STANDARDS CROSSWALK · REBUILT & ADVERSARIALLY SELF-REVIEWED 21 Aug 2026

🌰 AcornSmarts × Missouri Standards — Curriculum Alignment Report

Generated 2026-08-22 · State: MO · Standards scope: Grades K–5 · Rebuilt automatically from data/standards_crosswalk_mo.json

Verification log: 338 verdicts (328 carry a date, 10 do not) across 9 review days, 03 Aug 2026 – 21 Aug 2026.

How to read this report (the honest version). Every mapping carries evidence (the generator that produces the questions). Standards with no evidenced skill are listed NOT COVERED, as plainly as covered ones. Tiers: FULL = questions directly practice the expectation as written; PARTIAL = questions practice a component of it, with the uncovered clause named in the verification log. This is a good-faith internal mapping to the official DESE documents, not an independent third-party certification. Sources: Missouri Learning Standards — K-5 Mathematics Grade-Level Expectations (SBOE approved 19APR2016, DESE) · Missouri Learning Standards — K-5 ELA Grade-Level Expectations (SBOE 2016, DESE) · Missouri Learning Standards — K-5 Science (SBOE 2016; DESE 2024 'Reviewed' edition) · Missouri Learning Standards — K-5 Social Studies GLEs (SBOE 2016, DESE). Missouri folds reading, writing, speaking/listening and language into one ELA document; expectations are lettered items (e.g. 2.R.1.B.a) and those letters are the claim unit here.

Why this report stops at Kindergarten. AcornSmarts serves Pre-K through Grade 5: 17 of its 81 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 Missouri's K–5 academic standards documents, which begin at Kindergarten — and 13 of those 17 Pre-K-flagged skills are claimed here against a Kindergarten or later code; the 4 claimed against nothing (Sílabas, Community Helpers, Feelings, Colors) are listed in the not-counted section below. Missouri does separately publish early-learning standards for the years before Kindergarten — the Missouri Early Learning Standards (DESE, revised February 2021) — and DESE also publishes an official MELS Pre-K to Missouri Learning Standards crosswalk. We have NOT crosswalked against either; no Pre-K alignment is claimed here.

Missouri Learning Standards — Mathematics Grade-Level Expectations (2016), K–5

Scope of this section.

Missouri writes fine-grained Grade-Level Expectations, and this report's claim unit is the LETTERED row wherever DESE publishes no parent row — which yields 220 K–5 mathematics claim units. That is our stated granularity, not a count DESE itself prints. (An earlier build of this report rolled lettered sub-items up to a parent unconditionally and reported a 189 denominator. That was wrong: it silently dropped 31 real Missouri expectations, and it was corrected on 06 Aug 2026. The 189 figure should not be quoted.) FULL means the app's evidenced items exercise the expectation as written; PARTIAL means a clause — physical materials, free-form production, justification or discourse — is beyond what a tap-based practice app honestly does, and the verification log names which clause.

