Generated 2026-11-02 · State: LA · Standards scope: Grades K–5 · Rebuilt automatically from data/standards_crosswalk_la.json
📅 Which Louisiana standards this report uses. These are Louisiana's 2016 standards: the Louisiana Student Standards for Mathematics (K–8; LDOE's posted version, corrected 15 July 2019) and for English Language Arts (K–12; revised 8 March 2019), the standards in effect through the 2026–27 school year. Louisiana's revised K–12 English Language Arts standards (2026) take effect in the 2027–28 school year; from then, the ELA verdicts on this page describe the outgoing standards until we rebuild them against the new document. This page makes no claim about any future Louisiana mathematics standards: the mathematics rows are the 2016 standards LDOE posted when we downloaded them on 25 Oct 2026.
🌱 Looking for middle or high school? The Louisiana report for an older band is published here: Louisiana Grades 6–8 (mathematics plus Grade-6 English Language Arts). Any band not linked has no Louisiana report yet, and we claim nothing for it. This page covers the Pre-K–5 band of the Pre-K–12 program.
Verification log: 274 verdicts across 2 review days, 25 Oct 2026 – 26 Oct 2026.
Why this report stops at Kindergarten. This report covers the Pre-K–5 band of the Pre-K–12 program (older grades get their own Louisiana reports as they are published): 17 of its 104 skills are flagged for the Pre-K track — Counting, Compare Numbers, Shapes, Sort & Size, Patterns, Sight Words, Letters, Phonics, Sílabas, Read It Myself, Tracing, First Letter, Animals & Nature, Community Helpers, Feelings, Colors, Weather. These are leveled skills, so several also carry claims at higher grades in the tables below. This crosswalk maps only to Louisiana's K–5 academic standards documents, which begin at Kindergarten — and 11 of those 17 Pre-K-flagged skills are claimed here against a Kindergarten or later code; the 6 claimed against nothing (Sílabas, Animals & Nature, Community Helpers, Feelings, Colors, Weather) are listed in the not-counted section below. Louisiana separately publishes early-learning standards for the years before Kindergarten (Louisiana's Birth to Five Early Learning and Development Standards), and we have NOT crosswalked against them; no Pre-K alignment is claimed here.
Louisiana's 2016 mathematics standards use the Common Core domains (Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base Ten, Number and Operations—Fractions, Measurement and Data, Geometry), with Louisiana's own additions (for example K.MD.C.4, recognizing pennies, nickels, dimes and quarters) and LDOE's own codes, which carry the cluster letter (K.CC.B.4, not K.CC.4). Each row in this table is one Louisiana standard with its lettered parts (a, b, …) kept inside the row, so a FULL verdict needs the standard and every part; the cluster heading is context, not a row, and LDOE's footnotes count when judging scope (for example K.CC.C.6, 'Include groups with up to ten objects'). The Standards for Mathematical Practice are not printed in the by-domain document and are not rows, as in every earlier state report. A Kansas, Arizona, Arkansas or Georgia verdict was a hint only: every claim was judged against the Louisiana statement.
| Standard | Statement (official text) | Coverage | Covered by (evidence) |
|---|---|---|---|
| K.CC.A.1 | Count to 100 by ones and by tens. | PARTIAL | |
| K.CC.A.2 | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). | FULL | |
| K.CC.A.3 | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). | FULL | |
| K.CC.B.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects in standard order, say the number names as they relate to each object in the group, demonstrating one-to-one correspondence. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they we… | PARTIAL | |
| K.CC.B.5 | Count to answer “How many?” questions. a. Count objects up to 20, arranged in a line, a rectangular array, or a circle. b. Count objects up to 10 in a scattered configuration. c. When given a number from 1-20, count out that many objects. | PARTIAL | |
| K.CC.C.6 | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. | PARTIAL | |
| K.CC.C.7 | Compare two numbers between 1 and 10 presented as written numerals. | FULL | |
| K.OA.A.1 | Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. | PARTIAL | |
| K.OA.A.2 | Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. | PARTIAL | |
| K.OA.A.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.A.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.A.5 | Fluently add and subtract within 5. | PARTIAL | |
| 1.OA.A.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 equations with a symbol for the unknown number to represent the problem). | PARTIAL | |
| 1.OA.A.2 | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. | FULL | |
| 1.OA.B.3 | Apply properties of operations to add and subtract. Examples: If 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.) | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 1.OA.B.4 | Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. | FULL | |
| 1.OA.C.5 | Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). | PARTIAL | |
| 1.OA.C.6 | Add and subtract within 20, demonstrating fluency 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 creating equivalent but easier or known … | PARTIAL | |
| 1.OA.D.7 | Understand the meaning 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 = 5 + 2. | FULL | |
| 1.OA.D.8 | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = □ – 3, 6 + 6 = □. | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 2.OA.A.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 equations with a symbol for the unknown number to represent the problem. | PARTIAL | |
| 2.OA.B.2 | Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers. | PARTIAL | |
| 2.OA.C.3 | Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. | PARTIAL | |
| 2.OA.C.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 | |
| 3.OA.A.1 | Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. | PARTIAL | |
| 3.OA.A.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. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. | PARTIAL | |
| 3.OA.A.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. | 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.OA.A.4 | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = □ ÷ 3, 6 × 6 = ?. | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 3.OA.B.5 | Apply properties of operations as strategies to multiply and divide. 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 | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skillFind the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 3.OA.B.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.C.7 | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. | PARTIAL | |
| 3.OA.D.8 | Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. | PARTIAL | |
| 3.OA.D.9 | Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. 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 | |
| 4.OA.A.1 | Interpret a multiplication equation as a comparison and represent verbal statements of multiplicative comparisons as multiplication equations, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7, and 7 times as many as 5. | PARTIAL | |
| 4.OA.A.2 | Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and/or equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison (Example: 6 times as many vs. 6 more than). | PARTIAL | |
| 4.OA.A.3 | Solve multi-step word problems 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 equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Example: Twenty-five people are going to the mo… | PARTIAL | |
