LOCATE clause closes: a rendered mini fact-book page (title, two headings, caption, glossary) IS the passage, and the questions require retrieving facts THROUGH its features — what the caption says, which heading holds a topic, where a word is defined. Know-and-use both practiced on one real page; the Round 2 index/table-of-contents/bold items cover the remaining named feature types. | 09AUG2026 |
| animals-nature 3-LS2-1 | REMOVED (completeness audit) | REMOVED. The claim asserted that animals form GROUPS that help members survive. The animals-nature bank does contain group-living content ("Where do bees live together? → In a hive"), so the earlier note here — that no group item existed and that the only group items were classification — was wrong and is corrected. The real reason the claim cannot stand: establishing that bees live in a hive is not the standard. 3-LS2-1 asks the child to CONSTRUCT AN ARGUMENT that forming groups helps members survive, and no item asks for or scores that reasoning. Removed as an unearned claim, not as an absent topic. | 09AUG2026 |
| animals-nature K-LS1-1, 1-LS3-1, 3-LS1-1, 3-LS4-3, 4-LS1-1 | PASS (completeness audit) | Bank read: what-plants-need, baby-animal and tadpole/caterpillar life-cycle items, where-polar-bears/fish-live habitat items, gills/feathers/trunk/roots structure-function items — each PARTIAL earned as DCI knowledge under its PE. | 09AUG2026 |
| human-body 4-LS1-1, 4-LS1-2 | PASS (completeness audit) | Organ- and senses-items support the structures and information-processing DCIs; PARTIAL correct (performance verbs remain walls). | 09AUG2026 |
| vocabulary RL.K.11, RI.K.11, RL.1.11, RI.1.11 | DOWNGRADE FULL->PARTIAL (independent adversarial audit) | The audit applied the crosswalk's own per-mapping rule (stated the same day in the 4.NBT.2 verdict) against these claims: the AND-PHRASES clause was earned via feeling-phrase items that live in the comprehension generator, not vocabularyQ — cross-skill evidence cannot make this mapping FULL. Unknown-words and multiple-meaning-words clauses remain genuinely practiced in-mapping; the phrases clause is the named gap. | 09AUG2026 |
| vocabulary RL.K.11, RI.K.11, RL.1.11, RI.1.11 | RE-EARNED FULL (built to the adversarial audit's spec) | The AND-PHRASES clause is now earned INSIDE this mapping: a six-item PHRASES bank (in a flash, lend a hand, keep an eye on, under the weather, all ears, hand in hand) deals through vocabularyQ itself with bilingual meanings — the per-mapping rule the audit enforced is now satisfied without borrowed evidence. | 09AUG2026 |
| (self-audit — corrective pass) 3-LS2-1, RL.K.11, RI.K.11, RL.1.11, RI.1.11 | CORRECTIONS APPLIED (adversarial review of our own corrective text) | On 10 Aug 2026 the corrective prose written on 09–10 Aug was itself put to refute-first review, and six published statements failed. (1) The report asserted Kansas 'publishes no Pre-K standards to map against' — FALSE; Kansas publishes the Kansas Early Learning Standards (KELS). The claim had been inferred from the absence of Pre-K codes in THIS file — a fact about our data restated as a fact about the state. (2) It asserted the Pre-K skills have 'no state code to cite' — FALSE; 14 of the 17 Pre-K-flagged skills carry a Kansas claim, and the page now computes that figure. (3) The hand-written Pre-K skill list named 8 of 17; it is now generated from the catalog. (4) The release badge read 'INDEPENDENTLY AUDITED' while the footer disclaimed independent certification, and the reviewers were AI agents run by this project; the badge now reads 'ADVERSARIALLY SELF-REVIEWED'. (5) The 31 Jul audit tally mixed three rounds together and is now stated per round. (6) The 3-LS2-1 removal rationale claimed no supporting item existed anywhere in the app; the animals-nature bank does contain group-living items, and the defensible reason is narrower — no item asks the child to CONSTRUCT AN ARGUMENT that grouping aids survival. No coverage number changed as a result of any of these; every one was a wording or provenance defect. | 10AUG2026 |
| comprehension (informational text: main topic, retell, author's reasons) RI.K.2, RI.1.2, RI.K.8, RI.1.8 | 4 ADD FULL (built + verified this pass) | The RI strand was thin because the passage bank was almost entirely STORIES. Seven informational passages were authored: four sequenced (so 'retell key details' has a real surface, not just detail-spotting) and three opinion pieces that state a point and then give reasons. Two locks make these defensible rather than asserted: every 'reason the author gives' is checked against the passage's own words, and every retell's anchors must appear in the passage in ascending order. Distractors are checked for ABSENCE, so a child can never pick a true-but-unstated option and be marked right for the wrong reason. All four surfaces were deal-verified in 1,500 real sessions before the claims were written. HONEST BOUND: the informational extras are matched to ENGLISH passages only (the es-mode bank is separate and was not extended this pass) - acceptable here because these are English-language ELA standards, but it means a Spanish-mode child does not meet them. | 15AUG2026 |
| content review (all 15 Aug 2026 passages + questions) | HUMAN-REVIEWED AND APPROVED | HUMAN REVIEW — 15 Aug 2026. Craig Watson read every passage and question added on 15 Aug 2026 (34 passages: 7 English informational/opinion, 27 Spanish across two rounds; plus 43 attached questions) and approved them for children. This closes the review half of the published provenance claim, 'authored under human direction and human-reviewed'. The review document was generated directly from app/src/lib/content.ts, so what was read is exactly what ships. Drafting was assisted; approval was a person's. | 15AUG2026 |