169
FULL
51
PARTIAL
0
NOT COVERED
220
K–5 standards total
StandardStatement (official text)CoverageCovered by (evidence)
K.NS.A.1Count to 100 by ones and tens.FULL
Counting (FULL)
app/src/lib/content.ts::countingQ
“Tap 7 🍎 / "Tap to show 12" (ten-frame build) — count objects, connect count to numeral”
▶ Play a live item from this skill
K.NS.A.2Count forward beginning from a given number between 1 and 20.FULL
Counting (FULL)
app/src/lib/content.ts::countingQ
“Tap 7 🍎 / "Tap to show 12" (ten-frame build) — count objects, connect count to numeral”
▶ Play a live item from this skill
K.NS.A.3Count backward from a given number between 10 and 1.FULL
Counting (FULL)
app/src/lib/content.ts::countingQ
“Tap 7 🍎 / "Tap to show 12" (ten-frame build) — count objects, connect count to numeral”
▶ Play a live item from this skill
K.NS.A.4Read and write numerals and represent a number of objects from 0 to 20.FULL
Counting (FULL)
app/src/lib/content.ts::countingQ
“Tap 7 🍎 / "Tap to show 12" (ten-frame build) — count objects, connect count to numeral”
▶ Play a live item from this skill
K.NS.B.5Say the number names when counting objects, in the standard order, pairing each object with one and only one number name and each number name with one and only one object.FULL
Counting (FULL)
app/src/lib/content.ts::countingQ
“Tap 7 🍎 / "Tap to show 12" (ten-frame build) — count objects, connect count to numeral”
▶ Play a live item from this skill
K.NS.B.6Demonstrate that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted.FULL
Counting (FULL)
app/src/lib/content.ts::countingQ
“Tap 7 🍎 / "Tap to show 12" (ten-frame build) — count objects, connect count to numeral”
▶ Play a live item from this skill
K.NS.B.7Demonstrate that each successive number name refers to a quantity that is one larger than the previous number.FULL
Counting (FULL)
app/src/lib/content.ts::countingQ
“Tap 7 🍎 / "Tap to show 12" (ten-frame build) — count objects, connect count to numeral”
▶ Play a live item from this skill
K.NS.B.8Recognize, without counting, the quantity of groups up to 5 objects arranged in common patterns.PARTIAL
Counting (PARTIAL)
app/src/lib/content.ts::countingQ
“Tap 7 🍎 / "Tap to show 12" (ten-frame build) — count objects, connect count to numeral”
▶ Play a live item from this skill
K.NS.B.9Demonstrate that a number can be used to represent “how many” are in a set.FULL
Counting (FULL)
app/src/lib/content.ts::countingQ
“Tap 7 🍎 / "Tap to show 12" (ten-frame build) — count objects, connect count to numeral”
▶ Play a live item from this skill
K.NS.C.10Compare two or more sets of objects and identify which set is equal to, more than or less than the other.FULL
Compare Numbers (FULL)
app/src/lib/content.ts::compareQ
“Tap the numbers SMALLEST to BIGGEST / more-less-equal with >, <, = signs | 01AUG2026 Tier-2: three-digit sign choice with digit-meaning explanations + the ≠ true-statement form”
▶ Play a live item from this skill
K.NS.C.11Compare two numerals, between 1 and 10, and determine which is more than or less than the other.FULL
Compare Numbers (FULL)
app/src/lib/content.ts::compareQ
“Tap the numbers SMALLEST to BIGGEST / more-less-equal with >, <, = signs | 01AUG2026 Tier-2: three-digit sign choice with digit-meaning explanations + the ≠ true-statement form”
▶ Play a live item from this skill
K.NBT.A.1Compose and decompose numbers from 11 to 19 into sets of tens with additional ones.FULL
Place Value (FULL)
app/src/lib/content.ts::placeValueQ
“Expanded form ("Which shows 347 in expanded form?" / "300 + 40 + 7 = ?") and number names ("trescientos cuarenta y siete") both directions (01AUG2026) | 01AUG2026 Tier-2: mental 10 more/less on 2-digit and 10/100 more/less on 100-899, one-digit-changes reasoning, ones-slip misconception named”
▶ Play a live item from this skill
K.RA.A.1Represent addition and subtraction within 10.FULL
Addition (FULL)
app/src/lib/content.ts::additionQ
▶ Play a live item from this skill
Subtraction (PARTIAL)
app/src/lib/content.ts::subtractionQ
▶ Play a live item from this skill
K.RA.A.2Demonstrate fluency for addition and subtraction within 5.FULL
Fact Flash (FULL)
app/src/lib/content.ts::factFlashQ
▶ Play a live item from this skill
K.RA.A.3Decompose numbers less than or equal to 10 in more than one way.PARTIAL
Make Ten (PARTIAL)
app/src/lib/content.ts::makeTenQ
“"7 + ? = 10" with a ten-frame the child taps to fill”
▶ Play a live item from this skill
K.RA.A.4Make 10 for any number from 1 to 9.FULL
Make Ten (FULL)
app/src/lib/content.ts::makeTenQ
“"7 + ? = 10" with a ten-frame the child taps to fill”
▶ Play a live item from this skill
K.GM.A.1Describe several measureable attributes of objects.PARTIAL
Measurement (PARTIAL)
app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ
“ | 01AUG2026 Tier-2: unit-iteration strip — ribbon measured by paperclips laid end to end (no gaps/overlaps), child counts the units | 01AUG2026: 3.MD.2 — read the drawn measuring jug (liters) and scale dial (kg AND g), plus hand-verified unit-choice/benchmark estimation (1 L of water ≈ 1 kg; the 2-liter bottle; a 200-gram apple)”
▶ Play a live item from this skill
K.GM.A.2Compare the measurable attributes of two objects.FULL
Sort & Size (FULL)
app/src/lib/content.ts::sortSizeQ
▶ Play a live item from this skill
Measurement (PARTIAL)
app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ
“ | 01AUG2026 Tier-2: unit-iteration strip — ribbon measured by paperclips laid end to end (no gaps/overlaps), child counts the units | 01AUG2026: 3.MD.2 — read the drawn measuring jug (liters) and scale dial (kg AND g), plus hand-verified unit-choice/benchmark estimation (1 L of water ≈ 1 kg; the 2-liter bottle; a 200-gram apple)”
▶ Play a live item from this skill
K.GM.B.3Demonstrate an understanding of concepts of time and devices that measure time.PARTIAL
Telling Time (PARTIAL)
app/src/lib/content.ts::timeQ
“Clock reads at every five-minute mark ("What time does the clock show, to the nearest five minutes?") and a.m./p.m. anchored to daily events (01AUG2026)”
▶ Play a live item from this skill
K.GM.B.4Name the days of the week.PARTIAL
Telling Time (PARTIAL)
app/src/lib/content.ts::timeQ
“Clock reads at every five-minute mark ("What time does the clock show, to the nearest five minutes?") and a.m./p.m. anchored to daily events (01AUG2026)”
▶ Play a live item from this skill
K.GM.B.5Identify pennies, nickels, dimes and quarters.FULL
Money (FULL)
app/src/lib/content.ts::moneyQ
“"How much are 3 quarters and 2 dimes?" — coin values, totals, making change, coin-group tap”
▶ Play a live item from this skill
K.GM.C.6Identify shapes and describe objects in the environment using names of shapes, recognizing the name stays the same regardless of orientation or size.FULL
Shapes (FULL)
app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ
“ | 01AUG2026 Tier-2: tap-the-shape MOST/FEWEST sides + verified alike/different facts (sides, corners, equal sides) | 01AUG2026 geometry-second-half: equal-share partitioning (halves/thirds/fourths, unequal-parts trap NAMED, whole-as-shares, more-shares→smaller), flat-vs-solid classification, cube faces/edges/vertices, rows-and-columns square counting | 01AUG2026 completion pass: DRAWN SVG shapes at random rotation and size — most-precise-name items (tilted-square-is-a-diamond trap and square-vs-rectangle precision both dealt and NAMED) | 09AUG2026 ShapePick compose widget (see KS twin) | 18AUG2026 FREEHAND DRAW register (DrawShape widget, lib/drawShape.ts): the child draws the shape with a finger; geometry judged on-device (closure, clustered corner count, no crossings) — drawShapeTruth locks wobble/rounded-corner acceptance and scribble/open/count/bow-tie refusals; deal + plain-mode locks in drawRound.test.tsx”
▶ Play a live item from this skill
K.GM.C.7Describe the relative positions of objects in space.FULL
Shapes (FULL)
app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ
“ | 01AUG2026 Tier-2: tap-the-shape MOST/FEWEST sides + verified alike/different facts (sides, corners, equal sides) | 01AUG2026 geometry-second-half: equal-share partitioning (halves/thirds/fourths, unequal-parts trap NAMED, whole-as-shares, more-shares→smaller), flat-vs-solid classification, cube faces/edges/vertices, rows-and-columns square counting | 01AUG2026 completion pass: DRAWN SVG shapes at random rotation and size — most-precise-name items (tilted-square-is-a-diamond trap and square-vs-rectangle precision both dealt and NAMED) | 09AUG2026 ShapePick compose widget (see KS twin) | 18AUG2026 FREEHAND DRAW register (DrawShape widget, lib/drawShape.ts): the child draws the shape with a finger; geometry judged on-device (closure, clustered corner count, no crossings) — drawShapeTruth locks wobble/rounded-corner acceptance and scribble/open/count/bow-tie refusals; deal + plain-mode locks in drawRound.test.tsx”
▶ Play a live item from this skill
K.GM.C.8Identify and describe the attribute of shapes, and use the attributes to sort a collection of shapes.FULL
Shapes (FULL)
app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ
“ | 01AUG2026 Tier-2: tap-the-shape MOST/FEWEST sides + verified alike/different facts (sides, corners, equal sides) | 01AUG2026 geometry-second-half: equal-share partitioning (halves/thirds/fourths, unequal-parts trap NAMED, whole-as-shares, more-shares→smaller), flat-vs-solid classification, cube faces/edges/vertices, rows-and-columns square counting | 01AUG2026 completion pass: DRAWN SVG shapes at random rotation and size — most-precise-name items (tilted-square-is-a-diamond trap and square-vs-rectangle precision both dealt and NAMED) | 09AUG2026 ShapePick compose widget (see KS twin) | 18AUG2026 FREEHAND DRAW register (DrawShape widget, lib/drawShape.ts): the child draws the shape with a finger; geometry judged on-device (closure, clustered corner count, no crossings) — drawShapeTruth locks wobble/rounded-corner acceptance and scribble/open/count/bow-tie refusals; deal + plain-mode locks in drawRound.test.tsx”
▶ Play a live item from this skill
K.GM.C.9Draw or model simple two-dimensional shapes.FULL
Shapes (FULL)
app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ
“ | 01AUG2026 Tier-2: tap-the-shape MOST/FEWEST sides + verified alike/different facts (sides, corners, equal sides) | 01AUG2026 geometry-second-half: equal-share partitioning (halves/thirds/fourths, unequal-parts trap NAMED, whole-as-shares, more-shares→smaller), flat-vs-solid classification, cube faces/edges/vertices, rows-and-columns square counting | 01AUG2026 completion pass: DRAWN SVG shapes at random rotation and size — most-precise-name items (tilted-square-is-a-diamond trap and square-vs-rectangle precision both dealt and NAMED) | 09AUG2026 ShapePick compose widget (see KS twin) | 18AUG2026 FREEHAND DRAW register (DrawShape widget, lib/drawShape.ts): the child draws the shape with a finger; geometry judged on-device (closure, clustered corner count, no crossings) — drawShapeTruth locks wobble/rounded-corner acceptance and scribble/open/count/bow-tie refusals; deal + plain-mode locks in drawRound.test.tsx”
▶ Play a live item from this skill
K.GM.C.10Compose simple shapes to form larger shapes using manipulatives.FULL
Shapes (FULL)
app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ
“ | 01AUG2026 Tier-2: tap-the-shape MOST/FEWEST sides + verified alike/different facts (sides, corners, equal sides) | 01AUG2026 geometry-second-half: equal-share partitioning (halves/thirds/fourths, unequal-parts trap NAMED, whole-as-shares, more-shares→smaller), flat-vs-solid classification, cube faces/edges/vertices, rows-and-columns square counting | 01AUG2026 completion pass: DRAWN SVG shapes at random rotation and size — most-precise-name items (tilted-square-is-a-diamond trap and square-vs-rectangle precision both dealt and NAMED) | 09AUG2026 ShapePick compose widget (see KS twin) | 18AUG2026 FREEHAND DRAW register (DrawShape widget, lib/drawShape.ts): the child draws the shape with a finger; geometry judged on-device (closure, clustered corner count, no crossings) — drawShapeTruth locks wobble/rounded-corner acceptance and scribble/open/count/bow-tie refusals; deal + plain-mode locks in drawRound.test.tsx”
▶ Play a live item from this skill
K.DS.A.1Classify objects into given categories; count the number of objects in each category.FULL
Sort & Size (FULL)
app/src/lib/content.ts::sortSizeQ
▶ Play a live item from this skill
K.DS.A.2Compare category counts using appropriate language.FULL
Sort & Size (FULL)
app/src/lib/content.ts::sortSizeQ
▶ Play a live item from this skill
1.NS.A.1Count to 120, starting at any number less than 120.FULL
Counting (FULL)
app/src/lib/content.ts::countingQ
“Tap 7 🍎 / "Tap to show 12" (ten-frame build) — count objects, connect count to numeral”
▶ Play a live item from this skill
1.NS.A.2Read and write numerals and represent a number of objects with a written numeral.FULL
Counting (FULL)
app/src/lib/content.ts::countingQ
“Tap 7 🍎 / "Tap to show 12" (ten-frame build) — count objects, connect count to numeral”
▶ Play a live item from this skill
1.NS.A.3Count backward from a given number between 20 and 1.FULL
Counting (FULL)
app/src/lib/content.ts::countingQ
“Tap 7 🍎 / "Tap to show 12" (ten-frame build) — count objects, connect count to numeral”
▶ Play a live item from this skill
1.NS.A.4Count by 5s to 100 starting at any multiple of five.FULL
Patterns (FULL)
app/src/lib/content.ts::patternsQ
“Repeating shape patterns (AB, ABC, AAB) and number sequences — find what comes next”
▶ Play a live item from this skill
1.NBT.A.1Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”.FULL
Place Value (FULL)
app/src/lib/content.ts::placeValueQ
“Expanded form ("Which shows 347 in expanded form?" / "300 + 40 + 7 = ?") and number names ("trescientos cuarenta y siete") both directions (01AUG2026) | 01AUG2026 Tier-2: mental 10 more/less on 2-digit and 10/100 more/less on 100-899, one-digit-changes reasoning, ones-slip misconception named”
▶ Play a live item from this skill
1.NBT.A.2Understand two-digit numbers are composed of ten (s) and ones (s).FULL
Place Value (FULL)
app/src/lib/content.ts::placeValueQ
“Expanded form ("Which shows 347 in expanded form?" / "300 + 40 + 7 = ?") and number names ("trescientos cuarenta y siete") both directions (01AUG2026) | 01AUG2026 Tier-2: mental 10 more/less on 2-digit and 10/100 more/less on 100-899, one-digit-changes reasoning, ones-slip misconception named”
▶ Play a live item from this skill
1.NBT.A.3Compare two two-digit numbers using the symbols >, = or <.FULL
Compare Numbers (FULL)
app/src/lib/content.ts::compareQ
“Tap the numbers SMALLEST to BIGGEST / more-less-equal with >, <, = signs | 01AUG2026 Tier-2: three-digit sign choice with digit-meaning explanations + the ≠ true-statement form”
▶ Play a live item from this skill
1.NBT.A.4Count by 10s to 120 starting at any number.FULL
Patterns (FULL)
app/src/lib/content.ts::patternsQ
“Repeating shape patterns (AB, ABC, AAB) and number sequences — find what comes next”
▶ Play a live item from this skill
1.NBT.B.5Add within 100.FULL
Addition (FULL)
app/src/lib/content.ts::additionQ
▶ Play a live item from this skill
1.NBT.B.6Calculate 10 more or 10 less than a given number mentally without having to count.FULL
Place Value (FULL)
app/src/lib/content.ts::placeValueQ
“Expanded form ("Which shows 347 in expanded form?" / "300 + 40 + 7 = ?") and number names ("trescientos cuarenta y siete") both directions (01AUG2026) | 01AUG2026 Tier-2: mental 10 more/less on 2-digit and 10/100 more/less on 100-899, one-digit-changes reasoning, ones-slip misconception named”
▶ Play a live item from this skill
1.NBT.B.7Add or subtract a multiple of 10 from another two-digit number, and justify the solution.PARTIAL
Subtraction (PARTIAL)
app/src/lib/content.ts::subtractionQ
▶ Play a live item from this skill
1.RA.A.1Use addition and subtraction within 20 to solve problems.FULL
Word Problems (FULL)
app/src/lib/content.ts::wordProblemQ
“Two- and three-step problems ("3 bags × 7 apples, find 4 more, give 2 away"), round-UP remainder interpretation (juice packs), and letter equations ("24 ÷ 4 = n") — built 31JUL2026”
▶ Play a live item from this skill
1.RA.A.2Solve problems that call for addition of three whole numbers whose sum is within 20.FULL
Word Problems (FULL)
app/src/lib/content.ts::wordProblemQ
“Two- and three-step problems ("3 bags × 7 apples, find 4 more, give 2 away"), round-UP remainder interpretation (juice packs), and letter equations ("24 ÷ 4 = n") — built 31JUL2026”
▶ Play a live item from this skill
1.RA.A.3Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false.FULL
Find the Missing Number (FULL)
app/src/lib/content.ts::equationsQ
“"? + 7 = 15" — unknown in any position, add/sub/mul, inverse-operation misconception feedback”
▶ Play a live item from this skill
1.RA.A.4Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.FULL
Make Ten (PARTIAL)
app/src/lib/content.ts::makeTenQ
“"7 + ? = 10" with a ten-frame the child taps to fill”
▶ Play a live item from this skill
Find the Missing Number (FULL)
app/src/lib/content.ts::equationsQ
“"? + 7 = 15" — unknown in any position, add/sub/mul, inverse-operation misconception feedback”
▶ Play a live item from this skill
1.RA.B.5Use properties as strategies to add and subtract.FULL
Find the Missing Number (FULL)
app/src/lib/content.ts::equationsQ
“"? + 7 = 15" — unknown in any position, add/sub/mul, inverse-operation misconception feedback”
▶ Play a live item from this skill
1.RA.B.6Demonstrate that subtraction can be solved as an unknown-addend problem.PARTIAL
Find the Missing Number (PARTIAL)
app/src/lib/content.ts::equationsQ
“"? + 7 = 15" — unknown in any position, add/sub/mul, inverse-operation misconception feedback”
▶ Play a live item from this skill
1.RA.C.7Add and subtract within 20.FULL
Make Ten (PARTIAL)
app/src/lib/content.ts::makeTenQ
“"7 + ? = 10" with a ten-frame the child taps to fill”
▶ Play a live item from this skill
Addition (FULL)
app/src/lib/content.ts::additionQ
▶ Play a live item from this skill
Subtraction (FULL)
app/src/lib/content.ts::subtractionQ
▶ Play a live item from this skill
1.RA.C.8Demonstrate fluency with addition and subtraction within 10.FULL
Addition (FULL)
app/src/lib/content.ts::additionQ
▶ Play a live item from this skill
1.GM.A.1Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes.FULL
Shapes (FULL)
app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ
“ | 01AUG2026 Tier-2: tap-the-shape MOST/FEWEST sides + verified alike/different facts (sides, corners, equal sides) | 01AUG2026 geometry-second-half: equal-share partitioning (halves/thirds/fourths, unequal-parts trap NAMED, whole-as-shares, more-shares→smaller), flat-vs-solid classification, cube faces/edges/vertices, rows-and-columns square counting | 01AUG2026 completion pass: DRAWN SVG shapes at random rotation and size — most-precise-name items (tilted-square-is-a-diamond trap and square-vs-rectangle precision both dealt and NAMED) | 09AUG2026 ShapePick compose widget (see KS twin) | 18AUG2026 FREEHAND DRAW register (DrawShape widget, lib/drawShape.ts): the child draws the shape with a finger; geometry judged on-device (closure, clustered corner count, no crossings) — drawShapeTruth locks wobble/rounded-corner acceptance and scribble/open/count/bow-tie refusals; deal + plain-mode locks in drawRound.test.tsx”
▶ Play a live item from this skill
1.GM.A.2Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes.FULL
Shapes (FULL)
app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ
“ | 01AUG2026 Tier-2: tap-the-shape MOST/FEWEST sides + verified alike/different facts (sides, corners, equal sides) | 01AUG2026 geometry-second-half: equal-share partitioning (halves/thirds/fourths, unequal-parts trap NAMED, whole-as-shares, more-shares→smaller), flat-vs-solid classification, cube faces/edges/vertices, rows-and-columns square counting | 01AUG2026 completion pass: DRAWN SVG shapes at random rotation and size — most-precise-name items (tilted-square-is-a-diamond trap and square-vs-rectangle precision both dealt and NAMED) | 09AUG2026 ShapePick compose widget (see KS twin) | 18AUG2026 FREEHAND DRAW register (DrawShape widget, lib/drawShape.ts): the child draws the shape with a finger; geometry judged on-device (closure, clustered corner count, no crossings) — drawShapeTruth locks wobble/rounded-corner acceptance and scribble/open/count/bow-tie refusals; deal + plain-mode locks in drawRound.test.tsx”