| 4.OA.B.4 | Using whole numbers in the range 1–100, a. Find all factor pairs for a given whole number. b. Recognize that a given whole number is a multiple of each of its factors. c. Determine whether a given whole number is a multiple of a given one-digit number. d. Determine whether a given whole number is prime or composite. | PARTIAL | |
| 4.OA.C.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. | PARTIAL | |
| 5.OA.A.1 | Use parentheses or brackets in numerical expressions, and evaluate expressions with these symbols. | FULL | |
| 5.OA.A.2 | Write simple expressions that record calculations with whole numbers, fractions, and decimals, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 x (18,932 + 9.21) is three times as large as 18,932 + 9.21, without having to calculate the indicated sum or product. | PARTIAL | |
| 5.OA.B.3 | Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that … | PARTIAL | Coordinate Grid (PARTIAL) app/src/lib/content.ts::coordinateGridQ/PATTERN_PLOTS ▶ Play a live item from this skill |
| K.NBT.A.1 | Gain understanding of place value. a. Understand that the numbers 11–19 are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. b. Compose and decompose numbers 11 to 19 using place value (e.g., by using objects or drawings). c. Record each composition or decomposition using a drawing or equation (e.g., 18 is one ten and eight ones, 18 = 1 ten + 8 ones, 18 = 10 + 8). | PARTIAL | |
| 1.NBT.A.1 | Count to 120, 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.B.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones—called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, … | PARTIAL | |
| 1.NBT.B.3 | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. | PARTIAL | |
| 1.NBT.C.4 | Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10. a. Use 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 number sentence; justify the reasoning used with a written explanation. b. Understand that in adding two-digit … | PARTIAL | |
| 1.NBT.C.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.C.6 | Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (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 | |
| 2.NBT.A.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: a. 100 can be thought of as a bundle of ten tens—called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones… | PARTIAL | |
| 2.NBT.A.2 | Count within 1000; skip-count by 5s, 10s, and 100s. | PARTIAL | |
| 2.NBT.A.3 | Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. | PARTIAL | |
| 2.NBT.A.4 | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. | FULL | |
| 2.NBT.B.5 | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. | PARTIAL | |
| 2.NBT.B.6 | Add up to four two-digit numbers using strategies based on place value and properties of operations. | FULL | |
| 2.NBT.B.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; justify the reasoning used with a written explanation. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or … | PARTIAL | |
| 2.NBT.B.8 | Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. | PARTIAL | |
| 2.NBT.B.9 | Explain why addition and subtraction strategies work, using place value and the properties of operations. | PARTIAL | |
| 3.NBT.A.1 | Use place value understanding to round whole numbers to the nearest 10 or 100. | FULL | |
| 3.NBT.A.2 | Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. | PARTIAL | |
| 3.NBT.A.3 | Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. | FULL | |
| 4.NBT.A.1 | Recognize that in a multi-digit whole number less than or equal to 1,000,000, a digit in one place represents ten times what it represents in the place to its right. For example, (1) recognize that 700 ÷ 70 = 10; (2) in the number 7,246, the 2 represents 200, but in the number 7,426 the 2 represents 20, recognizing that 200 is ten times as large as 20, by applying concepts of place value and division. | PARTIAL | |
| 4.NBT.A.2 | Read and write multi-digit whole numbers less than or equal to 1,000,000 using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. | PARTIAL | |
| 4.NBT.A.3 | Use place value understanding to round multi-digit whole numbers, less than or equal to 1,000,000, to any place. | PARTIAL | |
| 4.NBT.B.4 | Fluently add and subtract multi-digit whole numbers with sums less than or equal to 1,000,000, using the standard algorithm. | PARTIAL | |
| 4.NBT.B.5 | Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. | PARTIAL | |
| 4.NBT.B.6 | 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 | |
| 5.NBT.A.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 | Place Value (PARTIAL) app/src/lib/content.ts::placeValueQ/tenTimesDivQ/powTenQ ▶ Play a live item from this skill |
| 5.NBT.A.2 | Explain and apply patterns in the number of zeros of the product when multiplying a number by powers of 10. Explain and apply patterns in the values of the digits in the product or the quotient, when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. For example, 10⁰ = 1, 10¹ = 10 ... and 2.1 x 10² = 210. | PARTIAL | Place Value (PARTIAL) app/src/lib/content.ts::placeValueQ/tenTimesDivQ/powTenQ ▶ Play a live item from this skill |
| 5.NBT.A.3 | Read, write, and compare decimals to thousandths. a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. | PARTIAL | Decimals (PARTIAL) app/src/lib/content.ts::decimalsQ/thousandthsQ/decimalDeepQ ▶ Play a live item from this skill |
| 5.NBT.A.4 | Use place value understanding to round decimals to any place. | PARTIAL | |
| 5.NBT.B.5 | Fluently multiply multi-digit whole numbers using the standard algorithm. | PARTIAL | |
| 5.NBT.B.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, subtracting multiples of the divisor, and/or the relationship between multiplication and division. Illustrate and/or explain the calculation by using equations, rectangular arrays, area models, or other strategies based on place value. | PARTIAL | |
| 5.NBT.B.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; justify the reasoning used with a written explanation. | PARTIAL | |
| 3.NF.A.1 | Understand a fraction 1/b, with denominators 2, 3, 4, 6, and 8, 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 skillShapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 3.NF.A.2 | Understand a fraction with denominators 2, 3, 4, 6, and 8 as a number on a number line diagram. a. Represent a fraction 1/ b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram b… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 3.NF.A.3 | Explain equivalence of fractions with denominators 2, 3, 4, 6, and 8 in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. c.… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.A.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. (Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100.) | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.A.2 | Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, 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 symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (Denominators are li… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/nfCompareSymbolQ/nfBenchmarkQ/NUMLINE_ITEMS ▶ Play a live item from this skill |
| 4.NF.B.3 | Understand a fraction a/b with a > 1 as a sum of fractions 1/b. (Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100.) a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Example: 3/4 = 1/4 + 1/4 + 1/4. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justi… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.B.4 | Multiply a fraction by a whole number. (Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100.) a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. … | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/fractionMultiplyQ/nfRealWorldQ/fracOpsQ ▶ Play a live item from this skill |