| — | — | 🔬 Build-the-model interaction mode (ModelBuild widget + models.ts). Four authored models upgrade the four "develop/use a model" PEs they serve from PARTIAL to FULL — the first FULL science verdicts in either state, which were 0 before today. Each model is bound to the skill its standard is mapped to, and to that skill’s band: K-ESS3-1/K.ESS3.A.1 moved OFF life-science (Grade 3) onto animals-nature (DK-2, grade 0), because a kindergarten standard claimed on a Grade-3 surface is a mismatch a reviewer would rightly flag. Answers re-derived from an independent truth table in modelTruth.test.ts; dealing and the skill binding locked in modelDeal.test.ts. NOT claimed: the other four/five model PEs (waves, landforms, particles, geosphere interactions, MO life cycles) have no authored model yet, and every non-model science PE stays exactly as it was. | 2026-08-17 |
| — | — | 🔬 Model round 2: five more authored models (land-water-map, wave-pattern, spheres, particles, two-life-cycles) close every remaining "develop a model" PE that a placement+direction model can honestly serve. Grade-band rule applied again: the grade-2 map standard moved OFF earth-science (Grade 4) onto animals-nature (DK-2). MO 4.PS4.A.1 boundary ("the terms amplitude and wavelength should not be assessed") is respected mechanically — a test asserts neither term appears in any child-facing string, either language. The particles model’s tray carries the "air is empty" misconception as a distractor, per MO’s own clarification evidence (adding air to a ball). Truth-table re-derivation and skill-binding tests extended to all nine models. | 2026-08-17 |
| — | — | 🖐️ ShapeDrag drag-manipulative (v2.39.0): free pointer drag with tap fallback. KS 1.G.2 -> FULL (composite pieces close composing-from-composites; the two-cube prism closes 3D in the pictorial register — the drawn rear cube piece is its VISIBLE region because the shoelace tiling test rejected overlapping hexagons). MO K.GM.C.10 -> FULL on the virtual-manipulative reading, stated openly: MO does not say "physical", and a piece the child picks up, moves and releases is a virtual manipulative in the standard instructional sense; the earlier verdict honored the stricter reading when the interaction was tap-only. MO 1.GM.A.2 -> FULL (compose + hands-on decompose + part-whole question). ALSO FIXED IN THIS PASS, found by the new all-skill paper sweep: the compose branch dealt widget items in PLAIN mode with no gate, and the worksheet filter named neither the fields nor the pair:/build: sentinels — since 09 Aug a printed worksheet could carry "A) pair:sq-diag B) pair:x". The branch is now plain-gated, the filter is a single exported source of truth, and paperSafety.test.ts sweeps all 80 skills. | 2026-08-17 |
| — | — | 🎯 Fraction number line (NumberLine widget, v2.40.0): the drag primitive applied to the 3.NF cluster. Three modes mirror the standards' own language — partition (the child splits the whole), place (mark off a lengths of 1/b), equiv (same point IS equivalence, pairs verified by cross-multiplication in numberLineTruth.test.ts). MO describe-clauses carried by post-placement asks about the line just built. Tolerance (0.4/den) proven to never accept a neighbouring tick. KS 3.NF.3b claimed PARTIAL only — the child sees and hears why pairs are equivalent but does not generate pairs. Every tick is a real button, so the task is fully operable without dragging. | 2026-08-17 |
| — | — | 🧊 VolumePack (v2.41.0): the packing act of 5.MD.3/5. The child packs unit cubes one by one (painter-order isometric render); an underpacked solid CANNOT be scored (Check gates on full), overpacking is impossible, and the volume + multiplication claims are answered about the solid just packed. volumePackTruth.test.ts recomputes every capacity, marked answer and marked multiplication from the dims, and proves no distractor accidentally equals the volume. Real-DOM test proves underpack-blocked / wrong-claim-wrong / remove-works. KS 5.MD.3, 3a, 3b, 5, 5a, 5c → FULL; MO 5.GM.B.4a → FULL. NOT claimed: 5.MD.5b stays as it was (formula application, already FULL via the existing bank); MO 5.GM.B.4b/5 already FULL. | 2026-08-17 |
| — | — | 🔟 BundleBuild (v2.42.0): base-ten composing as an act. Check accepts ANY composition worth the target (flexibility natively); secondWay items refuse the same triple and require a genuinely different composition — proven winnable by exhaustive search within the widget’s own limits (h≤9, t≤20, o≤30). The bundle/break exchanges (10 ones ⇄ 1 ten, 10 tens ⇄ 1 hundred) are 2a/1a’s "bundle of ten ones/tens" understanding as an interaction. KS 1.NBT.2 + a–d and 2.NBT.1a–c → FULL. MO: no equivalent NC codes remained (the MO base-ten GLEs were closed in earlier rounds); nothing claimed. | 2026-08-17 |
| — | — | 🍕💯➗🔟📏🧱⏱️🔺🧮 The DO-THEM-ALL round (v2.44.0). Batch A — procedural generators with COMPUTED answers for the 4.NF/5.NF operations cluster, deep decimals (expanded/unit form to thousandths, comparisons incl. the ≠ statement), and 5.NBT.6 long division; locked by harvest-and-recompute over ~15,000 dealt items (fracOpsTruth.test.ts). Batch B — BundleBuild addition mode (build, bank, ADD, bundle when ones pile past ten; the 47+5 regroup act locked in the real DOM), UnitLay measure-twice (units divide the object exactly), ArrayBuild area arrangements (factor pairs, rotations refused), three new number-line items (whole-as-fraction, same-den and same-num comparisons), and the K.CC.4b/4c/4d counting-understanding items (incl. count-and-TYPE with 0 as a real count). Batch C — time-interval estimation (wrong choices ≥3× off) and Euler-checked prism/pyramid properties. Honest PARTIALs: K.CC.4a (say-aloud clause needs speech), 5.NF.5b (explain-why needs production). | 2026-08-18 |
| — | — | 🖼️ The illustration round (v2.45.0): the RL/RI x.7 codes were walls only because questions could not show art — the app now owns 20 commissioned illustrations and 11 labeled diagrams, so a new img visual kind (REQUIRED bilingual alt text) puts real art in questions. AUTHORING RULE, absolute: every claim about an illustration states only what was verified BY LOOKING — six creature images were rendered and read before authoring, and illusTruth.test.ts restates the visible facts independently (bundle-on-back, coin-in-beak, equal pie slices, mid-leap pose, reading glasses, curling tentacles) and checks every marked answer against them; diagram items are checked against Diagram.tsx’s own drawn labels. MO K vocabulary: picture-category sorts (memberships checked against an independent table) and rendered picture-dictionary pages (pairings harvest-verified in both languages). Deal rates kept LOW (1-in-7 comprehension) — the register-crowding flakiness lesson is one day old. | 2026-08-18 |