▶ Play a live item from this skill
1.GM.A.3Recognize two- and three-dimensional shapes from different perspectives and orientations.FULL
Shapes (FULL)
app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ
“ | 01AUG2026 Tier-2: tap-the-shape MOST/FEWEST sides + verified alike/different facts (sides, corners, equal sides) | 01AUG2026 geometry-second-half: equal-share partitioning (halves/thirds/fourths, unequal-parts trap NAMED, whole-as-shares, more-shares→smaller), flat-vs-solid classification, cube faces/edges/vertices, rows-and-columns square counting | 01AUG2026 completion pass: DRAWN SVG shapes at random rotation and size — most-precise-name items (tilted-square-is-a-diamond trap and square-vs-rectangle precision both dealt and NAMED) | 09AUG2026 ShapePick compose widget (see KS twin) | 18AUG2026 FREEHAND DRAW register (DrawShape widget, lib/drawShape.ts): the child draws the shape with a finger; geometry judged on-device (closure, clustered corner count, no crossings) — drawShapeTruth locks wobble/rounded-corner acceptance and scribble/open/count/bow-tie refusals; deal + plain-mode locks in drawRound.test.tsx”
▶ Play a live item from this skill
1.GM.A.4Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally.FULL
Shapes (FULL)
app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ
“ | 01AUG2026 Tier-2: tap-the-shape MOST/FEWEST sides + verified alike/different facts (sides, corners, equal sides) | 01AUG2026 geometry-second-half: equal-share partitioning (halves/thirds/fourths, unequal-parts trap NAMED, whole-as-shares, more-shares→smaller), flat-vs-solid classification, cube faces/edges/vertices, rows-and-columns square counting | 01AUG2026 completion pass: DRAWN SVG shapes at random rotation and size — most-precise-name items (tilted-square-is-a-diamond trap and square-vs-rectangle precision both dealt and NAMED) | 09AUG2026 ShapePick compose widget (see KS twin) | 18AUG2026 FREEHAND DRAW register (DrawShape widget, lib/drawShape.ts): the child draws the shape with a finger; geometry judged on-device (closure, clustered corner count, no crossings) — drawShapeTruth locks wobble/rounded-corner acceptance and scribble/open/count/bow-tie refusals; deal + plain-mode locks in drawRound.test.tsx”
▶ Play a live item from this skill
1.GM.B.5Order three or more objects by length.FULL
Sort & Size (FULL)
app/src/lib/content.ts::sortSizeQ
▶ Play a live item from this skill
1.GM.B.6Compare the lengths of two objects indirectly by using a third object.FULL
Measurement (FULL)
app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ
“ | 01AUG2026 Tier-2: unit-iteration strip — ribbon measured by paperclips laid end to end (no gaps/overlaps), child counts the units | 01AUG2026: 3.MD.2 — read the drawn measuring jug (liters) and scale dial (kg AND g), plus hand-verified unit-choice/benchmark estimation (1 L of water ≈ 1 kg; the 2-liter bottle; a 200-gram apple)”
▶ Play a live item from this skill
1.GM.B.7Demonstrate the ability to measure length or distance using objects.PARTIAL
Measurement (PARTIAL)
app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ
“ | 01AUG2026 Tier-2: unit-iteration strip — ribbon measured by paperclips laid end to end (no gaps/overlaps), child counts the units | 01AUG2026: 3.MD.2 — read the drawn measuring jug (liters) and scale dial (kg AND g), plus hand-verified unit-choice/benchmark estimation (1 L of water ≈ 1 kg; the 2-liter bottle; a 200-gram apple)”
▶ Play a live item from this skill
1.GM.C.8Tell and write time in hours and half-hours using analog and digital clocks.FULL
Telling Time (FULL)
app/src/lib/content.ts::timeQ
“Clock reads at every five-minute mark ("What time does the clock show, to the nearest five minutes?") and a.m./p.m. anchored to daily events (01AUG2026)”
▶ Play a live item from this skill
1.GM.C.9Know the value of a penny, nickel, dime and quarter.FULL
Money (FULL)
app/src/lib/content.ts::moneyQ
“"How much are 3 quarters and 2 dimes?" — coin values, totals, making change, coin-group tap”
▶ Play a live item from this skill
1.DS.A.1Collect, organize and represent data with up to three categories.PARTIAL
Graphs & Data (PARTIAL)
app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ
“Four-category sets and build-the-graph-row ("The class counted — … Build the Dogs row: tap one 🐶 for each") (01AUG2026) | 01AUG2026: TRUE line plots marked in halves/fourths of an inch (count a stack, most common, total, longer-than with the includes-the-ties miss NAMED) · SCALED build (v2.5.1): 'each 🌰 stands for 2/5 — build the row' (taps = count ÷ scale)”
▶ Play a live item from this skill
1.DS.A.2Draw conclusions from object graphs, picture graphs, T-charts and tallies.FULL
Graphs & Data (FULL)
app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ
“Four-category sets and build-the-graph-row ("The class counted — … Build the Dogs row: tap one 🐶 for each") (01AUG2026) | 01AUG2026: TRUE line plots marked in halves/fourths of an inch (count a stack, most common, total, longer-than with the includes-the-ties miss NAMED) · SCALED build (v2.5.1): 'each 🌰 stands for 2/5 — build the row' (taps = count ÷ scale)”
▶ Play a live item from this skill
2.NBT.A.1Understand three-digit numbers are composed of hundreds, tens and ones.FULL
Place Value (FULL)
app/src/lib/content.ts::placeValueQ
“Expanded form ("Which shows 347 in expanded form?" / "300 + 40 + 7 = ?") and number names ("trescientos cuarenta y siete") both directions (01AUG2026) | 01AUG2026 Tier-2: mental 10 more/less on 2-digit and 10/100 more/less on 100-899, one-digit-changes reasoning, ones-slip misconception named”
▶ Play a live item from this skill
2.NBT.A.2Understand that 100 can be thought of as 10 tens – called a “hundred”.FULL
Place Value (FULL)
app/src/lib/content.ts::placeValueQ
“Expanded form ("Which shows 347 in expanded form?" / "300 + 40 + 7 = ?") and number names ("trescientos cuarenta y siete") both directions (01AUG2026) | 01AUG2026 Tier-2: mental 10 more/less on 2-digit and 10/100 more/less on 100-899, one-digit-changes reasoning, ones-slip misconception named”
▶ Play a live item from this skill
2.NBT.A.3Count within 1000 by 1s, 10s and 100s starting with any number.FULL
Counting (FULL)
app/src/lib/content.ts::countingQ
“Tap 7 🍎 / "Tap to show 12" (ten-frame build) — count objects, connect count to numeral”
▶ Play a live item from this skill
2.NBT.A.4Read and write numbers to 1000 using number names, base-ten numerals and expanded form.FULL
Place Value (FULL)
app/src/lib/content.ts::placeValueQ
“Expanded form ("Which shows 347 in expanded form?" / "300 + 40 + 7 = ?") and number names ("trescientos cuarenta y siete") both directions (01AUG2026) | 01AUG2026 Tier-2: mental 10 more/less on 2-digit and 10/100 more/less on 100-899, one-digit-changes reasoning, ones-slip misconception named”
▶ Play a live item from this skill
2.NBT.A.5Compare two three-digit numbers using the symbols >, = or <.FULL
Compare Numbers (FULL)
app/src/lib/content.ts::compareQ
“Tap the numbers SMALLEST to BIGGEST / more-less-equal with >, <, = signs | 01AUG2026 Tier-2: three-digit sign choice with digit-meaning explanations + the ≠ true-statement form”
▶ Play a live item from this skill
2.NBT.B.6Demonstrate fluency with addition and subtraction within 100.FULL
Addition (FULL)
app/src/lib/content.ts::additionQ
▶ Play a live item from this skill
Subtraction (FULL)
app/src/lib/content.ts::subtractionQ
▶ Play a live item from this skill
2.NBT.B.7Add up to four two-digit numbers.FULL
Addition (FULL)
app/src/lib/content.ts::additionQ
▶ Play a live item from this skill
2.NBT.B.8Add or subtract within 1000, and justify the solution.PARTIAL
Addition (PARTIAL)
app/src/lib/content.ts::additionQ
▶ Play a live item from this skill
2.NBT.B.9Use the relationship between addition and subtraction to solve problems.FULL
Find the Missing Number (FULL)
app/src/lib/content.ts::equationsQ
“"? + 7 = 15" — unknown in any position, add/sub/mul, inverse-operation misconception feedback”
▶ Play a live item from this skill
2.NBT.B.10Add or subtract mentally 10 or 100 to or from a given number within 1000.FULL
Place Value (FULL)
app/src/lib/content.ts::placeValueQ
“Expanded form ("Which shows 347 in expanded form?" / "300 + 40 + 7 = ?") and number names ("trescientos cuarenta y siete") both directions (01AUG2026) | 01AUG2026 Tier-2: mental 10 more/less on 2-digit and 10/100 more/less on 100-899, one-digit-changes reasoning, ones-slip misconception named”
▶ Play a live item from this skill
2.NBT.C.11Write and solve problems involving addition and subtraction within 100.PARTIAL
Word Problems (PARTIAL)
app/src/lib/content.ts::wordProblemQ
“Two- and three-step problems ("3 bags × 7 apples, find 4 more, give 2 away"), round-UP remainder interpretation (juice packs), and letter equations ("24 ÷ 4 = n") — built 31JUL2026”
▶ Play a live item from this skill
2.RA.A.1Demonstrate fluency with addition and subtraction within 20.FULL
Addition (FULL)
app/src/lib/content.ts::additionQ
▶ Play a live item from this skill
Subtraction (FULL)
app/src/lib/content.ts::subtractionQ
▶ Play a live item from this skill
Fact Flash (FULL)
app/src/lib/content.ts::factFlashQ
▶ Play a live item from this skill
2.RA.B.2aDetermine if a set of objects has an odd or even number of members. a Count by 2s to 100 starting with any even number.FULL
Even & Odd (FULL)
app/src/lib/content.ts::evenOddQ
“"10 is even. Which equation shows it as the sum of two EQUAL addends?" — 5 + 5 = 10 (01AUG2026)”
▶ Play a live item from this skill
2.RA.B.2bDetermine if a set of objects has an odd or even number of members. b Express even numbers as pairings/groups of 2, and write an expression to represent the number using addends of 2.FULL
Even & Odd (FULL)
app/src/lib/content.ts::evenOddQ
“"10 is even. Which equation shows it as the sum of two EQUAL addends?" — 5 + 5 = 10 (01AUG2026)”
▶ Play a live item from this skill
2.RA.B.2cDetermine if a set of objects has an odd or even number of members. c Express even numbers as being composed of equal groups and write an expression to represent the number with 2 equal addends.FULL
Even & Odd (FULL)
app/src/lib/content.ts::evenOddQ
“"10 is even. Which equation shows it as the sum of two EQUAL addends?" — 5 + 5 = 10 (01AUG2026)”
▶ Play a live item from this skill
2.RA.B.3Find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns, and write an equation to represent the total as a sum of equal addends.FULL
Times Tables (FULL)
app/src/lib/content.ts::multiplicationQ
“"6 × 8 = ?" with groups-of misconception feedback; 2-digit × 2-digit with partial-products worked solutions | 01AUG2026 Tier-2: one-digit x multiples of 10 via place value (N tens), dropped-zero misconception named”
▶ Play a live item from this skill
2.GM.A.1aRecognize and draw shapes having specified attributes, such as a given number of angles or sides. a Identify triangles, quadrilaterals, pentagons, hexagons, circles and cubes.FULL
Shapes (FULL)
app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ
“ | 01AUG2026 Tier-2: tap-the-shape MOST/FEWEST sides + verified alike/different facts (sides, corners, equal sides) | 01AUG2026 geometry-second-half: equal-share partitioning (halves/thirds/fourths, unequal-parts trap NAMED, whole-as-shares, more-shares→smaller), flat-vs-solid classification, cube faces/edges/vertices, rows-and-columns square counting | 01AUG2026 completion pass: DRAWN SVG shapes at random rotation and size — most-precise-name items (tilted-square-is-a-diamond trap and square-vs-rectangle precision both dealt and NAMED) | 09AUG2026 ShapePick compose widget (see KS twin) | 18AUG2026 FREEHAND DRAW register (DrawShape widget, lib/drawShape.ts): the child draws the shape with a finger; geometry judged on-device (closure, clustered corner count, no crossings) — drawShapeTruth locks wobble/rounded-corner acceptance and scribble/open/count/bow-tie refusals; deal + plain-mode locks in drawRound.test.tsx”
▶ Play a live item from this skill
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
2.GM.A.1bRecognize and draw shapes having specified attributes, such as a given number of angles or sides. b Identify the faces of three-dimensional objects.FULL
Shapes (FULL)
app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ
“ | 01AUG2026 Tier-2: tap-the-shape MOST/FEWEST sides + verified alike/different facts (sides, corners, equal sides) | 01AUG2026 geometry-second-half: equal-share partitioning (halves/thirds/fourths, unequal-parts trap NAMED, whole-as-shares, more-shares→smaller), flat-vs-solid classification, cube faces/edges/vertices, rows-and-columns square counting | 01AUG2026 completion pass: DRAWN SVG shapes at random rotation and size — most-precise-name items (tilted-square-is-a-diamond trap and square-vs-rectangle precision both dealt and NAMED) | 09AUG2026 ShapePick compose widget (see KS twin) | 18AUG2026 FREEHAND DRAW register (DrawShape widget, lib/drawShape.ts): the child draws the shape with a finger; geometry judged on-device (closure, clustered corner count, no crossings) — drawShapeTruth locks wobble/rounded-corner acceptance and scribble/open/count/bow-tie refusals; deal + plain-mode locks in drawRound.test.tsx”
▶ Play a live item from this skill
2.GM.A.2Partition a rectangle into rows and columns of same-size squares and count to find the total number of squares.FULL
Shapes (FULL)
app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ
“ | 01AUG2026 Tier-2: tap-the-shape MOST/FEWEST sides + verified alike/different facts (sides, corners, equal sides) | 01AUG2026 geometry-second-half: equal-share partitioning (halves/thirds/fourths, unequal-parts trap NAMED, whole-as-shares, more-shares→smaller), flat-vs-solid classification, cube faces/edges/vertices, rows-and-columns square counting | 01AUG2026 completion pass: DRAWN SVG shapes at random rotation and size — most-precise-name items (tilted-square-is-a-diamond trap and square-vs-rectangle precision both dealt and NAMED) | 09AUG2026 ShapePick compose widget (see KS twin) | 18AUG2026 FREEHAND DRAW register (DrawShape widget, lib/drawShape.ts): the child draws the shape with a finger; geometry judged on-device (closure, clustered corner count, no crossings) — drawShapeTruth locks wobble/rounded-corner acceptance and scribble/open/count/bow-tie refusals; deal + plain-mode locks in drawRound.test.tsx”
▶ Play a live item from this skill
2.GM.A.3aPartition circles and rectangles into two, three or four equal shares, and describe the shares and the whole. a Demonstrate that equal shares of identical wholes need not have the same shape.FULL
Shapes (FULL)
app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ
“ | 01AUG2026 Tier-2: tap-the-shape MOST/FEWEST sides + verified alike/different facts (sides, corners, equal sides) | 01AUG2026 geometry-second-half: equal-share partitioning (halves/thirds/fourths, unequal-parts trap NAMED, whole-as-shares, more-shares→smaller), flat-vs-solid classification, cube faces/edges/vertices, rows-and-columns square counting | 01AUG2026 completion pass: DRAWN SVG shapes at random rotation and size — most-precise-name items (tilted-square-is-a-diamond trap and square-vs-rectangle precision both dealt and NAMED) | 09AUG2026 ShapePick compose widget (see KS twin) | 18AUG2026 FREEHAND DRAW register (DrawShape widget, lib/drawShape.ts): the child draws the shape with a finger; geometry judged on-device (closure, clustered corner count, no crossings) — drawShapeTruth locks wobble/rounded-corner acceptance and scribble/open/count/bow-tie refusals; deal + plain-mode locks in drawRound.test.tsx”
▶ Play a live item from this skill
2.GM.B.4Measure the length of an object by selecting and using appropriate tools.PARTIAL
Measurement (PARTIAL)
app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ
“ | 01AUG2026 Tier-2: unit-iteration strip — ribbon measured by paperclips laid end to end (no gaps/overlaps), child counts the units | 01AUG2026: 3.MD.2 — read the drawn measuring jug (liters) and scale dial (kg AND g), plus hand-verified unit-choice/benchmark estimation (1 L of water ≈ 1 kg; the 2-liter bottle; a 200-gram apple)”
▶ Play a live item from this skill
2.GM.B.5Analyze the results of measuring the same object with different units.FULL
Measurement (FULL)
app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ
“ | 01AUG2026 Tier-2: unit-iteration strip — ribbon measured by paperclips laid end to end (no gaps/overlaps), child counts the units | 01AUG2026: 3.MD.2 — read the drawn measuring jug (liters) and scale dial (kg AND g), plus hand-verified unit-choice/benchmark estimation (1 L of water ≈ 1 kg; the 2-liter bottle; a 200-gram apple)”
▶ Play a live item from this skill
2.GM.B.6Estimate lengths using units of inches, feet, yards, centimeters and meters.FULL
Measurement (FULL)
app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ
“ | 01AUG2026 Tier-2: unit-iteration strip — ribbon measured by paperclips laid end to end (no gaps/overlaps), child counts the units | 01AUG2026: 3.MD.2 — read the drawn measuring jug (liters) and scale dial (kg AND g), plus hand-verified unit-choice/benchmark estimation (1 L of water ≈ 1 kg; the 2-liter bottle; a 200-gram apple)”
▶ Play a live item from this skill
2.GM.B.7Measure to determine how much longer one object is than another.PARTIAL
Measurement (PARTIAL)
app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ
“ | 01AUG2026 Tier-2: unit-iteration strip — ribbon measured by paperclips laid end to end (no gaps/overlaps), child counts the units | 01AUG2026: 3.MD.2 — read the drawn measuring jug (liters) and scale dial (kg AND g), plus hand-verified unit-choice/benchmark estimation (1 L of water ≈ 1 kg; the 2-liter bottle; a 200-gram apple)”
▶ Play a live item from this skill
2.GM.C.8Use addition and subtraction within 100 to solve problems involving lengths that are given in the same units.FULL
Word Problems (FULL)
app/src/lib/content.ts::wordProblemQ
“Two- and three-step problems ("3 bags × 7 apples, find 4 more, give 2 away"), round-UP remainder interpretation (juice packs), and letter equations ("24 ÷ 4 = n") — built 31JUL2026”
▶ Play a live item from this skill
2.GM.C.9Represent whole numbers as lengths on a number line, and represent whole-number sums and differences within 100 on a number line.FULL
Addition (FULL)
app/src/lib/content.ts::additionQ
▶ Play a live item from this skill
2.GM.D.10Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.FULL
Telling Time (FULL)
app/src/lib/content.ts::timeQ
“Clock reads at every five-minute mark ("What time does the clock show, to the nearest five minutes?") and a.m./p.m. anchored to daily events (01AUG2026)”
▶ Play a live item from this skill
2.GM.D.11Describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock.FULL
Telling Time (FULL)
app/src/lib/content.ts::timeQ
“Clock reads at every five-minute mark ("What time does the clock show, to the nearest five minutes?") and a.m./p.m. anchored to daily events (01AUG2026)”
▶ Play a live item from this skill
2.GM.D.12Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately.FULL
Money (FULL)
app/src/lib/content.ts::moneyQ
“"How much are 3 quarters and 2 dimes?" — coin values, totals, making change, coin-group tap”
▶ Play a live item from this skill
2.GM.D.13Find combinations of coins that equal a given amount.FULL
Money (FULL)
app/src/lib/content.ts::moneyQ
“"How much are 3 quarters and 2 dimes?" — coin values, totals, making change, coin-group tap”
▶ Play a live item from this skill
2.DS.A.1Create a line plot to represent a set of numeric data, given a horizontal scale marked in whole numbers.FULL
Graphs & Data (FULL)
app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ
“Four-category sets and build-the-graph-row ("The class counted — … Build the Dogs row: tap one 🐶 for each") (01AUG2026) | 01AUG2026: TRUE line plots marked in halves/fourths of an inch (count a stack, most common, total, longer-than with the includes-the-ties miss NAMED) · SCALED build (v2.5.1): 'each 🌰 stands for 2/5 — build the row' (taps = count ÷ scale)”
▶ Play a live item from this skill
2.DS.A.2Generate measurement data to the nearest whole unit, and display the data in a line plot.PARTIAL