| 4.NF.C.5 | Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.C.6 | Use decimal notation for fractions with denominators 10 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; represent 62/100 of a dollar as $0.62. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.C.7 | Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. | PARTIAL | |
| 5.NF.A.1 | Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. 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/nfUnlikeQ/nfMixedQ/nfAddSubLikeQ ▶ Play a live item from this skill |
| 5.NF.A.2 | Solve word problems involving addition and subtraction of fractions. a. 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. b. Use benchmark fractions and number sense of fractions to estimate mentally and justify the reasonableness of answers. For example, … | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/nfUnlikeQ/nfMixedQ/nfAddSubLikeQ ▶ Play a live item from this skill |
| 5.NF.B.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 equa… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/nfDivisionQ/nfMixedQ ▶ Play a live item from this skill |
| 5.NF.B.4 | Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product (m/n) x q as m parts of a partition of q into n equal parts; equivalently, as the result of a sequence of operations, m x q ÷ n. For example, use a visual fraction model to show understanding, and create a story context for (m/n) x q. b. Construct a model to develop understanding o… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/fractionMultiplyQ/nfRealWorldQ/nfFracTimesFracQ/fracOpsQ ▶ Play a live item from this skill |
| 5.NF.B.5 | Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case). c. Exp… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/nfScaleQ/fracOpsQ/JUSTIFY_ITEMS ▶ Play a live item from this skill |
| 5.NF.B.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. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/fractionMultiplyQ/nfRealWorldQ/nfFracTimesFracQ/fracOpsQ ▶ Play a live item from this skill |
| 5.NF.B.7 | Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/nfUnitDivQ/fracOpsQ ▶ Play a live item from this skill |
| K.MD.A.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.A.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.B.3 | Classify objects into given categories based on their attributes; count the numbers of objects in each category and sort the categories by count. | PARTIAL | |
| K.MD.C.4 | Recognize pennies, nickels, dimes, and quarters by name and value (e.g., This is a nickel and it is worth 5 cents.) | FULL | |
| 1.MD.A.1 | Order three objects by length; compare the lengths of two objects indirectly by using a third object. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 1.MD.A.2 | Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 1.MD.B.3 | Tell and write time in hours and half-hours using analog and digital clocks. | PARTIAL | |
| 1.MD.C.4 | Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 1.MD.D.5 | Determine the value of a collection of coins up to 50 cents. (Pennies, nickels, dimes, and quarters in isolation; not to include a combination of different coins.) | PARTIAL | |
| 2.MD.A.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.A.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.A.3 | Estimate lengths using units of inches, feet, centimeters, and meters. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 2.MD.A.4 | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 2.MD.B.5 | Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same 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 | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 2.MD.B.6 | Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram. | PARTIAL | |
| 2.MD.C.7 | Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. | PARTIAL | |
| 2.MD.C.8 | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? | PARTIAL | |
| 2.MD.D.9 | Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 2.MD.D.10 | Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 3.MD.A.1 | Understand time to the nearest minute. a. Tell and write time to the nearest minute and measure time intervals in minutes, within 60 minutes, on an analog and digital clock. b. Calculate elapsed time greater than 60 minutes to the nearest quarter and half hour on a number line diagram. c. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number… | PARTIAL | |
| 3.MD.A.2 | Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). 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. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 3.MD.B.3 | 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. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 3.MD.B.4 | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 3.MD.C.5 | Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. b. A plane figure that can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 3.MD.C.6 | Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 3.MD.C.7 | Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangu… | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 3.MD.D.8 | 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. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 3.MD.E.9 | Solve word problems involving pennies, nickels, dimes, quarters, and bills greater than one dollar, using the dollar and cent symbols appropriately. | PARTIAL | |
| 4.MD.A.1 | Know relative sizes of measurement units within one system of units including ft, in; 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. (Conversions are limited to one-step conversions.) For example, know that 1 ft is 12 times as long as 1 in. Express the length … | PARTIAL | |
| 4.MD.A.2 | Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving whole numbers and/or simple fractions (addition and subtraction of fractions with like denominators and multiplying a fraction times a fraction or a whole number), and problems that require expressing measurements given in a larger unit in terms of a smaller… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/fractionMultiplyQ/nfRealWorldQ/fracOpsQ ▶ Play a live item from this skillGraphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ/measureDataQ ▶ Play a live item from this skill |
| 4.MD.A.3 | Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. 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. | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 4.MD.B.4 | Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. 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/measureDataQ ▶ Play a live item from this skill |
| 4.MD.C.5 | Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where two rays intersect the circle. b. An angle that turns through 1/360 of a circle is called a "one-degre… | NOT COVERED | — |
| 4.MD.C.6 | Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 4.MD.C.7 | Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems, e.g., by using an equation with a letter for the unknown angle measure. | NOT COVERED | — |
| 4.MD.D.8 | Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 5.MD.A.1 | Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step, real-world problems (e.g., convert 5 cm to 0.05 m; 9 ft to 108 in). | PARTIAL | |
| 5.MD.B.2 | Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 5.MD.C.3 | Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. b. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. | PARTIAL | |