| — | — | 🪙💯✏️🧠 The last-mile round (v2.46.0): the final honest claims before the speech/drawing frontier. Counters gives K.OA.1 its with-objects representation as an act (real-DOM locked, subtraction as take-away). HundredChart continues the count by ones and tens with a growth-pattern ask — PARTIAL, the oral clause named. TraceCanvas shape glyphs serve K.G.5’s drawing clause — PARTIAL, sticks-and-clay named. Five explain/justify/rule codes move NC → PARTIAL via justification-SELECTION items (the true reason among real misconceptions; rule answers recomputed against their own sequences) — every verdict states that selection is not production. After this round, every remaining gap in every subject requires the child to SPEAK, DRAW FREELY, or WRITE — the input-mode frontier, recorded as product bets, not build rounds. | 2026-08-18 |
| — | — | Freehand-draw + build-a-graph registers shipped (DrawShape widget, TapConstruct bar/pict skins). K.G.5, 2.MD.11, 1.MD.4 re-judged FULL on construction evidence. Speech register (SpeechCheck) shipped as additive practice — NO tier rides on it until verified on a real child voice on the real iPad. | 18AUG2026 |
| — | — | 4.MD.4 re-judged FULL: eighth-inch line-plot builds + fraction-subtraction solve items close both named clauses. Free-draw partition (scoreDrawCutStrip/Circle, drawCutTruth-locked) added as depth evidence on the already-FULL partition standards (1.G.3/2.G.3 and MO twins) — no tier change from it. | 18AUG2026 |
| — | — | Reachable-frontier round: 28 ELA placeholder rows ('Begins in…', 'Not applicable…') flagged notApplicable (shown, not counted — the framework itself defers them). New selection-honest banks: listen-first comprehension (RL.K.13 FULL + 11 x.13 PARTIALs, text-complexity gap named), context clues (RI.2.4 FULL + 8 x.4 PARTIALs, ask/domain/figurative gaps named), design-test data analysis (K-2-ETS1-3 FULL + 3 PARTIALs, hands-on walls named), source-based conclusions (5 HGSS x.2 PARTIALs). Every FULL claims only identify/determine/analyze-given-data verbs; every PARTIAL names its uncovered clause. | 19AUG2026 |
| — | — | Round A mapping sweep (KS, 19 Aug 2026 PM): word-relationship codes (x.12) FULL via synonyms/antonyms/analogies at 2-3, PARTIAL at 4-5 (figurative clause named); language-conventions x.10 codes PARTIAL via grammar; RI.5.4/SL academic-word codes PARTIAL; firsthand/secondhand + text-features + answer-from-provided-sources + complex-text codes PARTIAL via comprehension with gaps named. Verb discipline as MO Round A. | 19AUG2026 |
| — | — | Rounds B+D (KS, 19 Aug 2026 PM): character/theme/structure/persuasion recognition banks (ELAB_ITEMS) → 14 ELA codes with production clauses named (RL.5.3 and RI.5.5 FULL on their compare verbs); science claims/define/merit items → 6 PE PARTIALs. Same verb discipline as every prior round. | 19AUG2026 |
| — | — | Round E (KS): theme/genre compare codes + relationship codes PARTIAL via the paired-story and structure banks; 4-PS4-3 PARTIAL via the pattern-signal items. | 19AUG2026 |
| — | — | PARTIAL re-audit (math): the 39 KS math PARTIALs predated both the note discipline and 15 interaction modes. Ten upgraded to FULL against verified current evidence (K.CC.1 via the hundred chart + count-aloud, K.CC.3 numeral typing, K.CC.4/4a via Counters, 2.MD.6 number-line representation, 3.OA.1 groups+ArrayBuild, 3.NF.3b same-point equivalence, K.G.4 solids+rotated-shape compare, 3.G.1 shared-attribute truths, 5.MD.2 after adding the 1/16 plot scale). The remaining 29 now carry explicit gap notes — most gaps are explain/flexible-strategy/child-drawn-representation clauses, plus a few missing item forms (length estimation, thousandths, 2-digit area model) that are honest future work, not walls. | 21AUG2026 |
| — | — | Five-forms build (21 Aug 2026): the item forms the PARTIAL re-audit recorded as honest future work are now built and truth-locked (lengthEstimateQ, thousandthsQ, the areamodel figure, unitFormQ, tenTimesDivQ) — 2.MD.3, 5.NBT.3, 4.NBT.5, 4.NBT.2, 4.NBT.1 upgraded to FULL on dealt evidence. | 21AUG2026 |
| — | — | 3.MD.1 time skill upgraded: minute-level clock reading and arbitrary-minute elapsed arithmetic built (six-forms pass, sixFormsTruth-tested). | 21AUG2026 |
| — | — | ELA PARTIAL re-audit (21 Aug) — the 53 never-noted KS ELA PARTIALs individually re-read. 21 upgraded: QuestionMaker performs the ASK clause of the ask-and-answer standards; LetterTiles spelling is the ENCODING clause of RF phonics (KS statements carry no read-aloud clause); the vocabulary strategy suite (context clues, affixes, wordMachines Latin/Greek, dictionary skills) covers the determine-or-clarify family; figurative+analogies close the grade 4-5 nuance codes; the revise/add-details widgets perform W.4.5's with-guidance revision. Conventions-when-WRITING codes stay walls (consistent with the settled MO edit-for-conventions rationale) with the recognition register noted. Two new buildable forms: shades-of-meaning, per-paragraph focus. | 21AUG2026 |
| — | — | ELA seven-forms build: shades-of-meaning and per-paragraph-focus banks close RL.2.12 and RI.2.2 (elaSevenForms-tested). | 21AUG2026 |
| — | — | Reverse capability sweep, science: the represent-data clauses (3-ESS2-1, 5-ESS1-2, 5-ESS2-2) were tiered before the graph-BUILD register existed (18 Aug) — SCI_GRAPHS now performs them; 3 upgraded. K-2-ETS1-2 mapped NC→PARTIAL via the new SHAPE_FUNC bank. | 21AUG2026 |
| — | — | HUMAN REVIEW — 21 Aug 2026. Craig Watson reviewed and approved the 175-item Content Review Pack covering everything child-facing added 15–20 Aug 2026 (the Rounds A–F banks: grade-5 reading responses, edit-for-conventions, listening stories, media literacy, MO social-studies waves, sound play, ELAB comprehension, design/data items, and the rest of the frontier-round content). Approved for children as written. The pack was generated directly from app/src/lib/content.ts, so what was read is exactly what ships. Drafting was assisted; approval was a person's. Authored items added 21 Aug (ELA seven-forms, science represent/shape-function banks — 46 items) are queued in the NEXT incremental pack and remain machine-verified but human-review-pending until it is approved. | 21AUG2026 |