Graphs & Data (PARTIAL)
app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ
“Four-category sets and build-the-graph-row ("The class counted — … Build the Dogs row: tap one 🐶 for each") (01AUG2026) | 01AUG2026: TRUE line plots marked in halves/fourths of an inch (count a stack, most common, total, longer-than with the includes-the-ties miss NAMED) · SCALED build (v2.5.1): 'each 🌰 stands for 2/5 — build the row' (taps = count ÷ scale)”
▶ Play a live item from this skill
2.DS.A.3Draw a picture graph or a bar graph to represent a data set with up to four categories.FULL
Graphs & Data (FULL)
app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ
“Four-category sets and build-the-graph-row ("The class counted — … Build the Dogs row: tap one 🐶 for each") (01AUG2026) | 01AUG2026: TRUE line plots marked in halves/fourths of an inch (count a stack, most common, total, longer-than with the includes-the-ties miss NAMED) · SCALED build (v2.5.1): 'each 🌰 stands for 2/5 — build the row' (taps = count ÷ scale)”
▶ Play a live item from this skill
2.DS.A.4Solve problems using information presented in line plots, picture graphs and bar graphs.FULL
Graphs & Data (FULL)
app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ
“Four-category sets and build-the-graph-row ("The class counted — … Build the Dogs row: tap one 🐶 for each") (01AUG2026) | 01AUG2026: TRUE line plots marked in halves/fourths of an inch (count a stack, most common, total, longer-than with the includes-the-ties miss NAMED) · SCALED build (v2.5.1): 'each 🌰 stands for 2/5 — build the row' (taps = count ÷ scale)”
▶ Play a live item from this skill
2.DS.A.5Draw conclusions from line plots, picture graphs and bar graphs.FULL
Graphs & Data (FULL)
app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ
“Four-category sets and build-the-graph-row ("The class counted — … Build the Dogs row: tap one 🐶 for each") (01AUG2026) | 01AUG2026: TRUE line plots marked in halves/fourths of an inch (count a stack, most common, total, longer-than with the includes-the-ties miss NAMED) · SCALED build (v2.5.1): 'each 🌰 stands for 2/5 — build the row' (taps = count ÷ scale)”
▶ Play a live item from this skill
3.NBT.A.1Round whole numbers to the nearest 10 or 100.FULL
Rounding (FULL)
app/src/lib/content.ts::roundingQ
“"Round 347 to the nearest ten" with wrong-direction misconception feedback”
▶ Play a live item from this skill
3.NBT.A.2Read, write and identify whole numbers within 100,000 using base ten numerals, number names and expanded form.FULL
Place Value (FULL)
app/src/lib/content.ts::placeValueQ
“Expanded form ("Which shows 347 in expanded form?" / "300 + 40 + 7 = ?") and number names ("trescientos cuarenta y siete") both directions (01AUG2026) | 01AUG2026 Tier-2: mental 10 more/less on 2-digit and 10/100 more/less on 100-899, one-digit-changes reasoning, ones-slip misconception named”
▶ Play a live item from this skill
3.NBT.A.3Demonstrate fluency with addition and subtraction within 1000.FULL
Addition (FULL)
app/src/lib/content.ts::additionQ
▶ Play a live item from this skill
Subtraction (FULL)
app/src/lib/content.ts::subtractionQ
▶ Play a live item from this skill
3.NBT.A.4Multiply whole numbers by multiples of 10 in the range 10-90.FULL
Times Tables (FULL)
app/src/lib/content.ts::multiplicationQ
“"6 × 8 = ?" with groups-of misconception feedback; 2-digit × 2-digit with partial-products worked solutions | 01AUG2026 Tier-2: one-digit x multiples of 10 via place value (N tens), dropped-zero misconception named”
▶ Play a live item from this skill
3.NF.A.1Understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
3.NF.A.2aUnderstand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole. a Describe the numerator as representing the number of pieces being consideredFULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
3.NF.A.2bUnderstand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole. b Describe the denominator as the number of pieces that make the whole.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
3.NF.A.3aRepresent fractions on a number line. a Understand the whole is the interval from 0 to 1.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
3.NF.A.3bRepresent fractions on a number line. b Understand the whole is partitioned into equal parts.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
3.NF.A.3cRepresent fractions on a number line. c Understand a fraction represents the endpoint of the length a given number of partitions from 0.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
3.NF.A.4Demonstrate that two fractions are equivalent if they are the same size, or the same point on a number line.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
3.NF.A.5Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent.PARTIAL
Fractions (PARTIAL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
3.NF.A.6Compare two fractions with the same numerator or denominator using the symbols >, = or <, and justify the solution.PARTIAL
Fractions (PARTIAL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
3.NF.A.7Explain why fraction comparisons are only valid when the two fractions refer to the same whole.PARTIAL
Fractions (PARTIAL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
3.RA.A.1Interpret products of whole numbers.FULL
Times Tables (FULL)
app/src/lib/content.ts::multiplicationQ
“"6 × 8 = ?" with groups-of misconception feedback; 2-digit × 2-digit with partial-products worked solutions | 01AUG2026 Tier-2: one-digit x multiples of 10 via place value (N tens), dropped-zero misconception named”
▶ Play a live item from this skill
3.RA.A.2Interpret quotients of whole numbers.FULL
Division (FULL)
app/src/lib/content.ts::divisionQ
▶ Play a live item from this skill
3.RA.A.3Describe in words or drawings a problem that illustrates a multiplication or division situation.PARTIAL
Word Problems (PARTIAL)
app/src/lib/content.ts::wordProblemQ
“Two- and three-step problems ("3 bags × 7 apples, find 4 more, give 2 away"), round-UP remainder interpretation (juice packs), and letter equations ("24 ÷ 4 = n") — built 31JUL2026”
▶ Play a live item from this skill
3.RA.A.4Use multiplication and division within 100 to solve problems.FULL
Word Problems (FULL)
app/src/lib/content.ts::wordProblemQ
“Two- and three-step problems ("3 bags × 7 apples, find 4 more, give 2 away"), round-UP remainder interpretation (juice packs), and letter equations ("24 ÷ 4 = n") — built 31JUL2026”
▶ Play a live item from this skill
3.RA.A.5Determine the unknown number in a multiplication or division equation relating three whole numbers.FULL
Find the Missing Number (FULL)
app/src/lib/content.ts::equationsQ
“"? + 7 = 15" — unknown in any position, add/sub/mul, inverse-operation misconception feedback”
▶ Play a live item from this skill
3.RA.B.6Apply properties of operations as strategies to multiply and divide.PARTIAL
Find the Missing Number (PARTIAL)
app/src/lib/content.ts::equationsQ
“"? + 7 = 15" — unknown in any position, add/sub/mul, inverse-operation misconception feedback”
▶ Play a live item from this skill
3.RA.C.7Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers.FULL
Times Tables (FULL)
app/src/lib/content.ts::multiplicationQ
“"6 × 8 = ?" with groups-of misconception feedback; 2-digit × 2-digit with partial-products worked solutions | 01AUG2026 Tier-2: one-digit x multiples of 10 via place value (N tens), dropped-zero misconception named”
▶ Play a live item from this skill
Division (PARTIAL)
app/src/lib/content.ts::divisionQ
▶ Play a live item from this skill
3.RA.C.8Demonstrate fluency with products within 100.FULL
Fact Flash (FULL)
app/src/lib/content.ts::factFlashQ
▶ Play a live item from this skill
3.RA.D.9Write and solve two-step problems involving variables using any of the four operations.FULL
Word Problems (FULL)
app/src/lib/content.ts::wordProblemQ
“Two- and three-step problems ("3 bags × 7 apples, find 4 more, give 2 away"), round-UP remainder interpretation (juice packs), and letter equations ("24 ÷ 4 = n") — built 31JUL2026”
▶ Play a live item from this skill
3.RA.D.10Interpret the reasonableness of answers using mental computation and estimation strategies including rounding.FULL
Word Problems (FULL)
app/src/lib/content.ts::wordProblemQ
“Two- and three-step problems ("3 bags × 7 apples, find 4 more, give 2 away"), round-UP remainder interpretation (juice packs), and letter equations ("24 ÷ 4 = n") — built 31JUL2026”
▶ Play a live item from this skill
3.RA.E.11Identify arithmetic patterns and explain the patterns using properties of operations.PARTIAL
Patterns (PARTIAL)
app/src/lib/content.ts::patternsQ
“Repeating shape patterns (AB, ABC, AAB) and number sequences — find what comes next”
▶ Play a live item from this skill
3.GM.A.1Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
3.GM.A.2Distinguish rhombuses and rectangles as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to these subcategories.PARTIAL
Shapes & Geometry (PARTIAL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
3.GM.A.3Partition shapes into parts with equal areas, and express the area of each part as a unit fraction of the whole.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
3.GM.B.4Tell and write time to the nearest minute.FULL
Telling Time (FULL)
app/src/lib/content.ts::timeQ
“Clock reads at every five-minute mark ("What time does the clock show, to the nearest five minutes?") and a.m./p.m. anchored to daily events (01AUG2026)”
▶ Play a live item from this skill
3.GM.B.5Estimate time intervals in minutes.FULL
Elapsed Time (FULL)
app/src/lib/content.ts::elapsedTimeQ
“"It is 3:00. Tap the clock that will show the time in 2 hours." — clock-face tap”
▶ Play a live item from this skill
3.GM.B.6Solve problems involving addition and subtraction of minutes.FULL
Elapsed Time (FULL)
app/src/lib/content.ts::elapsedTimeQ
“"It is 3:00. Tap the clock that will show the time in 2 hours." — clock-face tap”
▶ Play a live item from this skill
3.GM.B.7Measure or estimate length, liquid volume and weight of objects.FULL
Measurement (FULL)
app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ
“ | 01AUG2026 Tier-2: unit-iteration strip — ribbon measured by paperclips laid end to end (no gaps/overlaps), child counts the units | 01AUG2026: 3.MD.2 — read the drawn measuring jug (liters) and scale dial (kg AND g), plus hand-verified unit-choice/benchmark estimation (1 L of water ≈ 1 kg; the 2-liter bottle; a 200-gram apple)”
▶ Play a live item from this skill
3.GM.B.8Use the four operations to solve problems involving lengths, liquid volumes or weights given in the same units.PARTIAL
Word Problems (PARTIAL)
app/src/lib/content.ts::wordProblemQ
“Two- and three-step problems ("3 bags × 7 apples, find 4 more, give 2 away"), round-UP remainder interpretation (juice packs), and letter equations ("24 ÷ 4 = n") — built 31JUL2026”
▶ Play a live item from this skill
3.GM.C.9Calculate area by using unit squares to cover a plane figure with no gaps or overlaps.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
3.GM.C.10Label area measurements with squared units.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
3.GM.C.11Demonstrate that tiling a rectangle to find the area and multiplying the side lengths result in the same value.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
3.GM.C.12Multiply whole-number side lengths to solve problems involving the area of rectangles.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
3.GM.C.13Find rectangular arrangements that can be formed for a given area.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
3.GM.C.14Decompose a rectangle into smaller rectangles to find the area of the original rectangle.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
3.GM.D.15Solve problems involving perimeters of polygons.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
3.GM.D.16Understand that rectangles can have equal perimeters but different areas, or rectangles can have equal areas but different perimeters.PARTIAL
Shapes & Geometry (PARTIAL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
3.DS.A.1Create frequency tables, scaled picture graphs and bar graphs to represent a data set with several categories.FULL
Graphs & Data (FULL)
app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ
“Four-category sets and build-the-graph-row ("The class counted — … Build the Dogs row: tap one 🐶 for each") (01AUG2026) | 01AUG2026: TRUE line plots marked in halves/fourths of an inch (count a stack, most common, total, longer-than with the includes-the-ties miss NAMED) · SCALED build (v2.5.1): 'each 🌰 stands for 2/5 — build the row' (taps = count ÷ scale)”
▶ Play a live item from this skill
3.DS.A.2Solve one- and two-step problems using information presented in bar and/or picture graphs.FULL
Graphs & Data (FULL)
app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ
“Four-category sets and build-the-graph-row ("The class counted — … Build the Dogs row: tap one 🐶 for each") (01AUG2026) | 01AUG2026: TRUE line plots marked in halves/fourths of an inch (count a stack, most common, total, longer-than with the includes-the-ties miss NAMED) · SCALED build (v2.5.1): 'each 🌰 stands for 2/5 — build the row' (taps = count ÷ scale)”
▶ Play a live item from this skill
3.DS.A.3Create a line plot to represent data.FULL
Graphs & Data (FULL)
app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ
“Four-category sets and build-the-graph-row ("The class counted — … Build the Dogs row: tap one 🐶 for each") (01AUG2026) | 01AUG2026: TRUE line plots marked in halves/fourths of an inch (count a stack, most common, total, longer-than with the includes-the-ties miss NAMED) · SCALED build (v2.5.1): 'each 🌰 stands for 2/5 — build the row' (taps = count ÷ scale)”
▶ Play a live item from this skill
3.DS.A.4Use data shown in a line plot to answer questions.FULL
Graphs & Data (FULL)
app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ
“Four-category sets and build-the-graph-row ("The class counted — … Build the Dogs row: tap one 🐶 for each") (01AUG2026) | 01AUG2026: TRUE line plots marked in halves/fourths of an inch (count a stack, most common, total, longer-than with the includes-the-ties miss NAMED) · SCALED build (v2.5.1): 'each 🌰 stands for 2/5 — build the row' (taps = count ÷ scale)”
▶ Play a live item from this skill
4.NBT.A.1Round multi-digit whole numbers to any place.FULL
Rounding (FULL)
app/src/lib/content.ts::roundingQ
“"Round 347 to the nearest ten" with wrong-direction misconception feedback”
▶ Play a live item from this skill
4.NBT.A.2Read, write and identify multi-digit whole numbers up to one million using number names, base ten numerals and expanded form.FULL
Place Value (FULL)
app/src/lib/content.ts::placeValueQ
“Expanded form ("Which shows 347 in expanded form?" / "300 + 40 + 7 = ?") and number names ("trescientos cuarenta y siete") both directions (01AUG2026) | 01AUG2026 Tier-2: mental 10 more/less on 2-digit and 10/100 more/less on 100-899, one-digit-changes reasoning, ones-slip misconception named”
▶ Play a live item from this skill
4.NBT.A.3Compare two multi-digit numbers using the symbols >, = or <, and justify the solution.PARTIAL
Compare Numbers (PARTIAL)
app/src/lib/content.ts::compareQ
“Tap the numbers SMALLEST to BIGGEST / more-less-equal with >, <, = signs | 01AUG2026 Tier-2: three-digit sign choice with digit-meaning explanations + the ≠ true-statement form”
▶ Play a live item from this skill
4.NBT.A.4Understand that in a multi-digit whole number, a digit represent 10 times what it would represents in the place to its right.FULL
Place Value (FULL)
app/src/lib/content.ts::placeValueQ
“Expanded form ("Which shows 347 in expanded form?" / "300 + 40 + 7 = ?") and number names ("trescientos cuarenta y siete") both directions (01AUG2026) | 01AUG2026 Tier-2: mental 10 more/less on 2-digit and 10/100 more/less on 100-899, one-digit-changes reasoning, ones-slip misconception named”
▶ Play a live item from this skill
4.NBT.A.5Demonstrate fluency with addition and subtraction of whole numbers.FULL
Addition (FULL)
app/src/lib/content.ts::additionQ
▶ Play a live item from this skill
Subtraction (PARTIAL)
app/src/lib/content.ts::subtractionQ
▶ Play a live item from this skill
4.NBT.A.6Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution.PARTIAL
Times Tables (PARTIAL)
app/src/lib/content.ts::multiplicationQ
“"6 × 8 = ?" with groups-of misconception feedback; 2-digit × 2-digit with partial-products worked solutions | 01AUG2026 Tier-2: one-digit x multiples of 10 via place value (N tens), dropped-zero misconception named”
▶ Play a live item from this skill
4.NBT.A.7Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, and justify the solution.PARTIAL
Division (PARTIAL)
app/src/lib/content.ts::divisionQ
▶ Play a live item from this skill
4.NF.A.1Explain and/or illustrate why two fractions are equivalent.PARTIAL
Fractions (PARTIAL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
4.NF.A.2Recognize and generate equivalent fractions.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
4.NF.A.3Compare two fractions using the symbols >, = or <, and justify the solution.PARTIAL
Fractions (PARTIAL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
4.NF.B.4Understand addition and subtraction of fractions as joining/composing and separating/decomposing parts referring to the same whole.PARTIAL
Fractions (PARTIAL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
4.NF.B.5Decompose a fraction into a sum of fractions with the same denominator and record each decomposition with an equation and justification.PARTIAL
Fractions (PARTIAL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
4.NF.B.6Solve problems involving adding and subtracting fractions and mixed numbers with like denominators.PARTIAL
Fractions (PARTIAL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
4.NF.B.7Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
4.NF.B.8Solve problems involving multiplication of a fraction by a whole number.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
4.NF.C.9Use decimal notation for fractions with denominators of 10 or 100.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
4.NF.C.10Understand that fractions and decimals are equivalent representations of the same quantity.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
4.NF.C.11Read, write and identify decimals to the hundredths place using number names, base ten numerals and expanded form.FULL
Decimals (FULL)
app/src/lib/content.ts::decimalsQ
“Record the comparison with symbols ("Compare: 0.4 ? 0.34 — pick >, =, or <", justified in hundredths) (01AUG2026)”
▶ Play a live item from this skill
4.NF.C.12Compare two decimals to the hundredths place using the symbols >, = or <, and justify the solution.PARTIAL
Decimals (PARTIAL)
app/src/lib/content.ts::decimalsQ
“Record the comparison with symbols ("Compare: 0.4 ? 0.34 — pick >, =, or <", justified in hundredths) (01AUG2026)”
▶ Play a live item from this skill
4.RA.A.1Multiply or divide to solve problems involving a multiplicative comparison.FULL
Times Tables (FULL)
app/src/lib/content.ts::multiplicationQ
“"6 × 8 = ?" with groups-of misconception feedback; 2-digit × 2-digit with partial-products worked solutions | 01AUG2026 Tier-2: one-digit x multiples of 10 via place value (N tens), dropped-zero misconception named”
▶ Play a live item from this skill
4.RA.A.2Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer.FULL
Word Problems (FULL)
app/src/lib/content.ts::wordProblemQ
“Two- and three-step problems ("3 bags × 7 apples, find 4 more, give 2 away"), round-UP remainder interpretation (juice packs), and letter equations ("24 ÷ 4 = n") — built 31JUL2026”
▶ Play a live item from this skill
4.RA.A.3Solve whole number division problems involving variables in which remainders need to be interpreted, and justify the solution.PARTIAL
Word Problems (PARTIAL)
app/src/lib/content.ts::wordProblemQ
“Two- and three-step problems ("3 bags × 7 apples, find 4 more, give 2 away"), round-UP remainder interpretation (juice packs), and letter equations ("24 ÷ 4 = n") — built 31JUL2026”
▶ Play a live item from this skill
4.RA.B.4Recognize that a whole number is a multiple of each of its factors and find the multiples for a given whole number.FULL