| 5.MD.C.4 | Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. | PARTIAL | |
| 5.MD.C.5 | Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-numb… | PARTIAL | |
| K.G.A.1 | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.G.A.2 | Correctly name shapes regardless of their orientations or overall size. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.G.A.3 | Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.G.B.4 | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.G.B.5 | Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.G.B.6 | Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle? | FULL | Shapes (FULL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 1.G.A.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.A.2 | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) and 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. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 1.G.A.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. Describe the whole as two of, or four of the shares. 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 skillFractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutStripQ/consCutCircleQ ▶ Play a live item from this skill |
| 2.G.A.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.A.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 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.A.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. Recognize that equal shares of identical wholes need not have the same shape. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skillShapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 3.G.A.1 | Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 3.G.A.2 | Partition shapes into 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 1/4 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.G.A.1 | Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 4.G.A.2 | Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 4.G.A.3 | Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 5.G.A.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 in the ordered pair indicates how far to travel from the origin in the direction of one axis, and the second… | PARTIAL | |
| 5.G.A.2 | Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. | PARTIAL | Coordinate Grid (PARTIAL) app/src/lib/content.ts::coordinateGridQ/PATTERN_PLOTS ▶ Play a live item from this skill |
| 5.G.B.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. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ ▶ Play a live item from this skill |
| 5.G.B.4 | Classify quadrilaterals in a hierarchy based on properties. (Students will define a trapezoid as a quadrilateral with at least one pair of parallel sides.) | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ ▶ Play a live item from this skill |
Grade 4: 4.MD.C.5, 4.MD.C.7
AcornSmarts is a question-based practice app. In ELA it practices what short, checkable questions can honestly practice: phonics and word analysis, spelling, vocabulary and word relationships, grammar and mechanics recognition, and comprehension of short passages. Whole categories of the Louisiana ELA standards require things a practice app does not do, and we do not claim them: writing and publishing opinion, informative and narrative pieces and research projects (Writing), and collaborative conversations, oral reports and presentations (Speaking and Listening). Composing a text and speaking are never counted, so a row that asks for them caps at PARTIAL, and Louisiana's Language rows ask for use 'when writing or speaking', which the app's items do not perform. Where a component IS practiceable at quality it is built and marked PARTIAL; a row is FULL only where short items practice the whole Louisiana statement (for example RF.1.1, the distinguishing features of a sentence, and reading rows on text features and on comparing two texts). Louisiana's codes are strand.grade.number (RF.1.3), and each row is one Louisiana standard with its lettered parts kept inside the row, so a FULL needs every part. Rows that Louisiana prints in a grade only as a placeholder ('(Not applicable to literature)', 'Begins in grade 3.', 'Mastered in grade 1.') are shown as N/A and not counted.
| Standard | Statement (official text) | Coverage | Covered by (evidence) |
|---|---|---|---|
| RL.K.1 | With prompting and support, ask and answer questions about key details in a text. | PARTIAL | |
| RL.K.2 | With prompting and support, retell familiar stories, including key details. | PARTIAL | |
| RL.K.3 | With prompting and support, identify characters, settings, and major events in a story. | PARTIAL | |
| RL.K.4 | Ask and answer questions about unknown words in a text. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ) ▶ Play a live item from this skill |
| RL.K.5 | Recognize common types of texts (e.g., storybooks, poems). | FULL | |
| RL.K.6 | With prompting and support, define the role of the author and the illustrator of a story in telling the story. | PARTIAL | |
| RL.K.7 | With prompting and support, make connections between the illustrations in the story and the text. | PARTIAL | |
| RL.K.8 | (Not applicable to literature) | N/A | — |
| RL.K.9 | With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. | PARTIAL | |
| RL.K.10 | Actively engage in group reading activities with purpose and understanding. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| 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. | PARTIAL | |
| RI.K.3 | With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. | PARTIAL | |
| 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 + contextCluesQ) ▶ 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 | With prompting and support, define the role of the author and the illustrator of a text and present the ideas or information in a text. | PARTIAL | |
| RI.K.7 | With prompting and support, make connections between the illustrations and the text. | PARTIAL | |
| RI.K.8 | With prompting and support, identify the reason(s) an author gives to support point(s) in a text. | PARTIAL | |
| RI.K.9 | With prompting and support, identify similarities and differences between two texts on the same topic. | PARTIAL | |
| RI.K.10 | Actively engage in group reading activities with purpose and understanding. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RF.K.1 | Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet. | PARTIAL | |
| RF.K.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CV… | PARTIAL | Phonics (PARTIAL) app/src/lib/content.ts::phonicsQ (SOUND_ITEMS + vowel pathway) ▶ Play a live item from this skill |
| RF.K.3 | Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are… | PARTIAL | Phonics (PARTIAL) app/src/lib/content.ts::phonicsQ (SOUND_ITEMS + vowel pathway) ▶ Play a live item from this skill |
| RF.K.4 | Read emergent-reader texts with purpose and understanding. | PARTIAL | |
| 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 grade 3. | N/A | — |
| W.K.5 | With guidance and support, orally respond to questions and suggestions from adults and peers and add details to strengthen writing as needed. | NOT COVERED | — |
| W.K.6 | With guidance and support from adults and peers, explore a variety of digital tools in participating in a production of a published writing. | NOT COVERED | — |
| W.K.7 | With guidance and support from adults, participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). | NOT COVERED | — |
| 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 grade 4. | N/A | — |