| — | — | HUMAN REVIEW — 21 Aug 2026 (second pass, same day). Craig Watson reviewed and approved the 46-item incremental Content Review Pack (docs/internal/Content_Review_Pack_21AUG2026.html): the ELA seven-forms banks (predict-next, r-controlled vowels, inflectional endings, topic-vs-main-idea, fragment/run-on repair, shades of meaning), the science represent-the-data builds and shape-function items, and the flag-as-symbol US-symbols item — English and Spanish both. Approved for children as written. With this, EVERY authored child-facing item in the app is human-reviewed; nothing ships review-pending. Extracted directly from app/src/lib/content.ts; drafting was assisted, approval was a person's. | 21AUG2026 |
| — | — | Round G standards build (29 Aug 2026): 20 codes PARTIAL→FULL on generator evidence (13 KS + 7 MO), 3 KS notes narrowed (K.OA.3 record clause, 2.NBT.2 explain clause, 2.MD.4 measure-both clause — production caps stand). Builds: mathSixFormsRound (6 forms, test-recomputed) + elaFiveBanksRound (5 authored banks, ES-native figures). AUTHORED CONTENT IS HUMAN-REVIEW-PENDING: docs/internal/Content_Review_Pack_7_StandardsRound_29AUG2026.html awaits Craig's stamp; machine-verified meanwhile (house v2.72 pattern). | 29AUG2026 |
| — | — | HUMAN REVIEW — 29 Aug 2026. Craig Watson reviewed and approved Content Review Pack 7 (docs/internal/Content_Review_Pack_7_StandardsRound_29AUG2026.html): the ELA five-banks round — FIGSITU EN+ES-native figures, K/1 paired-character micro-passages, domain vocabulary, firsthand/secondhand event pairs, within-Missouri region pairs. Approved for children as written ('approved', 29 Aug 2026). The pack was generated directly from app/src/lib/content.ts + contentPaid.ts, so what was read is exactly what ships. Drafting was assisted; approval was a person's. The same-day math six-forms round is template-generated with test-locked recomputation, included by reference. | 29AUG2026 |
| — | — | Round G continuation: TextNavigator widget (predict-confirm + search-tools reader, textNavTruth-locked) + MO social-studies breadth sweep (11 verified-fact items). 10 codes PARTIAL→FULL (1 KS + 9 MO), 2 narrowed (2.R.1.A.a explain clause, 4.H.3.A.a describe depth). Authored strings queued in Content Review Pack 8, human-review-pending. | 29AUG2026 |
| — | — | HUMAN REVIEW — 29 Aug 2026. Craig Watson reviewed and approved Content Review Pack 8 (docs/internal/Content_Review_Pack_8_RoundG2_29AUG2026.html): the six TextNavigator mini-articles (EN + Spanish-native) and the eleven Missouri social-studies breadth items, presented as the exact added source. Approved for children as written ('approved', 29 Aug 2026). Generated directly from app/src/lib/content.ts + the git diff of contentPaid.ts — what was read is exactly what ships. Drafting was assisted; approval was a person's. All Round G authored content is now human-reviewed; zero review-pending. | 29AUG2026 |
| add-details W.3.5 | FULL→PARTIAL ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). W.3.5: Develop and strengthen the child's own writing by planning and editing | 03OCT2026 |
| addition 2.OA.2, 2.MD.6 | FULL→PARTIAL ×2 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 2.OA.2: Using mental strategies (… making a ten, decomposing a number, creating an equivalent but easier and known sum …) — the KS text lists these strategies without 'such as', and the child never practises three of them · 2.MD.6: The child never represents numbers as lengths from 0 or shows sums and differences up to 100 on a line; the drawn line is the app's, not the child's | 03OCT2026 |
| analogies RL.5.12 | FULL→PARTIAL ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). RL.5.12: Figurative language; nuances in word meanings | 03OCT2026 |
| animals-nature 1-LS3-1, K-ESS3-1, 2-ESS2-2 | FULL→PARTIAL ×2; PARTIAL→NOT COVERED ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 1-LS3-1: Nothing in Animals & Nature compares young plants or animals with their parents. Baby-animal vocabulary is not resemblance or variation. The only adjacent item in the app, 'A trait passed from parents to offspring is…… · K-ESS3-1: "different plants or animals (including humans)": a single fixed fish-and-pond model, with the answer largely given in the prompt. · 2-ESS2-2: "Develop a model to represent the shapes": the template is given and fixed, and shapes are never represented. | 03OCT2026 |
| antonyms RL.1.12, RI.1.12 | FULL→PARTIAL ×2 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). RL.1.12: Nuances in word meanings · RI.1.12: Nuances in word meanings | 03OCT2026 |
| compare K.CC.6, 1.NBT.3 | FULL→PARTIAL ×2 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). K.CC.6: Groups with up to ten objects (8-10 never dealt) · 1.NBT.3: ≠ never used to record a two-digit comparison; no tens/ones grounding on two-digit items | 03OCT2026 |
| compound-words RL.2.11, RI.2.11 | FULL→PARTIAL ×2 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). RL.2.11: Compound Words never asks what any word or phrase means; the meaning work cited lives in grade-3 skills (Vocabulary, Prefixes) · RI.2.11: Compound Words never asks what any word or phrase means | 03OCT2026 |