Factors & Multiples (FULL)
app/src/lib/content.ts::factorsQ
▶ Play a live item from this skill
4.RA.B.5Determine if a whole number within 100 is composite or prime, and find all factor pairs for whole numbers within 100.FULL
Factors & Multiples (FULL)
app/src/lib/content.ts::factorsQ
▶ Play a live item from this skill
4.RA.C.6Generate a number pattern that follows a given rule.PARTIAL
Patterns (PARTIAL)
app/src/lib/content.ts::patternsQ
“Repeating shape patterns (AB, ABC, AAB) and number sequences — find what comes next”
▶ Play a live item from this skill
4.RA.C.7Use words or mathematical symbols to express a rule for a given pattern.PARTIAL
Coordinate Grid (PARTIAL)
app/src/lib/content.ts::coordinateGridQ
▶ Play a live item from this skill
4.GM.A.1Draw and identify points, lines, line segments, rays, angles, perpendicular lines and parallel lines.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
4.GM.A.2Classify two-dimensional shapes by their sides and/or angles.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
4.GM.A.3Construct lines of symmetry for a two-dimensional figure.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
4.GM.B.4Identify and estimate angles and their measure.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
4.GM.B.5Draw and measure angles in whole-number degrees using a protractor.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
4.GM.C.6aKnow relative sizes of measurement units within one system of units. a Convert measurements in a larger unit in terms of a smaller unit.FULL
Unit Conversions (FULL)
app/src/lib/content.ts::unitConversionQ
“"Which unit is BIGGER: a liter or a milliliter?" and "How many grams are in 1 kilogram?" (the relative-sizes clause), "3 meters = ? centimeters" with a wrong-factor misconception (the larger-to-smaller conversion clause), "2 hours 30 minutes = ? minutes", "500 cm = ? m", decimal metric conversions ("250 grams = ? kilograms" -> 0.25), and two-step stories ("A ribbon is 2 m; you cut 45 cm — how many cm are left?"). Every factor comes from one table (km/m/cm, kg/g, lb/oz, L/mL, hr/min/sec) and every answer is computed from it, so the item and its answer cannot disagree. Missouri's 4.GM.C.6a names no units — it says "within one system of units" — and no item in this generator crosses between the metric and customary systems.”
▶ Play a live item from this skill
4.GM.C.7Use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money.FULL
Unit Conversions (FULL)
app/src/lib/content.ts::unitConversionQ
“"Which unit is BIGGER: a liter or a milliliter?" and "How many grams are in 1 kilogram?" (the relative-sizes clause), "3 meters = ? centimeters" with a wrong-factor misconception (the larger-to-smaller conversion clause), "2 hours 30 minutes = ? minutes", "500 cm = ? m", decimal metric conversions ("250 grams = ? kilograms" -> 0.25), and two-step stories ("A ribbon is 2 m; you cut 45 cm — how many cm are left?"). Every factor comes from one table (km/m/cm, kg/g, lb/oz, L/mL, hr/min/sec) and every answer is computed from it, so the item and its answer cannot disagree. Missouri's 4.GM.C.6a names no units — it says "within one system of units" — and no item in this generator crosses between the metric and customary systems.”
▶ Play a live item from this skill
4.GM.C.8Apply the area and perimeter formulas for rectangles to solve problems.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
4.DS.A.1Create a frequency table and/or line plot to display measurement data.FULL
Graphs & Data (FULL)
app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ
“Four-category sets and build-the-graph-row ("The class counted — … Build the Dogs row: tap one 🐶 for each") (01AUG2026) | 01AUG2026: TRUE line plots marked in halves/fourths of an inch (count a stack, most common, total, longer-than with the includes-the-ties miss NAMED) · SCALED build (v2.5.1): 'each 🌰 stands for 2/5 — build the row' (taps = count ÷ scale)”
▶ Play a live item from this skill
4.DS.A.2Solve problems involving addition and subtraction by using information presented in a data display.FULL
Graphs & Data (FULL)
app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ
“Four-category sets and build-the-graph-row ("The class counted — … Build the Dogs row: tap one 🐶 for each") (01AUG2026) | 01AUG2026: TRUE line plots marked in halves/fourths of an inch (count a stack, most common, total, longer-than with the includes-the-ties miss NAMED) · SCALED build (v2.5.1): 'each 🌰 stands for 2/5 — build the row' (taps = count ÷ scale)”
▶ Play a live item from this skill
4.DS.A.3Analyze the data in a frequency table, line plot, bar graph or picture graph.FULL
Graphs & Data (FULL)
app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ
“Four-category sets and build-the-graph-row ("The class counted — … Build the Dogs row: tap one 🐶 for each") (01AUG2026) | 01AUG2026: TRUE line plots marked in halves/fourths of an inch (count a stack, most common, total, longer-than with the includes-the-ties miss NAMED) · SCALED build (v2.5.1): 'each 🌰 stands for 2/5 — build the row' (taps = count ÷ scale)”
▶ Play a live item from this skill
5.NBT.A.1Read, write and identify numbers from billions to thousandths using number names, base ten numerals and expanded form.PARTIAL
Place Value (PARTIAL)
app/src/lib/content.ts::placeValueQ
“Expanded form ("Which shows 347 in expanded form?" / "300 + 40 + 7 = ?") and number names ("trescientos cuarenta y siete") both directions (01AUG2026) | 01AUG2026 Tier-2: mental 10 more/less on 2-digit and 10/100 more/less on 100-899, one-digit-changes reasoning, ones-slip misconception named”
▶ Play a live item from this skill
5.NBT.A.2Compare two numbers from billions to thousandths using the symbols >, = or <, and justify the solution.PARTIAL
Compare Numbers (PARTIAL)
app/src/lib/content.ts::compareQ
“Tap the numbers SMALLEST to BIGGEST / more-less-equal with >, <, = signs | 01AUG2026 Tier-2: three-digit sign choice with digit-meaning explanations + the ≠ true-statement form”
▶ Play a live item from this skill
5.NBT.A.3Understand that in a multi-digit number, a digit represents 1/10 times what it would represents in the place to its left.FULL
Place Value (FULL)
app/src/lib/content.ts::placeValueQ
“Expanded form ("Which shows 347 in expanded form?" / "300 + 40 + 7 = ?") and number names ("trescientos cuarenta y siete") both directions (01AUG2026) | 01AUG2026 Tier-2: mental 10 more/less on 2-digit and 10/100 more/less on 100-899, one-digit-changes reasoning, ones-slip misconception named”
▶ Play a live item from this skill
5.NBT.A.4Evaluate the value of powers of 10 and understand the relationship to the place value system.FULL
Times Tables (FULL)
app/src/lib/content.ts::multiplicationQ
“"6 × 8 = ?" with groups-of misconception feedback; 2-digit × 2-digit with partial-products worked solutions | 01AUG2026 Tier-2: one-digit x multiples of 10 via place value (N tens), dropped-zero misconception named”
▶ Play a live item from this skill
5.NBT.A.5Round numbers from billions to thousandths place.PARTIAL
Rounding (PARTIAL)
app/src/lib/content.ts::roundingQ
“"Round 347 to the nearest ten" with wrong-direction misconception feedback”
▶ Play a live item from this skill
5.NBT.A.6Add and subtract multi-digit whole numbers and decimals to the thousandths place, and justify the solution.PARTIAL
Decimals (PARTIAL)
app/src/lib/content.ts::decimalsQ
“Record the comparison with symbols ("Compare: 0.4 ? 0.34 — pick >, =, or <", justified in hundredths) (01AUG2026)”
▶ Play a live item from this skill
5.NBT.A.7Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution.PARTIAL
Times Tables (PARTIAL)
app/src/lib/content.ts::multiplicationQ
“"6 × 8 = ?" with groups-of misconception feedback; 2-digit × 2-digit with partial-products worked solutions | 01AUG2026 Tier-2: one-digit x multiples of 10 via place value (N tens), dropped-zero misconception named”
▶ Play a live item from this skill
5.NBT.A.8Divide multi-digit whole numbers and decimals to the hundredths place using up to two-digit divisors and four-digit dividends, and justify the solution.PARTIAL
Division (PARTIAL)
app/src/lib/content.ts::divisionQ
▶ Play a live item from this skill
5.NF.A.1Understand that parts of a whole can be expressed as fractions and/or decimals.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
5.NF.A.2Convert decimals to fractions and fractions to decimals.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
5.NF.A.3Compare and order fractions and/or decimals to the thousandths place using the symbols >, = or <, and justify the solution.PARTIAL
Fractions (PARTIAL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
5.NF.B.4Estimate results of sums, differences and products with fractions and decimals to the thousandths.FULL
Decimals (FULL)
app/src/lib/content.ts::decimalsQ
“Record the comparison with symbols ("Compare: 0.4 ? 0.34 — pick >, =, or <", justified in hundredths) (01AUG2026)”
▶ Play a live item from this skill
5.NF.B.5aJustify the reasonableness of a product when multiplying with fractions. a Estimate the size of the product based on the size of the two factors.PARTIAL
Fractions (PARTIAL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
5.NF.B.5bJustify the reasonableness of a product when multiplying with fractions. b Explain why multiplying a given number by a fraction greater than 1 results in a product larger than the given number.PARTIAL
Fractions (PARTIAL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
5.NF.B.5cJustify the reasonableness of a product when multiplying with fractions. c Explain why multiplying a given number by a fraction less than 1 results in a product smaller than the given number.PARTIAL
Fractions (PARTIAL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
5.NF.B.5dJustify the reasonableness of a product when multiplying with fractions. d Explain why multiplying the numerator and denominator by the same number is equivalent to multiplying the fraction by 1.PARTIAL
Fractions (PARTIAL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
5.NF.B.6Solve problems involving addition and subtraction of fractions and mixed numbers with unlike denominators, and justify the solution.PARTIAL
Fractions (PARTIAL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
5.NF.B.7aExtend the concept of multiplication to multiply a fraction or whole number by a fraction. a Recognize the relationship between multiplying fractions and finding the areas of rectangles with fractional side lengths.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
5.NF.B.7bExtend the concept of multiplication to multiply a fraction or whole number by a fraction. b Calculate and interpret the product of a fraction by a whole number and a whole number by a fraction.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
5.NF.B.7cExtend the concept of multiplication to multiply a fraction or whole number by a fraction. c Calculate and interpret the product of two fractions less than one.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
5.NF.B.8aExtend the concept of division to divide unit fractions and whole numbers by using visual fraction models and equations. a Calculate and interpret the quotient of a unit fraction by a non-zero whole number.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
5.NF.B.8bExtend the concept of division to divide unit fractions and whole numbers by using visual fraction models and equations. b Calculate and interpret the quotient of a whole number by a unit fraction.FULL
Fractions (FULL)
app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ
“🪜 Fraction ladder (01AUG2026): fracline number-line reads (ticks-not-parts miss named), >/</= comparisons with the same-whole caveat, tap-the-equivalent-picture + equivalence by multiplication, like- and unlike-denominator ± (the add-straight-across mediant seeded and NAMED), decomposition equations, mixed numbers, tenths/hundredths decimals bridge, n×a/b + word problems, fraction-as-division, a/b×c/d on the drawn area-model grid, scaling without computing, unit-fraction division with the multiplication check.”
▶ Play a live item from this skill
5.RA.A.1aInvestigate the relationship between two numeric patterns. a Generate two numeric patterns given two rules.PARTIAL
Coordinate Grid (PARTIAL)
app/src/lib/content.ts::coordinateGridQ
▶ Play a live item from this skill
5.RA.A.1bInvestigate the relationship between two numeric patterns. b Translate two numeric patterns into two sets of ordered pairs.FULL
Coordinate Grid (FULL)
app/src/lib/content.ts::coordinateGridQ
▶ Play a live item from this skill
5.RA.A.1cInvestigate the relationship between two numeric patterns. c Graph numeric patterns on the Cartesian coordinate plane.FULL
Coordinate Grid (FULL)
app/src/lib/content.ts::coordinateGridQ
▶ Play a live item from this skill
5.RA.A.1dInvestigate the relationship between two numeric patterns. d Identify the relationship between two numeric patterns.FULL
Coordinate Grid (FULL)
app/src/lib/content.ts::coordinateGridQ
▶ Play a live item from this skill
5.RA.A.2Write a rule to describe or explain a given numeric pattern.PARTIAL
Coordinate Grid (PARTIAL)
app/src/lib/content.ts::coordinateGridQ
▶ Play a live item from this skill
5.RA.B.3Write, evaluate and interpret numeric expressions using the order of operations.PARTIAL
Order of Operations (PARTIAL)
app/src/lib/content.ts::orderOpsQ
▶ Play a live item from this skill
5.RA.B.4Translate written expressions into algebraic expressions.FULL
Order of Operations (FULL)
app/src/lib/content.ts::orderOpsQ
▶ Play a live item from this skill
5.RA.C.5Solve and justify multi-step problems involving variables, whole numbers, fractions and decimals.PARTIAL
Word Problems (PARTIAL)
app/src/lib/content.ts::wordProblemQ
“Two- and three-step problems ("3 bags × 7 apples, find 4 more, give 2 away"), round-UP remainder interpretation (juice packs), and letter equations ("24 ÷ 4 = n") — built 31JUL2026”
▶ Play a live item from this skill
5.GM.A.1Understand that attributes belonging to a category of figures also belong to all subcategories.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
5.GM.A.2Classify figures in a hierarchy based on properties.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
5.GM.A.3Analyze and describe the properties of prisms and pyramids.FULL
Shapes & Geometry (FULL)
app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ)
“ | 01AUG2026 Tier-2: SVG GeoFig items — angle classes (acute/right/obtuse/straight/reflex, rotated), parallel/perpendicular/intersecting line pairs, point/line/ray/segment, triangle classes by angles AND sides (computed from drawn vertices), parallel/perpendicular shape facts | 01AUG2026 area/perimeter ladder: unit-square grid figures (areagrid/lshape/rectlab SVG) — count unit squares with the "1 square unit" definition in the prompt, tiling→multiplication, distributive split grid, additive L-shapes, perimeter + unknown side, same-perimeter/different-area misconception pair, 4.MD.3 formula word problems with square-unit justification; confuse-area-perimeter seeded and NAMED throughout | 01AUG2026: 3.G.2 unit-fraction-area bridge (1/b of the area, unequal-areas trap NAMED) + 4.G.3 symmetry (fold-check computed from drawn vertices; rectangle-diagonal near-miss NAMED)”
▶ Play a live item from this skill
5.GM.B.4aUnderstand the concept of volume and recognize that volume is measured in cubic units. a Describe a cube with edge length 1 unit as a “unit cube” and is said to have “one cubic unit” of volume and can be used to measure volume.FULL
Volume (FULL)
app/src/lib/content.ts::volumeQ
“"How many unit cubes fill a 3 × 4 × 2 box?" and volume-formula items”
▶ Play a live item from this skill
5.GM.B.4bUnderstand the concept of volume and recognize that volume is measured in cubic units. b Understand that the volume of a right rectangular prism can be found by stacking multiple layers of the base.FULL
Volume (FULL)
app/src/lib/content.ts::volumeQ
“"How many unit cubes fill a 3 × 4 × 2 box?" and volume-formula items”
▶ Play a live item from this skill
5.GM.B.5Apply the formulas V = l × w × h and V = B × h for volume of right rectangular prisms with whole-number edge lengths.FULL
Volume (FULL)
app/src/lib/content.ts::volumeQ
“"How many unit cubes fill a 3 × 4 × 2 box?" and volume-formula items”
▶ Play a live item from this skill
5.GM.C.6aDefine a first quadrant Cartesian coordinate system. a Represent the axes as scaled perpendicular number lines that both intersect at 0, the origin.FULL
Coordinate Grid (FULL)
app/src/lib/content.ts::coordinateGridQ
▶ Play a live item from this skill
5.GM.C.6bDefine a first quadrant Cartesian coordinate system. b Identify any point on the Cartesian coordinate plane by its ordered pair coordinates.FULL
Coordinate Grid (FULL)
app/src/lib/content.ts::coordinateGridQ
▶ Play a live item from this skill
5.GM.C.6cDefine a first quadrant Cartesian coordinate system. c Define the first number in an ordered pair as the horizontal distance from the origin.FULL
Coordinate Grid (FULL)
app/src/lib/content.ts::coordinateGridQ
▶ Play a live item from this skill
5.GM.C.6dDefine a first quadrant Cartesian coordinate system. d Define the second number in an ordered pair as the vertical distance from the origin.FULL
Coordinate Grid (FULL)
app/src/lib/content.ts::coordinateGridQ
▶ Play a live item from this skill
5.GM.C.7Plot and interpret points in the first quadrant of the Cartesian coordinate plane.FULL
Coordinate Grid (FULL)
app/src/lib/content.ts::coordinateGridQ
▶ Play a live item from this skill
5.GM.D.8Convert measurements of capacity, length and weight within a given measurement system.FULL
Unit Conversions (FULL)
app/src/lib/content.ts::unitConversionQ
“"Which unit is BIGGER: a liter or a milliliter?" and "How many grams are in 1 kilogram?" (the relative-sizes clause), "3 meters = ? centimeters" with a wrong-factor misconception (the larger-to-smaller conversion clause), "2 hours 30 minutes = ? minutes", "500 cm = ? m", decimal metric conversions ("250 grams = ? kilograms" -> 0.25), and two-step stories ("A ribbon is 2 m; you cut 45 cm — how many cm are left?"). Every factor comes from one table (km/m/cm, kg/g, lb/oz, L/mL, hr/min/sec) and every answer is computed from it, so the item and its answer cannot disagree. Missouri's 4.GM.C.6a names no units — it says "within one system of units" — and no item in this generator crosses between the metric and customary systems.”
▶ Play a live item from this skill
5.GM.D.9Solve multi-step problems that require measurement conversions.FULL
Unit Conversions (FULL)
app/src/lib/content.ts::unitConversionQ
“"Which unit is BIGGER: a liter or a milliliter?" and "How many grams are in 1 kilogram?" (the relative-sizes clause), "3 meters = ? centimeters" with a wrong-factor misconception (the larger-to-smaller conversion clause), "2 hours 30 minutes = ? minutes", "500 cm = ? m", decimal metric conversions ("250 grams = ? kilograms" -> 0.25), and two-step stories ("A ribbon is 2 m; you cut 45 cm — how many cm are left?"). Every factor comes from one table (km/m/cm, kg/g, lb/oz, L/mL, hr/min/sec) and every answer is computed from it, so the item and its answer cannot disagree. Missouri's 4.GM.C.6a names no units — it says "within one system of units" — and no item in this generator crosses between the metric and customary systems.”
▶ Play a live item from this skill
5.DS.A.1Create a line graph to represent a data set, and analyze the data to answer questions and solve problems.FULL
Coordinate Grid (FULL)
app/src/lib/content.ts::coordinateGridQ
▶ Play a live item from this skill
5.DS.A.2Create a line plot to represent a given or generated data set, and analyze the data to answer questions and solve problems, recognizing the outliers and generating the median.FULL
Graphs & Data (FULL)
app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ
“Four-category sets and build-the-graph-row ("The class counted — … Build the Dogs row: tap one 🐶 for each") (01AUG2026) | 01AUG2026: TRUE line plots marked in halves/fourths of an inch (count a stack, most common, total, longer-than with the includes-the-ties miss NAMED) · SCALED build (v2.5.1): 'each 🌰 stands for 2/5 — build the row' (taps = count ÷ scale)”
▶ Play a live item from this skill