| W.K.10 | Begins in grade 3. | N/A | — |
| SL.K.1 | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. | NOT COVERED | — |
| SL.K.2 | Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| SL.K.3 | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. | NOT COVERED | — |
| SL.K.4 | Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. | NOT COVERED | — |
| SL.K.5 | Add drawings or other visual displays to descriptions as desired to provide additional detail. | NOT COVERED | — |
| SL.K.6 | Speak audibly and express thoughts, feelings, and ideas clearly. | NOT COVERED | — |
| L.K.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prep… | PARTIAL | Build a Sentence (PARTIAL) app/src/lib/content.ts::sentenceBuildQ + nounVerbQ + endMarkQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| L.K.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. | PARTIAL | Build a Sentence (PARTIAL) app/src/lib/content.ts::sentenceBuildQ + nounVerbQ + endMarkQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| L.K.3 | Begins in grade 2. | N/A | — |
| L.K.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. With guidance and support, identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. With guidance and support, use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as… | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + PHRASES + MULTI) ▶ Play a live item from this skillWord Machines (PARTIAL) app/src/lib/wordMachines.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| L.K.5 | With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at… | PARTIAL | Sight Words (PARTIAL) app/src/lib/content.ts::sightWordsQ (PIC_SORTS SortBins) ▶ Play a live item from this skill |
| L.K.6 | Use words and phrases acquired through conversations, reading and being read to, and responding to texts. | NOT COVERED | — |
| RL.1.1 | Ask and answer questions about key details in a text. | PARTIAL | |
| RL.1.2 | a. Retell stories, including key details. b. Recognize and understand the central message or lesson. | PARTIAL | |
| RL.1.3 | Describe characters, 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 to literature) | N/A | — |
| RL.1.9 | Compare and contrast the adventures and experiences of characters in stories. | FULL | |
| RL.1.10 | With prompting and support, read prose and poetry of appropriate complexity for grade 1. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| 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 | |
| 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 + contextCluesQ) ▶ 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. | FULL | |
| RI.1.6 | Distinguish between information provided by pictures or other illustrations 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). | FULL | |
| RI.1.10 | With prompting and support read informational texts appropriately complex for grade 1. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RF.1.1 | Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). | FULL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skillBuild a Sentence (FULL) app/src/lib/content.ts::sentenceBuildQ + nounVerbQ + endMarkQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| RF.1.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complet… | PARTIAL | Phonics (PARTIAL) app/src/lib/content.ts::phonicsQ (SOUND_ITEMS + vowel pathway) ▶ Play a live item from this skill |
| RF.1.3 | Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-s… | PARTIAL | Phonics (PARTIAL) app/src/lib/content.ts::phonicsQ (SOUND_ITEMS + vowel pathway) ▶ Play a live item from this skill |
| RF.1.4 | Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | PARTIAL | |
| 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 grade 3. | 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. | PARTIAL | |
| 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 (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| W.1.9 | Begins in grade 4. | N/A | — |
| W.1.10 | Begins in grade 3. | N/A | — |
| SL.1.1 | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questi… | NOT COVERED | — |
| SL.1.2 | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| SL.1.3 | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. | NOT COVERED | — |
| SL.1.4 | Describe people, places, things, and events with relevant details, 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 when appropriate to task, audience, and situation. | NOT COVERED | — |
| L.1.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Legibly print all upper- and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal and possessive pronouns (e.g., I, me, my; they, them, their). e. Use verbs to convey a sense of past, presen… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skillBuild a Sentence (PARTIAL) app/src/lib/content.ts::sentenceBuildQ + nounVerbQ + endMarkQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| L.1.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing … | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skillBuild a Sentence (PARTIAL) app/src/lib/content.ts::sentenceBuildQ + nounVerbQ + endMarkQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| L.1.3 | Begins in grade 2. | N/A | — |
| L.1.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use knowledge of frequently occurring affixes (prefixes and suffixes) to interpret the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their … | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + PHRASES + MULTI) ▶ Play a live item from this skillWord Machines (PARTIAL) app/src/lib/wordMachines.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| L.1.5 | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real-life connections between words and th… | PARTIAL | |
| L.1.6 | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). | NOT COVERED | — |
| 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 central message, lesson, or moral. | PARTIAL | |
| RL.2.3 | Describe how characters in a story respond to major events and challenges. | PARTIAL | |
| RL.2.4 | Describe how words and phrases supply rhythm and meaning in a poem or song; determine the meaning of words and phrases as they are used in text. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ) ▶ Play a live item from this skill |
| 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. | PARTIAL | |
| 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 to literature) | N/A | — |
| RL.2.9 | Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. | FULL | |
| RL.2.10 | By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. | 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 grade 2 topic or subject area. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ) ▶ 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 or evidence support specific points the author makes in a text. | PARTIAL | |
| RI.2.9 | Compare and contrast the most important points presented by two texts on the same topic. | FULL | |
| RI.2.10 | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RF.2.1 | Mastered in grade 1. | N/A | — |
| RF.2.2 | Mastered in grade 1. | N/A | — |
| RF.2.3 | Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound c… | PARTIAL | Phonics (PARTIAL) app/src/lib/content.ts::phonicsQ (SOUND_ITEMS + vowel pathway) ▶ Play a live item from this skill |
| RF.2.4 | Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | PARTIAL | |
| 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 grade 3. | 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. | PARTIAL | |
| 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 grade 4 | N/A | — |
| W.2.10 | Begins in grade 3. | N/A | — |