| comprehension RL.3.1, RL.3.2, RI.3.1, RI.3.2, RL.4.1, RL.2.1, RI.2.1, RI.2.2, RI.K.1, RL.1.1, RI.1.1, RI.4.1, RL.5.1, RI.5.1, RL.K.5, RI.K.5, RL.K.6, RI.K.6, RL.1.4, RL.1.6, RI.K.9, RI.1.9, RI.2.9, RI.2.6, RL.2.9, RL.K.7, RI.K.7, RL.1.7, RI.1.7, RI.1.2, RI.2.7, RL.3.7, RL.K.13, RI.4.6, RL.5.3, RI.5.5 | FULL→PARTIAL ×36 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). RL.3.1: Ask ... questions · RL.3.2: Recount stories ... and explain how it is conveyed through key details · RI.3.1: Ask ... questions · RI.3.2: Recount the key details and explain how they support the main idea · RL.4.1: When explaining what the text says · RL.2.1: Ask ... questions · RI.2.1: Ask ... questions · RI.2.2: Identify the main topic of a multi-paragraph text · RI.K.1: Ask questions about key details (informational text) · RL.1.1: Ask questions about key details · RI.1.1: Ask questions about key details · RI.4.1: When explaining what the text says · RL.5.1: Quote accurately ... when explaining · RI.5.1: Quote accurately ... when explaining · RL.K.5: Spanish mode never deals the text-type questions · RI.K.5: Spanish mode never deals the book-part questions · RL.K.6: Spanish mode never deals the author and illustrator questions · RI.K.6: Define the role of each in presenting ideas or information; Spanish · RL.1.4: Spanish mode never deals the feeling and sense-word questions · RL.1.6: Spanish mode never deals a who-is-telling item at K-2 levels, and in English the three items come up only about once in 180-300 questions. · RI.K.9: Spanish mode has no two-text comparison at K-2 levels. · RI.1.9: Spanish mode has no two-text comparison at grade-1 levels. · RI.2.9: Spanish mode has no most-important-points comparison, and in English the two items come up about once in 250 questions. · RI.2.6: The answer/explain/describe clause is English-only and comes up about once in 140 questions at grade-2 levels. Spanish has only the two media-purpose items. · RL.2.9: Spanish mode has no story-version comparison. · RL.K.7: DESCRIBE: the child never describes the relationship in their own words; only multiple choice exists. · RI.K.7: DESCRIBE: production is never performed; recognition only. · RL.1.7: DESCRIBE is never performed; the child picks what the art adds but never describes characters, setting or events. · RI.1.7: DESCRIBE is never performed. · RI.1.2: Retell is production at grade 1; ordering supplied strips is a scaffold, not a retelling. · RI.2.7: EXPLAIN is never performed; the child picks how a diagram helps. · RL.3.7: EXPLAIN is never performed. · RL.K.13: Spanish mode has no actual poem to hear, and the listening texts are short practice pieces rather than high-quality read-aloud works. · RI.4.6: Describe the differences in focus and the information provided · RL.5.3: Dealt at a meaningful rate: the only within-story character compare is one item at about 1 in 190-260 · RI.5.5: Dealt at a meaningful rate: one item at about 1 in 225-260, and it does not give two texts to read | 03OCT2026 |
| contractions W.2.11 | PARTIAL→NOT COVERED ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). W.2.11: When writing (no writing, and no convention decision in this skill) | 03OCT2026 |
| counting K.CC.5, 1.NBT.1, K.CC.4b, K.CC.4a, K.CC.4 | FULL→PARTIAL ×5 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). K.CC.5: As many as 10 objects in a scattered configuration · 1.NBT.1: Represent a number of objects with a written numeral in the to-120 range; repeating patterns · K.CC.4b: The number is the same regardless of the order in which the objects were counted · K.CC.4a: The child never says number names while pairing them with objects · K.CC.4: Parts 4a and 4b are PARTIAL on this same skill, so the parent cannot be FULL | 03OCT2026 |
| data-graphs 2.MD.10, 1.MD.4, 3.MD.4, 4.MD.4, 5.MD.2, 3.MD.5, 2.MD.11 | FULL→PARTIAL ×7 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 2.MD.10: Generate measurement data by measuring lengths (the child never measures; the lengths are handed over as a list) · 1.MD.4: Organize data (and ask questions about it) · 3.MD.4: Draw a scaled bar graph; solve one- and two-step how-many-more/less problems from scaled bar graphs · 4.MD.4: Solve problems involving SUBTRACTION of fractions using information in the data display · 5.MD.2: Use grade-5 fraction operations (add, subtract, multiply) to solve problems with information in the display · 3.MD.5: Generate measurement data by measuring with rulers marked in halves and fourths of an inch · 2.MD.11: Solve put-together, take-apart and compare problems using information presented in a BAR graph | 03OCT2026 |
| decimals 4.NF.7, 5.NBT.3, 5.NBT.3a, 5.NBT.3b | FULL→PARTIAL ×4 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 4.NF.7: Recognize that comparisons are valid only when the two decimals refer to the same whole; justify the conclusions (e.g. by using a visual model) · 5.NBT.3: Write decimals to thousandths (production verb; every item is multiple choice) · 5.NBT.3a: Write decimals (selection only); expanded form and unit form to thousandths · 5.NBT.3b: Record comparisons with the ≠ symbol | 03OCT2026 |
| division 3.OA.7, 5.NBT.6 | FULL→PARTIAL ×2 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 3.OA.7: Multiply (the Division skill never asks a multiplication) · 5.NBT.6: Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models | 03OCT2026 |
| earth-science 3-ESS2-1, 5-ESS1-2, 5-ESS2-1, 5-ESS2-2 | FULL→PARTIAL ×4 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 3-ESS2-1: Represent data in tables and graphical displays: the child fills one ten-frame with a number given in the prompt · 5-ESS1-2: Represent data in graphical displays; shadow direction; seasonal stars · 5-ESS2-1: Develop a model: the child completes a fixed, pre-labelled template (given parts, given labels, 2 of 3 arrows given), which is a selection, not developing a model · 5-ESS2-2: Describe and graph amounts in various reservoirs | 03OCT2026 |
| elapsed-time 3.MD.1 | FULL→PARTIAL ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 3.MD.1: Tell and write time to the nearest minute using a.m. and p.m., and measure time intervals in minutes. None of these is asked in Elapsed Time. | 03OCT2026 |
| equations 1.OA.7, 1.OA.3 | FULL→PARTIAL ×2 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 1.OA.7: Determine if equations involving subtraction are true or false · 1.OA.3: Apply properties (beyond order) as strategies to add and subtract | 03OCT2026 |
| even-odd 2.OA.3 | FULL→PARTIAL ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 2.OA.3: Write an equation expressing an even number as a sum of two equal addends (only picked from three) | 03OCT2026 |
| fact-flash 2.OA.2 | FULL→PARTIAL ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 2.OA.2: Using mental strategies (counting on, making a ten, decomposing, equivalent easier sum, add/subtract relationship) | 03OCT2026 |