Honestly not covered (0 standards)

None.

Missouri Learning Standards — English Language Arts Grade-Level Expectations (2016), K–5 (Missouri folds reading, writing, speaking/listening and language into one document; AcornSmarts' five subjects map to Missouri's four standards documents)

Scope of this section.

Missouri folds reading, writing, speaking/listening and language into one ELA document, and its expectations are lettered items (e.g. 2.R.1.B.a). The claim unit differs by document, and each section states its own: 660 of the 661 K–5 ELA codes and all 256 social-studies codes carry that trailing letter, so there the letter is the claim unit; only 31 of the 220 mathematics expectations do (e.g. 2.RA.B.2a) and none of the 89 science performance expectations do, so those two sections claim at the code DESE publishes. A question-based practice app claims only the checkable word-, sentence- and short-passage-level items; whole categories (writing production, speaking and listening, research) are out of scope by design and are listed NOT COVERED.

124
FULL
196
PARTIAL
341
NOT COVERED
661
K–5 standards total
StandardStatement (official text)CoverageCovered by (evidence)
K.R.1.A.aWith assistance, develop and demonstrate reading skills in response to read alouds by: predicting what might happen next in a text based on the cover, title, and illustrationsNOT COVERED
K.R.1.A.bWith assistance, develop and demonstrate reading skills in response to read alouds by: asking and responding to questions about texts read aloudFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
K.R.1.A.cWith assistance, develop and demonstrate reading skills in response to read alouds by: retelling main ideas or important facts from a read aloud or familiar storyPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
K.R.1.A.dWith assistance, develop and demonstrate reading skills in response to read alouds by: connecting the information and events of a text to experiencesNOT COVERED
K.R.1.A.eWith assistance, develop and demonstrate reading skills in response to read alouds by: recognizing beginning, middle, and endFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
K.R.1.B.aWith assistance, develop an understanding of vocabulary by: identifying and sorting pictures of objects into conceptual categoriesFULL
Sight Words (FULL)
app/src/lib/content.ts::sightWordsQ
“"Read and tap this word: the" — high-frequency word recognition (exercises RF.K.3.c specifically)”
▶ Play a live item from this skill
K.R.1.B.bWith assistance, develop an understanding of vocabulary by: demonstrating understanding of opposites (antonyms)FULL
Opposites (FULL)
app/src/lib/content.ts::antonymsQ
▶ Play a live item from this skill
K.R.1.B.cWith assistance, develop an understanding of vocabulary by: distinguishing meaning between verbs describing the same actionFULL
Synonyms (FULL)
app/src/lib/content.ts::synonymsQ (K band)
“Closest-meaning picks between action verbs at the earliest levels.”
▶ Play a live item from this skill
K.R.1.B.dWith assistance, develop an understanding of vocabulary by: using a picture dictionary to find wordsFULL
Sight Words (FULL)
app/src/lib/content.ts::sightWordsQ
“"Read and tap this word: the" — high-frequency word recognition (exercises RF.K.3.c specifically)”
▶ Play a live item from this skill
K.R.1.B.eWith assistance, develop an understanding of vocabulary by: using words and phrases acquired through conversations, reading and being read to and responding to textsNOT COVERED
K.R.1.C.aWith assistance, determine the connection between: text to self (text ideas and own experiences)PARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
K.R.1.C.bWith assistance, determine the connection between: text to text (text ideas including similarities and differences in fiction and nonfiction)PARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
K.R.1.D.aRead independently for sustained periods of time by: engaging with text as developmentally appropriateNOT COVERED
K.R.2.A.aWith assistance, read, infer and draw conclusions to: identify elements of a story, including setting, character, and key eventsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
K.R.2.A.bWith assistance, read, infer and draw conclusions to: retell a main event from a story read aloud and familiar storiesFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
K.R.2.A.cWith assistance, read, infer and draw conclusions to: recognize sensory details and reoccurring phrasesFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
K.R.2.A.dWith assistance, read, infer and draw conclusions to: recognize different types of textsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
K.R.2.A.eWith assistance, read, infer and draw conclusions to: name author and illustrator of a story and describe how each is telling the storyFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
K.R.2.A.fWith assistance, read, infer and draw conclusions to: compare and contrast adventures of characters in familiar storiesPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
K.R.2.A.gWith assistance, read, infer and draw conclusions to: ask and answer questions about unknown words in textPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (MEDIA_ITEMS + LISTEN_ITEMS)
“'A cereal ad shows a happy dragon eating the cereal. What is the ad's PURPOSE?' → 'To make you want to buy it' — persuade vs inform vs entertain, techniques, conventions, and point-of-view items, grade-banded K-5.”
▶ Play a live item from this skill
K.R.2.B.aWith assistance, read, infer and draw conclusions to: respond to rhythm and rhyme through identifying a regular beat and similarities in word soundsFULL
Phonics (FULL)
app/src/lib/content.ts::phonicsQ (SOUND_ITEMS)
“'Which group of words starts with the SAME sound?' → 'Silly snakes slither slowly' (ES: 'Susana sirve sopa sabrosa') — alliteration recognition; beat items identify the steady TAP-tap pattern.”
▶ Play a live item from this skill
K.R.2.C.aWith assistance, read, infer and draw conclusions to: identify characters in a puppet play or performance by actorsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
K.R.3.A.aWith assistance, read, infer and draw conclusions to: identify the topic and details in an expository text heard and/or read referring to the words and/or illustrationsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
K.R.3.A.bWith assistance, read, infer and draw conclusions to: use titles and illustrations to make predictions about textFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
K.R.3.A.cWith assistance, read, infer and draw conclusions to: identify text featuresFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
K.R.3.A.dWith assistance, read, infer and draw conclusions to: identify the meaning of environmental printNOT COVERED
K.R.3.B.aWith assistance, read, infer and draw conclusions to: respond to examples of sensory detailsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
K.R.3.C.aWith assistance, read, infer and draw conclusions to: ask and answer questions to clarify meaningPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (MEDIA_ITEMS + LISTEN_ITEMS)
“'A cereal ad shows a happy dragon eating the cereal. What is the ad's PURPOSE?' → 'To make you want to buy it' — persuade vs inform vs entertain, techniques, conventions, and point-of-view items, grade-banded K-5.”
▶ Play a live item from this skill
K.R.3.C.bWith assistance, read, infer and draw conclusions to: identify basic similarities and differences between two texts on the same topicFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
K.R.3.C.cWith assistance, read, infer and draw conclusions to: name the main topic and recall key details of the textFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
K.R.3.C.dWith assistance, read, infer and draw conclusions to: ask and answer questions about unknown words in a textPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (MEDIA_ITEMS + LISTEN_ITEMS)
“'A cereal ad shows a happy dragon eating the cereal. What is the ad's PURPOSE?' → 'To make you want to buy it' — persuade vs inform vs entertain, techniques, conventions, and point-of-view items, grade-banded K-5.”
▶ Play a live item from this skill
K.R.4.A.aWith assistance, develop an awareness of media literacy by: identifying different forms of mediaFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (MEDIA_ITEMS + LISTEN_ITEMS)
“'A cereal ad shows a happy dragon eating the cereal. What is the ad's PURPOSE?' → 'To make you want to buy it' — persuade vs inform vs entertain, techniques, conventions, and point-of-view items, grade-banded K-5.”
▶ Play a live item from this skill
K.R.4.A.bWith assistance, develop an awareness of media literacy by: identifying techniques used in mediaFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (MEDIA_ITEMS + LISTEN_ITEMS)
“'A cereal ad shows a happy dragon eating the cereal. What is the ad's PURPOSE?' → 'To make you want to buy it' — persuade vs inform vs entertain, techniques, conventions, and point-of-view items, grade-banded K-5.”
▶ Play a live item from this skill
K.RF.1.A.aDevelop print awareness in the reading process by: identifying all upper and lower case lettersFULL
Letters (FULL)
app/src/lib/content.ts::lettersQ
“Name the letter, match capital to lowercase (exercises RF.K.1.d specifically)”
▶ Play a live item from this skill
K.RF.1.A.bDevelop print awareness in the reading process by: sequencing the letters of the alphabetNOT COVERED
K.RF.1.A.cDevelop print awareness in the reading process by: demonstrating that books are read left to right, top to bottomNOT COVERED
K.RF.1.A.dDevelop print awareness in the reading process by: demonstrating that written words are made up of different lettersNOT COVERED
K.RF.1.A.eDevelop print awareness in the reading process by: knowing that a sentence is comprised of a group of words separated by spacesNOT COVERED
K.RF.1.A.fDevelop print awareness in the reading process by: demonstrating one-to-one correspondence between spoken words and written wordsNOT COVERED
K.RF.2.A.aDevelop phonemic awareness in the reading process by: identifying sounds in spoken wordsFULL
Phonics (FULL)
app/src/lib/content.ts::phonicsQ
“"Which word starts with the B sound?" — beginning sounds, rhyming, sounding out | 01AUG2026 Tier-3 ELA: vowelSoundQ (L2+) — long/short vowel discrimination in regularly spelled one-syllable words ("Which word has a LONG A sound?") and vowel-team identification (ai/ay/oa/ea/ee/igh, incl. the inconsistent-but-common -ay/-igh), hand-checked banks”
▶ Play a live item from this skill
First Letter (PARTIAL)
app/src/lib/content.ts::firstLetterQ
▶ Play a live item from this skill
K.RF.2.A.bDevelop phonemic awareness in the reading process by: producing rhymes in response to spoken wordsNOT COVERED
K.RF.2.A.cDevelop phonemic awareness in the reading process by: distinguishing orally presented rhyming pairs of words from non-rhyming pairsFULL
Phonics (FULL)
app/src/lib/content.ts::phonicsQ
“"Which word starts with the B sound?" — beginning sounds, rhyming, sounding out | 01AUG2026 Tier-3 ELA: vowelSoundQ (L2+) — long/short vowel discrimination in regularly spelled one-syllable words ("Which word has a LONG A sound?") and vowel-team identification (ai/ay/oa/ea/ee/igh, incl. the inconsistent-but-common -ay/-igh), hand-checked banks”
▶ Play a live item from this skill
K.RF.2.A.dDevelop phonemic awareness in the reading process by: recognizing spoken alliteration or groups of words that begin with the same onset or initial soundFULL
Phonics (FULL)
app/src/lib/content.ts::phonicsQ (SOUND_ITEMS)
“'Which group of words starts with the SAME sound?' → 'Silly snakes slither slowly' (ES: 'Susana sirve sopa sabrosa') — alliteration recognition; beat items identify the steady TAP-tap pattern.”
▶ Play a live item from this skill
K.RF.2.A.eDevelop phonemic awareness in the reading process by: blending spoken onsets and rimes to form simple wordsNOT COVERED
K.RF.2.A.fDevelop phonemic awareness in the reading process by: blending spoken phonemes to form one syllable wordsNOT COVERED
K.RF.2.A.gDevelop phonemic awareness in the reading process by: isolating the initial, medial and final sounds in spoken wordsFULL
Phonics (FULL)
app/src/lib/content.ts::phonicsQ (SOUND_ITEMS + vowel pathway)
“Change /c/at to /h/at; b-i-g → b-a-g; middle sound of sun; last sound of dog; the long/short vowel pathway (RF.2.3 items since v2.2x).”
▶ Play a live item from this skill
K.RF.2.A.hDevelop phonemic awareness in the reading process by: segmenting spoken words into 2 or 3 phonemesNOT COVERED
K.RF.3.A.aDevelop phonics in the reading process by: producing and writing letter(s) for most short vowel and consonant soundsFULL
First Letter (FULL)
app/src/lib/content.ts::firstLetterQ
▶ Play a live item from this skill
K.RF.3.A.bDevelop phonics in the reading process by: reading high frequency wordsPARTIAL
Sight Words (PARTIAL)
app/src/lib/content.ts::sightWordsQ
“"Read and tap this word: the" — high-frequency word recognition (exercises RF.K.3.c specifically)”
▶ Play a live item from this skill
K.RF.3.A.cDevelop phonics in the reading process by: blending letter sounds to decode simple wordsFULL
Phonics (FULL)
app/src/lib/content.ts::phonicsQ
“"Which word starts with the B sound?" — beginning sounds, rhyming, sounding out | 01AUG2026 Tier-3 ELA: vowelSoundQ (L2+) — long/short vowel discrimination in regularly spelled one-syllable words ("Which word has a LONG A sound?") and vowel-team identification (ai/ay/oa/ea/ee/igh, incl. the inconsistent-but-common -ay/-igh), hand-checked banks”
▶ Play a live item from this skill
K.RF.3.A.dDevelop phonics in the reading process by: recognizing that new words can be created when letters are changed, added, or deleted and using letter sound knowledge to write simple messages and wordsNOT COVERED
K.RF.4.ARead with support, appropriate texts with purpose and understandingFULL
Read It Myself (FULL)
app/src/lib/content.ts::decodableQ
“Sound out and read a short decodable story independently”
▶ Play a live item from this skill
K.W.1.A.aFollow a writing process, with assistance, to generate a writing plan through: using pictures, oral language or written letters, and/or wordsNOT COVERED
K.W.1.B.aAppropriate to genre type, develop a draft from prewriting by: sequencing the actions or details through letters, words, and picturesNOT COVERED
K.W.1.C.aReread, revise, and edit drafts, with assistance from adults/peers, to: respond to questions and suggestions, adding details to strengthen writingNOT COVERED
K.W.1.C.bReread, revise, and edit drafts, with assistance from adults/peers, to: edit by leaving spaces between words in a sentencePARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
K.W.1.D.aWith assistance from adults/peers: explore a variety of conventional/digital tools to produce and publish writingNOT COVERED
K.W.2.A.aWith assistance, draw/write opinion texts that: use a combination of drawing and/or writing to tell an opinion about a topic or text being studiedNOT COVERED
K.W.2.A.bWith assistance, draw/write opinion texts that: give logical reasons for suggesting that others follow a particular course of action or line of thinkingNOT COVERED
K.W.2.A.cWith assistance, draw/write opinion texts that: use words that are related to the topicNOT COVERED
K.W.2.B.aWith assistance, draw or write informative/ explanatory texts that: use a combination of drawing and/or writing to name and inform about a topic or a text they are learning in schoolNOT COVERED
K.W.2.B.bWith assistance, draw or write informative/ explanatory texts that: use words that are related to the topicNOT COVERED
K.W.2.C.aWith assistance, draw and/or write fiction or non-fiction narratives and poems that: use a combination of drawing and/or writing to narrate a story or experience the student has had or has imaginedNOT COVERED
K.W.2.C.bWith assistance, draw and/or write fiction or non-fiction narratives and poems that: tell the reader about a character or personal eventNOT COVERED
K.W.2.C.cWith assistance, draw and/or write fiction or non-fiction narratives and poems that: place events in the order they occurredNOT COVERED
K.W.2.C.dWith assistance, draw and/or write fiction or non-fiction narratives and poems that: use words that are related to the topicNOT COVERED
K.W.2.C.eWith assistance, draw and/or write fiction or non-fiction narratives and poems that: provide a reaction to what happened in the eventsNOT COVERED
K.W.3.A.aWith assistance, apply research process to: generate a list of open-ended questions about topics of class interestNOT COVERED
K.W.3.A.bWith assistance, apply research process to: decide what sources or people in the classroom, school, library, or home can answer their questionsNOT COVERED
K.W.3.A.cWith assistance, apply research process to: gather evidence from sourcesNOT COVERED
K.W.3.A.dWith assistance, apply research process to: use pictures in conjunction with writing when documenting researchNOT COVERED
K.L.1.A.aIn speech and written form, apply standard English grammar to: identify naming words (nouns) and action words (verbs)PARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentenceBuildQ
“Tap mixed-up words into a complete sentence”
▶ Play a live item from this skill
K.L.1.A.bIn speech and written form, apply standard English grammar to: use plural words when speakingNOT COVERED
K.L.1.A.cIn speech and written form, apply standard English grammar to: express time and spacePARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
K.L.1.A.dIn speech and written form, apply standard English grammar to: demonstrate the use of complete sentences in shared language activitiesFULL
Build a Sentence (FULL)
app/src/lib/content.ts::sentenceBuildQ + endMarkQ
“Arrange the scrambled words into a complete sentence; pick the end mark that fits.”
▶ Play a live item from this skill
K.L.1.A.eIn speech and written form, apply standard English grammar to: use question words in sentencesPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
K.L.1.B.aIn speech and written form, apply standard English grammar to: print in upper and lower case lettersFULL
Tracing (FULL)
app/src/lib/content.ts::tracingQ
“Trace letters and numbers (exercises W.K.10.a: print upper/lowercase letters)”