| SL.2.1 | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of… | NOT COVERED | — |
| SL.2.2 | Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. | NOT COVERED | — |
| SL.2.3 | Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. | NOT COVERED | — |
| SL.2.4 | Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. | NOT COVERED | — |
| SL.2.5 | Create audio recordings of stories or poems with the guidance and support from adults and/or peers; 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, audience, and situation in order to provide requested detail or clarification. | NOT COVERED | — |
| L.2.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., group). b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c. Use reflexive pronouns (e.g., myself, ourselves) and indefinite pronouns (e.g., anyone, everything). d. Form and use the past tense of frequently occurring irregular verbs … | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ + GRAM2_ITEMS ▶ Play a live item from this skillBuild a Sentence (PARTIAL) app/src/lib/content.ts::sentenceBuildQ + nounVerbQ + endMarkQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| L.2.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). e. Consult referenc… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| L.2.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Compare formal and informal uses of English. | NOT COVERED | — |
| L.2.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell) c. Use a known root word as a clue to the meanin… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + TEXT_CONCEPTS) ▶ Play a live item from this skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + PHRASES + MULTI) ▶ Play a live item from this skillWord Machines (PARTIAL) app/src/lib/wordMachines.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| L.2.5 | Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). | PARTIAL | |
| L.2.6 | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). | NOT COVERED | — |
| 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 central message, lesson, or moral 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 non-literal language. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + DOMVOCAB_ITEMS) ▶ Play a live item from this skillFigurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skillIdioms & Sayings (PARTIAL) app/src/lib/content.ts::IDIOMS bank + bankPairsQ ▶ Play a live item from this skill |
| 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. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| RL.3.6 | Distinguish the student’s point of view from that of the narrator or those of the characters. | PARTIAL | |
| 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 to 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 | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. | 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 (ELAB_ITEMS) ▶ 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 grade 3 topic or subject area. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + DOMVOCAB_ITEMS) ▶ 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 | |
| RI.3.6 | Distinguish the student’s point of view from that of the author of a text. | PARTIAL | |
| 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). | PARTIAL | |
| 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. | PARTIAL | |
| RI.3.10 | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RF.3.1 | Mastered in grade 1. | N/A | — |
| RF.3.2 | Mastered in grade 1. | N/A | — |
| RF.3.3 | Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words. | PARTIAL | Word Machines (PARTIAL) app/src/lib/wordMachines.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| RF.3.4 | Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | PARTIAL | |
| W.3.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. | NOT COVERED | — |
| W.3.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concludin… | NOT COVERED | — |
| W.3.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use… | 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 peers and adults, develop and strengthen writing as needed by planning, revising, and editing. | PARTIAL | |
| W.3.6 | With guidance and support from adults, produce and publish grade-appropriate writing, using technology, either independently or in collaboration 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 grade 4. | N/A | — |
| W.3.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | NOT COVERED | — |
| SL.3.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-up… | 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, audience, and situation in order to provide requested detail or clarification. | NOT COVERED | — |
| L.3.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I wa… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| L.3.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Us… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| L.3.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect. b. Recognize and observe differences between the conventions of spoken and written Standard English. | PARTIAL | |
| L.3.4 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat)… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + TEXT_CONCEPTS) ▶ Play a live item from this skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + PHRASES + MULTI) ▶ Play a live item from this skillFigurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skillIdioms & Sayings (PARTIAL) app/src/lib/content.ts::IDIOMS bank + bankPairsQ ▶ Play a live item from this skillWord Machines (PARTIAL) app/src/lib/wordMachines.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| L.3.5 | Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, beli… | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + PHRASES + MULTI) ▶ Play a live item from this skillFigurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skillIdioms & Sayings (PARTIAL) app/src/lib/content.ts::IDIOMS bank + bankPairsQ ▶ Play a live item from this skill |
| L.3.6 | Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + DOMVOCAB_ITEMS) ▶ 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 a theme of a story, drama, or poem from details in the text; summarize the text. | PARTIAL | |
| 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 | |
| RL.4.4 | Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + DOMVOCAB_ITEMS) ▶ Play a live item from this skillFigurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skill |
| 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. | PARTIAL | |
| RL.4.7 | Make connections between the text of a story or drama and a visual or oral presentation of the text. | PARTIAL | |
| RL.4.8 | (Not applicable to literature) | N/A | — |
| RL.4.9 | Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. | PARTIAL | |
| RL.4.10 | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. | PARTIAL | |
| 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 | |
| RI.4.4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + DOMVOCAB_ITEMS) ▶ 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 or part of a text. | PARTIAL | |
| 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 | |
| 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. | PARTIAL | |
| RI.4.8 | Explain how an author uses reasons and evidence to support particular points in a text. | PARTIAL | |
| RI.4.9 | Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. | PARTIAL | |
| RI.4.10 | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. | PARTIAL | |
| RF.4.1 | Mastered in grade 1. | N/A | — |
| RF.4.2 | Mastered in grade 1. | N/A | — |