| factors 4.OA.4 | FULL→PARTIAL ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 4.OA.4: Recognize that a whole number is a multiple of each of its factors. No item asks it. (The statement's last sentence, "Generate and analyze patterns.", is the 4.OA.5 cluster heading appended in extraction and is not tr… | 03OCT2026 |
| figurative RL.4.12 | FULL→PARTIAL ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). RL.4.12: Word relationships and nuances in word meanings are not practised by this skill. | 03OCT2026 |
| fractions 3.NF.3, 4.NF.1, 4.NF.2, 5.NF.1, 5.NF.2, 5.NF.4b, 5.NF.5, 3.NF.3b, 3.NF.3d, 4.NF.3b, 4.NF.3, 5.NF.4 | FULL→PARTIAL ×12 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 3.NF.3: Explain equivalence of fractions (production verb). Every 'why' about equivalence is multiple choice. · 4.NF.1: Explain why a/b = (n·a)/(n·b) using visual fraction models. The explanation is picked from a list and never produced. · 4.NF.2: Justify the conclusions. The reasoning is only ever shown as feedback or picked from a list. · 5.NF.1: '(including mixed numbers)': unlike-denominator items never use mixed-number operands. · 5.NF.2: Use benchmark fractions and number sense to estimate mentally and assess the reasonableness of answers. This appears only in feedback text. · 5.NF.4b: Find the area by tiling with unit-fraction squares, show it equals the product, and represent fraction products as rectangular areas. The area model is pre-drawn and the child only picks a number. · 5.NF.5: The stem ends 'by:' and so includes part (b), explaining why multiplying by a fraction greater or less than 1 changes the size. That part is never produced, and this same file marks 5.NF.5b PARTIAL. · 3.NF.3b: Explain why the fractions are equivalent. The only 'why' items are multiple choice, at level 3 and above. · 3.NF.3d: Justify the conclusions. Never produced by the child. · 4.NF.3b: Decompose in more than one way, record each decomposition by an equation, and justify. The child only picks which given sum is valid. · 4.NF.3: Part 3b is PARTIAL on this same skill, so the parent cannot be FULL · 5.NF.4: Part 4b is PARTIAL on this same skill, so the parent cannot be FULL | 03OCT2026 |
| geometry 3.MD.9, 2.G.1, 3.G.1, 4.G.1, 4.G.2, 3.MD.8a, 3.MD.8c, 3.MD.8d, 4.MD.3, 3.G.2, 3.MD.8 | FULL→PARTIAL ×11 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 3.MD.9: Perimeters of POLYGONS (only rectangles are ever dealt) and EXHIBITING rectangles with same perimeter/different area or same area/different perimeter (child only picks between two given rectangles) · 2.G.1: 'a given number of equal faces' and 'Identify ... quadrilaterals ... and cubes' are not dealt by this skill · 3.G.1: Recognize rhombuses, rectangles and squares as quadrilaterals; draw quadrilaterals that belong to none of these subcategories · 4.G.1: Draw points, lines, line segments, and straight and reflex angles · 4.G.2: Categorize triangles as equiangular; classify figures by presence/absence of straight or reflex angles · 3.MD.8a: Show that the area is the same as would be found by multiplying the side lengths (production verb; MC pick only) · 3.MD.8c: Use tiling to SHOW a × (b + c) = a×b + a×c, and use area models to REPRESENT the distributive property (production verbs; child only picks a sum) · 3.MD.8d: Applying this technique to solve real world problems · 4.MD.3: Explaining and justifying the appropriate unit of measure (child only picks a pre-labeled answer) · 3.G.2: Express the area of each part as a unit fraction (only picked from three offered; never for the shape the child partitioned) · 3.MD.8: Parts 8a, 8c and 8d are PARTIAL on this same skill, so the parent cannot be FULL | 03OCT2026 |
| human-body 4-LS1-2 | FULL→PARTIAL ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 4-LS1-2: Respond to the information in different ways (and different types of information — only one sense is ever modeled) | 03OCT2026 |
| inference RL.4.1 | FULL→PARTIAL ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). RL.4.1: Refer to details and examples ... when explaining: no item asks the child to cite a detail or explain, and nothing asks what the text says explicitly. | 03OCT2026 |
| map-skills HGSS.5.1 | PARTIAL→NOT COVERED ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). HGSS.5.1: Nothing in Map Skills addresses relationships that affect lives. | 03OCT2026 |
| measurement 2.MD.1, 2.MD.3, 1.MD.2, 2.MD.2 | FULL→PARTIAL ×4 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 2.MD.1: Selecting the appropriate length tool (ruler vs yardstick, meter stick or measuring tape). The child never chooses between length tools, and only ever uses a centimeter ruler with the object already lined up at 0. · 2.MD.3: Estimating in meters is missing in English. No English item has a meter estimate as its answer; meters appear only as wrong options. · 1.MD.2: Understanding that a measurement is the count of same-size units spanning the object with no gaps or overlaps. No item puts a gapped or overlapping layout in front of the child, and she never lays the units and states… · 2.MD.2: Describe how the two measurements relate to the unit size. The child picks one of three reasons and never states it herself. | 03OCT2026 |
| money 2.MD.8, 2.MD.9 | FULL→PARTIAL ×2 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 2.MD.8: Word problems involving nickels and pennies (and bills with coins), written without a decimal point · 2.MD.9: Identify bills (and, in Spanish, identify coins and their values) | 03OCT2026 |
| multiplication 3.OA.7, 3.OA.1, 4.NBT.5, 4.OA.1 | FULL→PARTIAL ×4 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 3.OA.7: "and divide ... related divisions": Times Tables never deals a division item before SmartScore 80. Products with 0 or 1 factors are also never asked. The standard-level FULL now rests on the Division skill's own row. · 3.OA.1: No regular Times Tables item asks the child to interpret a product as equal groups. That reading lives in feedback and in the post-SmartScore-80 costume beat. The array-building activity cited by the note is in Geometry. · 4.NBT.5: "Illustrate and explain the calculation" (the app draws the model; the child does not illustrate or explain). Also "up to four digits by one digit" (only two-digit by one-digit is dealt). · 4.OA.1: "Represent verbal statements of multiplicative comparisons as multiplication equations": never dealt. | 03OCT2026 |