▶ Play a live item from this skill
K.L.1.B.bIn speech and written form, apply standard English grammar to: recognize that a sentence ends with punctuation marksPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentenceBuildQ
“Tap mixed-up words into a complete sentence”
▶ Play a live item from this skill
K.L.1.B.cIn speech and written form, apply standard English grammar to: capitalize own first and last namePARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
K.L.1.B.dIn speech and written form, apply standard English grammar to: capitalize first word in a sentencePARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
K.L.1.B.eIn speech and written form, apply standard English grammar to: capitalize the pronoun IPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
K.L.1.B.fIn speech and written form, apply standard English grammar to: write and name the printed letters that match the soundNOT COVERED
K.L.1.B.gIn speech and written form, apply standard English grammar to: use inventive spelling with beginning, final, and medial soundsNOT COVERED
K.L.1.B.hIn speech and written form, apply standard English grammar to: write and name letters for consonant and vowel soundsNOT COVERED
K.L.1.B.iIn speech and written form, apply standard English grammar to: use correct spelling of own first and last namesNOT COVERED
K.SL.1.A.aDevelop and apply effective listening skills and strategies in formal and informal settings by: following classroom listening rulesNOT COVERED
K.SL.1.A.bDevelop and apply effective listening skills and strategies in formal and informal settings by: continuing a conversation through multiple exchangesNOT COVERED
K.SL.1.A.cDevelop and apply effective listening skills and strategies in formal and informal settings by: following one-step instructions, according to classroom expectationsNOT COVERED
K.SL.2.A.aDevelop and apply effective listening skills and strategies in formal and informal settings by: demonstrating active listening, according to classroom expectationsNOT COVERED
K.SL.3.A.aSpeak clearly using conventions of language when presenting individually or with a group by: taking turns speaking, according to classroom expectationsNOT COVERED
K.SL.3.A.bSpeak clearly using conventions of language when presenting individually or with a group by: continuing a conversation through multiple exchangesNOT COVERED
K.SL.3.A.cSpeak clearly using conventions of language when presenting individually or with a group by: confirming comprehension by retelling information and asking appropriate questions based on read-alouds or other mediaNOT COVERED
K.SL.4.A.aSpeak clearly using conventions of language when presenting individually or with a group by: describing personal experiences using a prop, picture, or other visual aideNOT COVERED
K.SL.4.A.bSpeak clearly using conventions of language when presenting individually or with a group by: speaking in complete sentencesNOT COVERED
1.R.1.A.aDevelop and demonstrate reading skills in response to reading text and read alouds by: predicting what will happen next using prior knowledgeFULL
Read the Clues (FULL)
app/src/lib/content.ts::inferenceQ
“Short passage + "use the clues to figure out what isn't said directly"”
▶ Play a live item from this skill
1.R.1.A.bDevelop and demonstrate reading skills in response to reading text and read alouds by: asking and responding to relevant questionsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
1.R.1.A.cDevelop and demonstrate reading skills in response to reading text and read alouds by: seeking clarification and locating facts and details about stories and other textsNOT COVERED
1.R.1.A.dDevelop and demonstrate reading skills in response to reading text and read alouds by: retelling main ideas in sequence including key detailsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
1.R.1.A.eDevelop and demonstrate reading skills in response to reading text and read alouds by: recognizing beginning, middle, and endFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
1.R.1.A.fDevelop and demonstrate reading skills in response to reading text and read alouds by: monitoring comprehension and making corrections and adjustments when that understanding breaks downNOT COVERED
1.R.1.B.aDevelop an understanding of vocabulary by: using common affixes to figure out the meaning of a wordFULL
Prefixes (FULL)
app/src/lib/content.ts::prefixesQ + suffixesQ
“'un- means NOT — what does unhappy mean?' — affix meaning drives word meaning.”
▶ Play a live item from this skill
1.R.1.B.bDevelop an understanding of vocabulary by: identifying common root words and their inflectional endingsFULL
Word Machines (FULL)
app/src/lib/wordMachines.ts::wordMachinesQuestion
“Morphology matrices: root + affix builds with meaning checks (tract+or = a machine that pulls).”
▶ Play a live item from this skill
1.R.1.B.cDevelop an understanding of vocabulary by: identifying words that name actions and words that name persons, places, or thingsFULL
Build a Sentence (FULL)
app/src/lib/content.ts::sentenceBuildQ
“Tap mixed-up words into a complete sentence”
▶ Play a live item from this skill
1.R.1.B.dDevelop an understanding of vocabulary by: recognizing that compound words are made up of shorter wordsFULL
Compound Words (FULL)
app/src/lib/content.ts::compoundWordsQ
▶ Play a live item from this skill
1.R.1.B.eDevelop an understanding of vocabulary by: determining what words mean from how they are used in context of a sentence either heard or readFULL
Vocabulary (FULL)
app/src/lib/content.ts::vocabularyQ (CTX_ITEMS)
“'Maya was RELUCTANT to jump in — she stood at the pool's edge for ten minutes.' → 'Not wanting to do something' — the sentence is the clue.”
▶ Play a live item from this skill
1.R.1.B.fDevelop an understanding of vocabulary by: sorting words into conceptual categoriesFULL
Sight Words (FULL)
app/src/lib/content.ts::sightWordsQ (PIC_SORTS SortBins)
“Sort the pictures/words into their concept bins — the SortBins act, ELA edition.”
▶ Play a live item from this skill
1.R.1.B.gDevelop an understanding of vocabulary by: distinguishing shades of meaning among verbs and adjectivesFULL
Synonyms (FULL)
app/src/lib/content.ts::synonymsQ (+ antonymsQ)
“Closest-meaning picks among near-synonym verbs/adjectives — distinguishing shades is the selection itself.”
▶ Play a live item from this skill
1.R.1.B.hDevelop an understanding of vocabulary by: locating words in a dictionaryFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
1.R.1.B.iDevelop an understanding of vocabulary by: using words and phrases acquired through conversations, reading and being read to and responding to textsNOT COVERED
1.R.1.C.aDetermine the connection between: text to text (text ideas including similarities and differences in fiction and nonfiction)PARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
1.R.1.D.aRead independently for multiple purposes over sustained periods of time by: engaging with and reading text that is developmentally appropriateNOT COVERED
1.R.1.D.bRead independently for multiple purposes over sustained periods of time by: producing evidence of readingNOT COVERED
1.R.2.A.aRead, infer, analyze, and draw conclusions to: describe characters, setting, problem, solution, and events in logical sequencesPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
1.R.2.A.bRead, infer, analyze, and draw conclusions to: describe the main idea of a storyPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PASSAGE_ORDER retell, TEXT_PAIRS, TEXT_CONCEPTS)
“Retell widget: put the story's beginning/middle/end back in order; TEXT_PAIRS: two texts on one topic, compared; author's-purpose and text-feature concept items.”
▶ Play a live item from this skill
1.R.2.A.cRead, infer, analyze, and draw conclusions to: describe sensory detailsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
1.R.2.A.dRead, infer, analyze, and draw conclusions to: explain recurring phrases and why they are usedPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
1.R.2.A.eRead, infer, analyze, and draw conclusions to: explain the actions of the main character and the reasons for those actionsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
1.R.2.A.fRead, infer, analyze, and draw conclusions to: identify who is telling the storyFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
1.R.2.A.gRead, infer, analyze, and draw conclusions to: compare and contrast adventures and experiences of characters in storiesPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
1.R.2.B.aRead, infer and draw conclusions to: use rhythm, rhyme and alliteration through identifying a regular beat and similarities in word soundsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
1.R.2.C.aRead, infer and draw conclusions to: identify characters and dialogue in plays or performances by actorsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
1.R.2.C.bRead, infer and draw conclusions to: recognize sensory details in literary textsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
1.R.3.A.aRead, infer and draw conclusions to: use text features to restate the main ideaPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PASSAGE_ORDER retell, TEXT_PAIRS, TEXT_CONCEPTS)
“Retell widget: put the story's beginning/middle/end back in order; TEXT_PAIRS: two texts on one topic, compared; author's-purpose and text-feature concept items.”
▶ Play a live item from this skill
1.R.3.A.bRead, infer and draw conclusions to: explain facts or details using text features and distinguish between what facts were provided by pictures and what facts were conveyed via wordsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
1.R.3.A.cRead, infer and draw conclusions to: use text features to locate specific information in textFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
1.R.3.A.dRead, infer and draw conclusions to: follow written multi-step directions with picture cues to assist with understandingPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
1.R.3.B.aRead, infer and draw conclusions to: distinguish between fiction and nonfictionFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
1.R.3.B.bRead, infer and draw conclusions to: identify examples of sensory detailsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
1.R.3.C.aRead, infer and draw conclusions to: ask and answer questions to clarify meaningPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
1.R.3.C.bRead, infer and draw conclusions to: identify main ideas and provide supporting detailsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
1.R.3.C.cRead, infer and draw conclusions to: describe the connection between two individuals, events, ideas, or pieces of information in a textPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
1.R.3.C.dRead, infer and draw conclusions to: identify reasons an author gives to support points in a textFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
1.R.3.C.eRead, infer and draw conclusions to: identify similarities and differences between texts on the same topicFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
1.R.4.A.aWith assistance, develop an awareness of media literacy by: distinguishing purposes of mediaFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (MEDIA_ITEMS + LISTEN_ITEMS)
“'A cereal ad shows a happy dragon eating the cereal. What is the ad's PURPOSE?' → 'To make you want to buy it' — persuade vs inform vs entertain, techniques, conventions, and point-of-view items, grade-banded K-5.”
▶ Play a live item from this skill
1.R.4.A.bWith assistance, develop an awareness of media literacy by: explaining techniques used in mediaPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (MEDIA_ITEMS + LISTEN_ITEMS)
“'A cereal ad shows a happy dragon eating the cereal. What is the ad's PURPOSE?' → 'To make you want to buy it' — persuade vs inform vs entertain, techniques, conventions, and point-of-view items, grade-banded K-5.”
▶ Play a live item from this skill
1.RF.1.A.aDevelop print awareness in the reading process by: recognizing that sentences are comprised of words separated by spacesNOT COVERED
1.RF.1.A.bDevelop print awareness in the reading process by: recognizing the distinguishing features of a sentencePARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ
“ | 01AUG2026 Tier-3 ELA: conventions items — sentence features (capital first word + end mark), irregular past tense (told), adjective-vs-adverb, place/month capitalization, progressive tense, relative pronoun who, modal must, comma before coordinating conjunction, either/or, tense-shift correction, direct-address and yes/no commas, quotation marks for story titles”
▶ Play a live item from this skill
1.RF.2.A.aDevelop phonemic awareness in the reading process by: producing and identifying sounds and syllables in spoken wordsPARTIAL
Phonics (PARTIAL)
app/src/lib/content.ts::phonicsQ
“"Which word starts with the B sound?" — beginning sounds, rhyming, sounding out | 01AUG2026 Tier-3 ELA: vowelSoundQ (L2+) — long/short vowel discrimination in regularly spelled one-syllable words ("Which word has a LONG A sound?") and vowel-team identification (ai/ay/oa/ea/ee/igh, incl. the inconsistent-but-common -ay/-igh), hand-checked banks”
▶ Play a live item from this skill
Syllables (PARTIAL)
app/src/lib/content.ts::syllablesQ
“ | 01AUG2026 Tier-3 ELA: syllableSplitQ (L2+) — break a two-syllable word at the correct syllable boundary (rab-bit vs ra-bbit), hand-checked splits; the decode-by-chunks half of grade-level word analysis”
▶ Play a live item from this skill
1.RF.2.A.bDevelop phonemic awareness in the reading process by: distinguishing between long and short vowel soundsFULL
Phonics (FULL)
app/src/lib/content.ts::phonicsQ (SOUND_ITEMS + vowel pathway)
“Change /c/at to /h/at; b-i-g → b-a-g; middle sound of sun; last sound of dog; the long/short vowel pathway (RF.2.3 items since v2.2x).”
▶ Play a live item from this skill
1.RF.2.A.cDevelop phonemic awareness in the reading process by: recognizing the change in a spoken word when a specific phoneme is added, changed, or removedFULL
Phonics (FULL)
app/src/lib/content.ts::phonicsQ (SOUND_ITEMS + vowel pathway)
“Change /c/at to /h/at; b-i-g → b-a-g; middle sound of sun; last sound of dog; the long/short vowel pathway (RF.2.3 items since v2.2x).”
▶ Play a live item from this skill
1.RF.2.A.dDevelop phonemic awareness in the reading process by: blending spoken phonemes to form 1 or 2 syllable words including consonant blendsNOT COVERED
1.RF.2.A.eDevelop phonemic awareness in the reading process by: segmenting spoken words of 3 – 5 phonemes into individual phonemesNOT COVERED
1.RF.3.A.aDevelop phonics in the reading process by: decoding words in context by using letter sound knowledgeFULL
Phonics (FULL)
app/src/lib/content.ts::phonicsQ
“"Which word starts with the B sound?" — beginning sounds, rhyming, sounding out | 01AUG2026 Tier-3 ELA: vowelSoundQ (L2+) — long/short vowel discrimination in regularly spelled one-syllable words ("Which word has a LONG A sound?") and vowel-team identification (ai/ay/oa/ea/ee/igh, incl. the inconsistent-but-common -ay/-igh), hand-checked banks”
▶ Play a live item from this skill
1.RF.3.A.bDevelop phonics in the reading process by: identifying letters for the spelling of short and long vowelsFULL
Phonics (FULL)
app/src/lib/content.ts::phonicsQ
“"Which word starts with the B sound?" — beginning sounds, rhyming, sounding out | 01AUG2026 Tier-3 ELA: vowelSoundQ (L2+) — long/short vowel discrimination in regularly spelled one-syllable words ("Which word has a LONG A sound?") and vowel-team identification (ai/ay/oa/ea/ee/igh, incl. the inconsistent-but-common -ay/-igh), hand-checked banks”
▶ Play a live item from this skill
1.RF.3.A.cDevelop phonics in the reading process by: producing consonant blendsNOT COVERED
1.RF.3.A.dDevelop phonics in the reading process by: producing consonant digraphsNOT COVERED
1.RF.3.A.eDevelop phonics in the reading process by: combining sounds from letters and common spelling patterns to create and decode recognizable wordsNOT COVERED
1.RF.3.A.fDevelop phonics in the reading process by: using syllabication patterns to decode wordsFULL
Syllables (FULL)
app/src/lib/content.ts::syllablesQ
“ | 01AUG2026 Tier-3 ELA: syllableSplitQ (L2+) — break a two-syllable word at the correct syllable boundary (rab-bit vs ra-bbit), hand-checked splits; the decode-by-chunks half of grade-level word analysis”
▶ Play a live item from this skill
1.RF.3.A.gDevelop phonics in the reading process by: reading irregularly spelled wordsPARTIAL
Sight Words (PARTIAL)
app/src/lib/content.ts::sightWordsQ
“High-frequency word recognition items; the speech read-aloud register exists behind the family voice opt-in and is deliberately NOT claimed.”
▶ Play a live item from this skill
1.RF.3.A.hDevelop phonics in the reading process by: reading root words with inflectional endingsFULL
Plurals (FULL)
app/src/lib/content.ts::pluralsQ
▶ Play a live item from this skill
1.RF.3.A.iDevelop phonics in the reading process by: reading contractions and compound wordsFULL
Compound Words (FULL)
app/src/lib/content.ts::compoundWordsQ
▶ Play a live item from this skill
1.RF.3.A.jDevelop phonics in the reading process by: reading high frequency wordsPARTIAL
Sight Words (PARTIAL)
app/src/lib/content.ts::sightWordsQ
“High-frequency word recognition items; the speech read-aloud register exists behind the family voice opt-in and is deliberately NOT claimed.”
▶ Play a live item from this skill
1.RF.3.A.kDevelop phonics in the reading process by: demonstrating decoding skills when readingPARTIAL
Read It Myself (PARTIAL)
app/src/lib/content.ts::decodableQ
“Sound out and read a short decodable story independently”
▶ Play a live item from this skill
1.RF.4.A.aRead appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing) with purpose and for comprehension use context to confirm or self-correct word recognition and understanding, rereading as necessaryPARTIAL
Read It Myself (PARTIAL)
app/src/lib/content.ts::decodableQ
“Sound out and read a short decodable story independently”
▶ Play a live item from this skill
1.W.1.A.aFollow a writing process to plan a first draft by: brainstorming and recording key ideasNOT COVERED