| RF.4.3 | Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. | NOT COVERED | — |
| RF.4.4 | Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | PARTIAL | |
| W.4.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).… | NOT COVERED | — |
| W.4.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. … | NOT COVERED | — |
| W.4.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variet… | 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 peers and adults, develop and strengthen writing as needed by planning, revising, and editing. | PARTIAL | |
| W.4.6 | With some guidance and support from adults, produce and publish grade-appropriate writing using technology, either independently or in collaboration with others. | 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 relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “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].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain … | NOT COVERED | — |
| W.4.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | NOT COVERED | — |
| SL.4.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-up… | 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, audience, and situation. | NOT COVERED | — |
| L.4.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences acco… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| L.4.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| L.4.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely. b. Choose punctuation for effect. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). | PARTIAL | |
| L.4.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autogr… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + TEXT_CONCEPTS) ▶ Play a live item from this skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + DOMVOCAB_ITEMS) ▶ Play a live item from this skillFigurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skillIdioms & Sayings (PARTIAL) app/src/lib/content.ts::IDIOMS bank + bankPairsQ ▶ Play a live item from this skillWord Machines (PARTIAL) app/src/lib/wordMachines.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| L.4.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synony… | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skillFigurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skillIdioms & Sayings (PARTIAL) app/src/lib/content.ts::IDIOMS bank + bankPairsQ ▶ Play a live item from this skill |
| L.4.6 | 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + DOMVOCAB_ITEMS) ▶ 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 a theme of a story, drama, or poem from details in the text, including how characters in a story or drama 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 | |
| RL.5.4 | Determine the meaning of words and phrases as they are used in a text, including figurative language and connotative meanings. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + DOMVOCAB_ITEMS) ▶ Play a live item from this skillFigurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skill |
| 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 | |
| RL.5.6 | Describe how a narrator’s or speaker’s point of view influences how events are described. | PARTIAL | |
| RL.5.7 | Analyze how visual and multimedia elements contribute to the meaning, tone, or aesthetics of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). | PARTIAL | |
| RL.5.8 | (Not applicable to 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 | |
| RL.5.10 | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. | 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 | |
| RI.5.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + contextCluesQ + DOMVOCAB_ITEMS) ▶ 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 texts. | PARTIAL | |
| RI.5.6 | Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. | PARTIAL | |
| RI.5.7 | Utilize information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. | PARTIAL | |
| 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 | |
| RI.5.9 | Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. | PARTIAL | |
| RI.5.10 | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RF.5.1 | Mastered in grade 1. | N/A | — |
| RF.5.2 | Mastered in grade 1. | N/A | — |
| RF.5.3 | Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. | NOT COVERED | — |
| RF.5.4 | Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | PARTIAL | |
| W.5.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequent… | NOT COVERED | — |
| W.5.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and exampl… | NOT COVERED | — |
| W.5.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of c… | 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 peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a different approach. | PARTIAL | |
| W.5.6 | With some guidance and support from adults, produce and publish grade-appropriate writing using technology, either independently or in collaboration with others. | 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 relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain h… | NOT COVERED | — |
| W.5.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | NOT COVERED | — |
| SL.5.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-up… | 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, audience, and situation. | NOT COVERED | — |
| L.5.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize a… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| L.5.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate … | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ + GRAM2_ITEMS ▶ Play a live item from this skill |
| L.5.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. | PARTIAL | |
| L.5.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesi… | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + TEXT_CONCEPTS) ▶ Play a live item from this skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (VOCAB + CTX_ITEMS + contextCluesQ + DOMVOCAB_ITEMS) ▶ Play a live item from this skillFigurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skillIdioms & Sayings (PARTIAL) app/src/lib/content.ts::IDIOMS bank + bankPairsQ ▶ Play a live item from this skillWord Machines (PARTIAL) app/src/lib/wordMachines.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| L.5.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (PHRASES + MULTI) ▶ Play a live item from this skillFigurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skillIdioms & Sayings (PARTIAL) app/src/lib/content.ts::IDIOMS bank + bankPairsQ ▶ Play a live item from this skill |
| L.5.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS) ▶ Play a live item from this skillVocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (VOCAB + CTX_ITEMS + contextCluesQ + DOMVOCAB_ITEMS) ▶ 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, SL.K.1, SL.K.3, SL.K.4, SL.K.5, SL.K.6, L.K.6
Grade 1: W.1.1, W.1.2, W.1.3, W.1.6, W.1.7, SL.1.1, SL.1.3, SL.1.4, SL.1.5, SL.1.6, L.1.6
Grade 2: W.2.1, W.2.2, W.2.3, W.2.6, W.2.7, SL.2.1, SL.2.2, SL.2.3, SL.2.4, SL.2.5, SL.2.6, L.2.3, L.2.6
Grade 3: W.3.1, W.3.2, W.3.3, W.3.4, W.3.6, W.3.7, W.3.8, W.3.10, SL.3.1, SL.3.2, SL.3.3, SL.3.4, SL.3.5, SL.3.6
Grade 4: RF.4.3, 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.4.10, SL.4.1, SL.4.2, SL.4.3, SL.4.4, SL.4.5, SL.4.6
Grade 5: RF.5.3, W.5.1, W.5.2, W.5.3, W.5.4, W.5.6, W.5.7, W.5.8, W.5.9, W.5.10, SL.5.1, SL.5.2, SL.5.3, SL.5.4, SL.5.5, SL.5.6
Animals & Nature — Not counted toward Louisiana coverage in this first edition: Louisiana's science standards are not yet crosswalked, so no Louisiana claim is made for this skill.