| order-ops 5.OA.2 | FULL→PARTIAL ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 5.OA.2: Write simple expressions: the child picks the expression and never writes it. | 03OCT2026 |
| phonics RF.1.3, RF.2.3 | FULL→PARTIAL ×2 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). RF.1.3: Encoding words by applying grade-1 phonics patterns · RF.2.3: Encoding words by applying grade-2 phonics patterns | 03OCT2026 |
| physical-science 4-PS4-1, K-2-ETS1-3 | FULL→PARTIAL ×2 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 4-PS4-1: To describe patterns in terms of amplitude and wavelength · K-2-ETS1-3: Reachable for a K-2 child: the design-test items are dealt only on Grade 2–4 skills in the 3-5 band, never on a K-2 skill | 03OCT2026 |
| place-value 2.NBT.3, 4.NBT.2, 1.NBT.5, K.NBT.1, 2.NBT.1c, 1.NBT.4, 1.NBT.4a, 1.NBT.4b, 1.NBT.4c, 2.NBT.1 | FULL→PARTIAL ×10 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 2.NBT.3: Write number names, write expanded form, and unit form within 1000 are not practised · 4.NBT.2: Compare two multi-digit numbers with >, <, = and ≠ (not in this skill); number names past 999; writing (not picking) expanded and unit form · 1.NBT.5: Explain the reasoning used · K.NBT.1: Record each composition or decomposition by a drawing or equation · 2.NBT.1c: Show flexibility in composing and decomposing hundreds, tens and ones — the child never builds a three-digit number two ways in a normal round · 1.NBT.4: Relate the strategy to a written method and explain the reasoning used · 1.NBT.4a: The stem's written-method and explain clauses; only one fixed problem (47 + 5) · 1.NBT.4b: The stem's written-method and explain clauses; only one fixed problem (34 + 20) · 1.NBT.4c: The stem's explain-the-reasoning and written-method clauses (the understanding is picked, not explained) · 2.NBT.1: Part 1c is PARTIAL on this same skill, so the parent cannot be FULL | 03OCT2026 |
| revise W.4.5 | FULL→PARTIAL ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). W.4.5: Planning, and strengthening the child's own writing. | 03OCT2026 |
| rounding 4.NBT.3 | FULL→PARTIAL ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 4.NBT.3: Round multi-digit whole numbers to ANY place | 03OCT2026 |
| sequencing RL.2.2 | PARTIAL→NOT COVERED ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). RL.2.2: Both clauses: there is no story and no lesson/moral item in this skill. | 03OCT2026 |
| shapes-basic K.G.4, 1.G.3, 2.G.3, 2.G.2, 2.G.1, K.G.1, K.G.5 | FULL→PARTIAL ×7 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). K.G.4: Compare three-dimensional shapes, and describe (not pick) similarities and differences, with the compare pictures shown in different sizes and orientations · 1.G.3: Describe the shares (halves, fourths, quarters; half of / quarter of) and the whole — only picked from choices or shown in explanations · 2.G.3: Recognize that equal shares of identical wholes need not have the same shape (no such item exists); describing shares and the whole is selection only · 2.G.2: Partition a rectangle into rows and columns (the rectangle is always shown already cut) · 2.G.1: Identify quadrilaterals and pentagons · K.G.1: Describe relative positions (the position scenes display as one row; in front of / behind / next to never asked) · K.G.5: Model shapes in the world by building shapes from components | 03OCT2026 |
| sight-words RF.K.3 | FULL→PARTIAL ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). RF.K.3: Grade-level phonics and word analysis skills (letter-sound, vowel spellings, look-alike words) — Sight Words serves only high-frequency word recognition | 03OCT2026 |
| sort-size K.MD.3 | FULL→PARTIAL ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). K.MD.3: Count the objects in each category — only one of two categories is asked, two fixed sorts, correct number always first. | 03OCT2026 |
| subtraction 1.NBT.6, 2.OA.2 | FULL→PARTIAL ×2 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 1.NBT.6: Relate the strategy to a written method and explain the reasoning used · 2.OA.2: Using mental strategies (counting on, making a ten, decomposing, an equivalent easier sum, the addition-subtraction relationship) — the same clause that took the Addition and Fact Flash rows; Subtraction practises no… | 03OCT2026 |
| syllables RF.3.3 | FULL→PARTIAL ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). RF.3.3: Grade-3 word analysis (prefixes/suffixes) and encoding are not in the Syllables skill | 03OCT2026 |
| time 1.MD.3, 2.MD.7, 3.MD.1 | FULL→PARTIAL ×3 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 1.MD.3: Write time (production) · 2.MD.7: Write time (production) · 3.MD.1: Write time (production) | 03OCT2026 |
| unit-conversion 4.MD.1 | FULL→PARTIAL ×1 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 4.MD.1: Record measurement equivalents in a two-column table | 03OCT2026 |
| vocabulary RI.3.4, RI.4.4, RI.5.4 | FULL→PARTIAL ×3 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). RI.3.4: General academic and domain-specific PHRASES in a text · RI.4.4: General academic and domain-specific PHRASES in a text · RI.5.4: General academic and domain-specific PHRASES in a text | 03OCT2026 |
| volume 5.MD.5b, 5.MD.5, 5.MD.5a, 5.MD.5c | FULL→PARTIAL ×4 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 5.MD.5b: Apply V = B·h; real-world problem context · 5.MD.5: Solve real world problems; sub-standards 5a/5b/5c partial · 5.MD.5a: Show (production) equivalence to edge-length product; height × base area; represent products as volumes · 5.MD.5c: Apply the technique to solve real world problems (only one fixed abstract item) | 03OCT2026 |