Community Helpers — Not counted toward Louisiana coverage in this first edition: Louisiana's social studies standards are not yet crosswalked, so no Louisiana claim is made for this skill.
Feelings — Not counted toward Louisiana coverage in this first edition: Louisiana's social studies standards are not yet crosswalked, so no Louisiana claim is made for this skill.
Colors — Not counted toward Louisiana coverage in this first edition: Louisiana's science standards are not yet crosswalked, so no Louisiana claim is made for this skill.
Weather — Not counted toward Louisiana coverage in this first edition: Louisiana's science standards are not yet crosswalked, so no Louisiana claim is made for this skill.
Living Things — Not counted toward Louisiana coverage in this first edition: Louisiana's science standards are not yet crosswalked, so no Louisiana claim is made for this skill.
Matter & Energy — Not counted toward Louisiana coverage in this first edition: Louisiana's science standards are not yet crosswalked, so no Louisiana claim is made for this skill.
Earth & Space — Not counted toward Louisiana coverage in this first edition: Louisiana's science standards are not yet crosswalked, so no Louisiana claim is made for this skill.
The Human Body — Not counted toward Louisiana coverage in this first edition: Louisiana's science standards are not yet crosswalked, so no Louisiana claim is made for this skill.
Geography — Not counted toward Louisiana coverage in this first edition: Louisiana's social studies standards are not yet crosswalked, so no Louisiana claim is made for this skill.
Civics — Not counted toward Louisiana coverage in this first edition: Louisiana's social studies standards are not yet crosswalked, so no Louisiana claim is made for this skill.
History — Not counted toward Louisiana coverage in this first edition: Louisiana's social studies standards are not yet crosswalked, so no Louisiana claim is made for this skill.
Money & Jobs — Not counted toward Louisiana coverage in this first edition: Louisiana's social studies standards are not yet crosswalked, so no Louisiana claim is made for this skill.
U.S. Symbols — Not counted toward Louisiana coverage in this first edition: Louisiana's social studies standards are not yet crosswalked, so no Louisiana claim is made for this skill.
States & Capitals — Not counted toward Louisiana coverage in this first edition: Louisiana's social studies standards are not yet crosswalked, so no Louisiana claim is made for this skill.
Map Skills — Not counted toward Louisiana coverage in this first edition: Louisiana's social studies standards are not yet crosswalked, so no Louisiana claim is made for this skill.
Timelines — Not counted toward Louisiana coverage in this first edition: Louisiana's social studies standards are not yet crosswalked, so no Louisiana claim is made for this skill.
Order & Position — Not counted toward Louisiana K–5 coverage (26 Oct 2026). Louisiana's K–5 mathematics standards name no ordinal numbers (first, second, third, …). The nearest row, K.G.A.1 ('describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to'), is about where one object is relative to another; Order & Position asks which object holds a numbered place in a row, so it is not claimed there.
Chance & Probability — Not counted toward Louisiana K–5 coverage (26 Oct 2026). Louisiana's K–5 mathematics standards contain no probability: no K–5 row mentions chance or likelihood, and Louisiana's probability standards begin in grade 7 (7.SP.C.5–7.SP.C.8). The K–5 levels of Chance & Probability (which spinner color is most likely; certain / likely / unlikely / impossible) are kept as enrichment.
Percents — Not counted toward Louisiana K–5 coverage (26 Oct 2026). Percent appears in no Louisiana K–5 mathematics standard, and every K–5 item in this skill needs percent. Offered as a Grade-6 preview (Louisiana 6.RP.A.3c).
Compound Words — Not counted toward Louisiana K–5 coverage (26 Oct 2026). The only Louisiana K–5 row about compound words is part d of L.2.4: 'Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).' Every Compound Words item joins two words into one ('Put the two words together: rain + bow = ?') or matches word parts, and none asks what a compound word means, so the skill was considered for L.2.4 and not claimed (Arizona credits it on its compound-word part; Louisiana's wording asks for the meaning).
Sílabas — Supplemental — Spanish-native foundational literacy (sílabas), not counted toward Louisiana ELA coverage. Louisiana's ELA standards are English-language standards. This skill builds the same phonological awareness in Spanish; AcornSmarts' English syllable practice is the separate Syllables skill.
Verification scope: every one of the 474 code-level claims in this crosswalk was judged against the official Louisiana statement and the AcornSmarts question-generator source, by its batch's mapper (465 claims) or, for 9 claims the mappers missed, by the batch's refute-first auditor. Each batch then had one refute-first audit, by an auditor run by this project and instructed to reject by default, who attacked every FULL and re-checked every PARTIAL and NOT COVERED row. A second refute-first auditor run by this project then attacked every row still FULL (38 rows) and lowered 3 of them to PARTIAL (K.G.A.3, 5.G.B.3, RI.2.6); PARTIAL and NOT COVERED rows had the one batch audit only. 35 FULL rows remain (36 FULL claims), each attacked by two refute-first reviewers. The audits overturn their own claims rather than confirming them: 2 FULL claims fell to PARTIAL in the batch audits and 3 more in the second audit, and 0 claims were removed. Every change is in the log with the clause that moved it. Science and social studies are not yet in this crosswalk (see the scope notes).
Dated round log — 25-26 Oct 2026 build: 274 verdicts recorded.
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