| word-problems 1.OA.1, 2.OA.1, 3.OA.8, 4.OA.3 | FULL→PARTIAL ×4 | Two-auditor standards sweep, 03 Oct 2026: two independent auditors re-read every published claim for this skill against the live code and the state's wording; these changes are the ones both agreed on (or follow from them for consistency). 1.OA.1: With unknowns in all positions (and the taking-apart situation) · 2.OA.1: With unknowns in all positions (and the taking-apart situation) · 3.OA.8: Represent with letter equations (production verb, only picked from choices) and assess reasonableness by mental computation/estimation/rounding (never dealt) · 4.OA.3: Represent with letter equations (picked, not produced) and assess reasonableness by estimation/rounding (never dealt) | 03OCT2026 |
| comprehension RI.1.5 | FULL→PARTIAL ×1 | Giveaway re-check, 03 Oct 2026: two independent auditors re-judged every FULL row on a skill that deals an item which shows or positions its answer; these FULLs rested on such an item. RI.1.5: Know and use VARIOUS text features to locate key facts, in Spanish: at levels 1-2 Spanish has only the heading item. The caption item names its own target, and the table of contents, glossary, bold pr | 03OCT2026 |
| life-science 5-LS2-1 | FULL→PARTIAL ×1 | Giveaway re-check, 03 Oct 2026: two independent auditors re-judged every FULL row on a skill that deals an item which shows or positions its answer; these FULLs rested on such an item. 5-LS2-1: describe the movement of matter among plants, animals, decomposers and the environment: three of the four arrows are drawn for the child, and the one arrow the child is asked about is pre-drawn pointi | 03OCT2026 |
| volume 5.MD.4, 5.MD.3, 5.MD.3a, 5.MD.3b | FULL→NOT COVERED ×1; FULL→PARTIAL ×3 | Giveaway re-check, 03 Oct 2026: two independent auditors re-judged every FULL row on a skill that deals an item which shows or positions its answer; these FULLs rested on such an item. 5.MD.4: measure volumes by counting unit cubes: the child never counts cubes, because the packing widget counts and shows the total and the other items give only edge lengths · 5.MD.3: understand concepts of volume measurement: the unit-cube and packing ideas are asked only after packing, where the count is on screen and the right volume is always the first button · 5.MD.3a: a unit cube has 'one cubic unit' of volume: only asked after packing, where the right 'n cubic units' answer is always the first button · 5.MD.3b: packed without gaps or overlaps → volume of n cubic units: the app places every cube, and the n-cubes-to-n-cubic-units step is answered with the count on screen and the key first | 03OCT2026 |
| geometry 3.MD.8b | FULL→PARTIAL ×1 | Giveaway re-check, 03 Oct 2026: two independent auditors re-judged every FULL row on a skill that deals an item which shows or positions its answer; these FULLs rested on such an item. 3.MD.8b: represent whole-number products as rectangular areas in mathematical reasoning | 03OCT2026 |
| counting K.CC.1 | FULL→PARTIAL ×1 | Giveaway re-check, 03 Oct 2026: two independent auditors re-judged every FULL row on a skill that deals an item which shows or positions its answer; these FULLs rested on such an item. K.CC.1: identify [the count] as a growth pattern | 03OCT2026 |
| addition 1.OA.6 | FULL→PARTIAL ×1 | Giveaway re-check, 03 Oct 2026: two independent auditors re-judged every FULL row on a skill that deals an item which shows or positions its answer; these FULLs rested on such an item. 1.OA.6: demonstrating fluency for addition and subtraction within 10; use mental strategies (counting on, making ten, decomposing, addition–subtraction relationship, easier sums) | 03OCT2026 |
| shapes-basic 1.G.1, K.G.6, 1.G.2 | FULL→PARTIAL ×3 | Giveaway re-check, 03 Oct 2026: two independent auditors re-judged every FULL row on a skill that deals an item which shows or positions its answer; these FULLs rested on such an item. 1.G.1: build shapes that possess defining attributes · K.G.6: compose simple shapes to form larger shapes (the child never fits pieces together) · 1.G.2: compose 2-D or 3-D shapes into a composite shape and compose new shapes from it | 03OCT2026 |
| physical-science 5-PS1-1, 4-PS4-2 | FULL→PARTIAL ×2 | Giveaway re-check, 03 Oct 2026: two independent auditors re-judged every FULL row on a skill that deals an item which shows or positions its answer; these FULLs rested on such an item. 5-PS1-1: Develop a model · 4-PS4-2: Develop a model to describe | 03OCT2026 |
| comprehension RL.1.1, RI.1.1, RL.2.1, RI.2.1 | correction | Correction to the 21 Aug 2026 entry above: it said QuestionMaker performs the ASK clause of the ask-and-answer standards. That was wrong. QuestionMaker builds arithmetic questions, not questions about reading. These rows are PARTIAL, and their notes (rewritten in the 03 Oct 2026 two-auditor sweep) say so. | 04OCT2026 |
| comprehension RL.K.5, RL.1.5, RI.K.5, RL.K.6, RI.K.6, RL.1.4, RL.1.6, RI.1.5, RI.K.9, RI.1.9, RI.2.9, RI.2.6, RL.2.5, RL.2.9, RL.K.13, RL.4.13, RL.5.13, RL.5.3, RL.3.9, RL.4.9, RL.3.2, RL.1.2 | unchanged (note updated) | Spanish-mode note update, 04 Oct 2026: v2.252.0 added authored Spanish counterparts of the about-books and two-text items (text types, book parts, author and illustrator, sense and feeling words, who is telling, text features, author's purpose, story structure, paired texts and story versions), item for item at the English items' levels. These rows' notes, and the 03 Oct 2026 sweep reasons that said Spanish mode never deals such items, described the app before that release; the notes now say what Spanish mode deals. Verdicts are unchanged until the next two-auditor re-check. | 04OCT2026 |
| vocabulary RL.3.11 | unchanged (note updated) | Spanish-mode note update, 04 Oct 2026: v2.252.0 added authored Spanish counterparts of the about-books and two-text items (text types, book parts, author and illustrator, sense and feeling words, who is telling, text features, author's purpose, story structure, paired texts and story versions), item for item at the English items' levels. These rows' notes, and the 03 Oct 2026 sweep reasons that said Spanish mode never deals such items, described the app before that release; the notes now say what Spanish mode deals. Verdicts are unchanged until the next two-auditor re-check. | 04OCT2026 |
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