1.W.1.B.aAppropriate to genre type, develop a draft from prewriting by: sequencing ideas into sentences and stay on topic throughout the textNOT COVERED
1.W.1.B.bAppropriate to genre type, develop a draft from prewriting by: generating evidence of a simple opening and simple closingNOT COVERED
1.W.1.C.aReread, revise, and edit drafts, with assistance from adults/peers, to: respond to questions and suggestions, clarifying meaning by adding details to sentence construction and strengthening writingNOT COVERED
1.W.1.C.bReread, revise, and edit drafts, with assistance from adults/peers, to: edit by leaving spaces between words in sentencesPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
1.W.1.C.cReread, revise, and edit drafts, with assistance from adults/peers, to: edit for language conventionsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
1.W.1.D.aWith assistance from adults/peers: use a variety of conventional/digital tools to produce and publish writingNOT COVERED
1.W.2.A.aWrite opinion texts that: introduce a topic or text being studiedNOT COVERED
1.W.2.A.bWrite opinion texts that: state an opinion about the topic or text and provide a reason for the opinionNOT COVERED
1.W.2.A.cWrite opinion texts that: use some specific words that are related to the topicNOT COVERED
1.W.2.A.dWrite opinion texts that: follow a sense of order in writingNOT COVERED
1.W.2.A.eWrite opinion texts that: provide some sense of closureNOT COVERED
1.W.2.B.aWrite informative/ explanatory texts that: introduce a topic or text being studied and supply factsNOT COVERED
1.W.2.B.bWrite informative/ explanatory texts that: use some specific words that are related to the topicNOT COVERED
1.W.2.B.cWrite informative/ explanatory texts that: follow a sense of order in writingNOT COVERED
1.W.2.B.dWrite informative/ explanatory texts that: create some sense of closureNOT COVERED
1.W.2.C.aWrite fiction or non-fiction narratives and poems that: narrate a story or experienceNOT COVERED
1.W.2.C.bWrite fiction or non-fiction narratives and poems that: use details to describe the story or experienceNOT COVERED
1.W.2.C.cWrite fiction or non-fiction narratives and poems that: place events in the order they occurredNOT COVERED
1.W.2.C.dWrite fiction or non-fiction narratives and poems that: use linking words to indicate beginning/middle/ endNOT COVERED
1.W.2.C.eWrite fiction or non-fiction narratives and poems that: use words that are related to the topicNOT COVERED
1.W.2.C.fWrite fiction or non-fiction narratives and poems that: provide a reaction to what happened in the eventsNOT COVERED
1.W.3.A.aWith assistance, apply research process to: generate a list of open-ended questions about topics of interestNOT COVERED
1.W.3.A.bWith assistance, apply research process to: decide what sources of information might be relevant to answer these questionsNOT COVERED
1.W.3.A.cWith assistance, apply research process to: gather personal and natural evidence from available sources, as well as from interviews with local expertsNOT COVERED
1.W.3.A.dWith assistance, apply research process to: organize information found during group or individual research, using graphic organizers or other aidsNOT COVERED
1.W.3.A.eWith assistance, apply research process to: make informal presentations of information gatheredNOT COVERED
1.W.3.A.fWith assistance, apply research process to: self-evaluate using previously established teacher/student criteriaNOT COVERED
1.L.1.A.aIn speech and written form, apply standard English grammar to: use nouns and action verbs that designate past, present, and future in sentencesNOT COVERED
1.L.1.A.bIn speech and written form, apply standard English grammar to: use adjectives/adverbs in sentencesPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
1.L.1.A.cIn speech and written form, apply standard English grammar to: use the conjunctions and, but, and so in sentencesPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
1.L.1.A.dIn speech and written form, apply standard English grammar to: use the articles a, an, and the in sentencesPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
1.L.1.A.eIn speech and written form, apply standard English grammar to: use common prepositionsPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
1.L.1.A.fIn speech and written form, apply standard English grammar to: use common pronounsPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
1.L.1.A.gIn speech and written form, apply standard English grammar to: produce complete simple and compound sentencesNOT COVERED
1.L.1.B.aIn written text: print legibly, using correct spacing between words and sentencesNOT COVERED
1.L.1.B.bIn written text: use ending punctuationPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentenceBuildQ + endMarkQ
“Arrange the scrambled words into a complete sentence; pick the end mark that fits.”
▶ Play a live item from this skill
1.L.1.B.cIn written text: capitalize the first letter of others’ first and last namesPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
1.L.1.B.dIn written text: use commas to separate single words in a seriesPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
1.L.1.B.eIn written text: spell words using regular spelling patternsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS lvl≥3)
“'He has DONE his homework'; you were / I was agreement; three big red apples; they're/their/there in one sentence; two-speaker dialogue punctuation; 'The Mouse and the Moon'; Dr./proper adjectives; hopping vs hoping; basketball.”
▶ Play a live item from this skill
1.L.1.B.fIn written text: spell words phonetically using phonemic awareness and spelling knowledgePARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
1.L.1.B.gIn written text: arrange words in alphabetical order, to the first letterFULL
Spelling (FULL)
app/src/lib/content.ts::alphaQ (ALPHA_SETS, order widget)
“Put bake/bend/bite/bump in alphabetical order — tap-to-order, banded first/second/third letter.”
▶ Play a live item from this skill
1.SL.1.A.aDevelop and apply effective listening skills and strategies in formal and informal settings by: following classroom listening rulesNOT COVERED
1.SL.1.A.bDevelop and apply effective listening skills and strategies in formal and informal settings by: building on others’ talk in conversations by responding to the comments of othersNOT COVERED
1.SL.1.A.cDevelop and apply effective listening skills and strategies in formal and informal settings by: following two-step instructions, according to classroom expectationsNOT COVERED
1.SL.2.A.aDevelop and apply effective listening skills and strategies in formal and informal settings by: demonstrating active listening, according to classroom expectationsNOT COVERED
1.SL.3.A.aSpeak clearly and to the point, using conventions of language when presenting individually or with a group by: taking turns speaking, according to classroom expectationsNOT COVERED
1.SL.3.A.bSpeak clearly and to the point, using conventions of language when presenting individually or with a group by: building on others’ talk in conversations by responding to comments of othersNOT COVERED
1.SL.3.A.cSpeak clearly and to the point, using conventions of language when presenting individually or with a group by: confirming comprehension of read-alouds and other media by retelling and asking appropriate questionsNOT COVERED
1.SL.4.A.aSpeak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: explaining a topic (student-chosen), using a prop, picture, or other visual aid, with assistance to show understandingNOT COVERED
1.SL.4.A.bSpeak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: reciting poetry with a group or individuallyNOT COVERED
1.SL.4.A.cSpeak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: using complete sentences and adjusting volume, as neededNOT COVERED
2.R.1.A.aDevelop and demonstrate reading skills in response to text by: using text features to make and confirm predictions, explain why not confirmedPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
2.R.1.A.bDevelop and demonstrate reading skills in response to text by: asking and responding to relevant questionsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
2.R.1.A.cDevelop and demonstrate reading skills in response to text by: seeking clarification, and using information/ facts and details about texts and supporting answers with evidence from textPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
2.R.1.A.dDevelop and demonstrate reading skills in response to text by: retelling a story’s beginning, middle, and end and determining their central message, lesson or moralFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (PASSAGE_ORDER retell, TEXT_PAIRS, TEXT_CONCEPTS)
“Retell widget: put the story's beginning/middle/end back in order; TEXT_PAIRS: two texts on one topic, compared; author's-purpose and text-feature concept items.”
▶ Play a live item from this skill
2.R.1.A.eDevelop and demonstrate reading skills in response to text by: monitoring comprehension and making corrections and adjustments when understanding breaks downNOT COVERED
2.R.1.B.aDevelop an understanding of vocabulary by: using prefixes, root words, and suffixes to determine the meaning of wordsFULL
Prefixes (FULL)
app/src/lib/content.ts::prefixesQ
“"Which prefix means 'not'?" / meaning of un-, re-, pre- (exercises the affix sub-standard)”
▶ Play a live item from this skill
2.R.1.B.bDevelop an understanding of vocabulary by: using knowledge of the meaning of individual words to determine the meaning of compound wordsFULL
Compound Words (FULL)
app/src/lib/content.ts::compoundWordsQ
“sun + flower → sunflower; what does the compound mean from its parts?”
▶ Play a live item from this skill
2.R.1.B.cDevelop an understanding of vocabulary by: using context to determine the meaning of a new word or multiple-meaning word in textFULL
Vocabulary (FULL)
app/src/lib/content.ts::vocabularyQ (CTX_ITEMS)
“'Maya was RELUCTANT to jump in — she stood at the pool's edge for ten minutes.' → 'Not wanting to do something' — the sentence is the clue.”
▶ Play a live item from this skill
2.R.1.B.dDevelop an understanding of vocabulary by: using antonyms and synonymsFULL
Opposites (FULL)
app/src/lib/content.ts::antonymsQ
▶ Play a live item from this skill
Synonyms (PARTIAL)
app/src/lib/content.ts::synonymsQ
▶ Play a live item from this skill
2.R.1.B.eDevelop an understanding of vocabulary by: locating words in a dictionary or glossary to determine or clarify the meaning of words or phrasesPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
2.R.1.B.fDevelop an understanding of vocabulary by: distinguishing meaning among closely related verbs and adjectivesFULL
Synonyms (FULL)
app/src/lib/content.ts::synonymsQ (+ antonymsQ)
“Closest-meaning picks among near-synonym verbs/adjectives — distinguishing shades is the selection itself.”
▶ Play a live item from this skill
2.R.1.B.gDevelop an understanding of vocabulary by: recognizing that some words have literal and non-literal meaningsFULL
Idioms & Sayings (FULL)
app/src/lib/content.ts::IDIOMS bank + bankPairsQ
“Match each saying to its meaning (exercises the idioms/adages sub-standard)”
▶ Play a live item from this skill
2.R.1.B.hDevelop an understanding of vocabulary by: using conversational, general academic, and domain-specific words and phrasesNOT COVERED
2.R.1.C.aDetermine the relevant connections between: text to text (text ideas, including similarities and differences regarding information and relationships in fiction and nonfiction)FULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (PASSAGE_ORDER retell, TEXT_PAIRS, TEXT_CONCEPTS)
“Retell widget: put the story's beginning/middle/end back in order; TEXT_PAIRS: two texts on one topic, compared; author's-purpose and text-feature concept items.”
▶ Play a live item from this skill
2.R.1.C.bDetermine the relevant connections between: text to world (text ideas regarding experiences in the world)PARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
2.R.1.D.aRead independently for multiple purposes over sustained periods of time by: reading text that is developmentally appropriateNOT COVERED
2.R.1.D.bRead independently for multiple purposes over sustained periods of time by: producing evidence of readingNOT COVERED
2.R.2.A.aRead, infer, analyze, and draw conclusions to: describe the setting, problems, solutions, sequence of events (plot), and big idea or moral lessonPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
2.R.2.A.bRead, infer, analyze, and draw conclusions to: describe the main characters in works of fiction, including their traits, motivations, and feelingsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
2.R.2.A.cRead, infer, analyze, and draw conclusions to: compare and contrast different versions of the same story with respect to their characters, settings, and sequence of eventsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
2.R.2.A.dRead, infer, analyze, and draw conclusions to: describe cause and effect relationshipsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
2.R.2.A.eRead, infer, analyze, and draw conclusions to: explain how the story changes based on who is telling the storyPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
2.R.2.A.fRead, infer, analyze, and draw conclusions to: compare and contrast the differences in points of view of characters and how stories are narratedPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
2.R.2.B.aRead, infer and draw conclusions to: describe how rhythm, rhyme, and repetition create imagery in poetryPARTIAL
Poetry (PARTIAL)
app/src/lib/content.ts::POETRY bank + bankPairsQ
▶ Play a live item from this skill
2.R.2.B.bRead, infer and draw conclusions to: use onomatopoeiaFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
2.R.2.C.aRead, infer and draw conclusions to: identify characters, setting, acts, and scenes in playsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
2.R.2.C.bRead, infer and draw conclusions to: identify the elements of dialogue and use them in informal playsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
2.R.3.A.aRead, infer and draw conclusions to: identify the main idea of sections of text and distinguish it from the topicFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
2.R.3.A.bRead, infer and draw conclusions to: demonstrate understanding by locating facts to answer and/or ask questionsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
2.R.3.A.cRead, infer and draw conclusions to: use text features to locate specific informationFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
2.R.3.A.dRead, infer and draw conclusions to: explain common graphic features to assist in the interpretation of textPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PASSAGE_ORDER retell, TEXT_PAIRS, TEXT_CONCEPTS)
“Retell widget: put the story's beginning/middle/end back in order; TEXT_PAIRS: two texts on one topic, compared; author's-purpose and text-feature concept items.”
▶ Play a live item from this skill
2.R.3.A.eRead, infer and draw conclusions to: follow written multi-step directionsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
2.R.3.A.fRead, infer and draw conclusions to: describe connections between, and state the order of, the events or ideasPARTIAL
Put It in Order (PARTIAL)
app/src/lib/content.ts::sequencingQ
▶ Play a live item from this skill
2.R.3.B.aRead, infer and draw conclusions to: explain why a text is fiction or nonfictionPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
2.R.3.B.bRead, infer and draw conclusions to: ask and answer questions to clarify meaningPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
2.R.3.B.cRead, infer and draw conclusions to: explain examples of sensory detailsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PASSAGE_ORDER retell, TEXT_PAIRS, TEXT_CONCEPTS)
“Retell widget: put the story's beginning/middle/end back in order; TEXT_PAIRS: two texts on one topic, compared; author's-purpose and text-feature concept items.”
▶ Play a live item from this skill
2.R.3.C.aRead, infer and draw conclusions to: explain main ideas and supporting detailsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PASSAGE_ORDER retell, TEXT_PAIRS, TEXT_CONCEPTS)
“Retell widget: put the story's beginning/middle/end back in order; TEXT_PAIRS: two texts on one topic, compared; author's-purpose and text-feature concept items.”
▶ Play a live item from this skill
2.R.3.C.bRead, infer and draw conclusions to: describe the connection between events and retell the sequence of eventsPARTIAL
Put It in Order (PARTIAL)
app/src/lib/content.ts::sequencingQ
▶ Play a live item from this skill
2.R.3.C.cRead, infer and draw conclusions to: describe the connection between and identify problems and solutionsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
2.R.3.C.dRead, infer and draw conclusions to: identify the author’s purposeFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
2.R.3.C.eRead, infer and draw conclusions to: compare and contrast the most important points presented by text on the same topicNOT COVERED
2.R.4.A.aRead to develop an understanding of media and its components by: explaining purposes of mediaPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (MEDIA_ITEMS + LISTEN_ITEMS)
“'A cereal ad shows a happy dragon eating the cereal. What is the ad's PURPOSE?' → 'To make you want to buy it' — persuade vs inform vs entertain, techniques, conventions, and point-of-view items, grade-banded K-5.”
▶ Play a live item from this skill
2.R.4.A.bRead to develop an understanding of media and its components by: describing techniques used to create media messagesPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (MEDIA_ITEMS + LISTEN_ITEMS)
“'A cereal ad shows a happy dragon eating the cereal. What is the ad's PURPOSE?' → 'To make you want to buy it' — persuade vs inform vs entertain, techniques, conventions, and point-of-view items, grade-banded K-5.”
▶ Play a live item from this skill
2.R.4.A.cRead to develop an understanding of media and its components by: identifying various written conventions for using digital mediaFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (MEDIA_ITEMS + LISTEN_ITEMS)
“'A cereal ad shows a happy dragon eating the cereal. What is the ad's PURPOSE?' → 'To make you want to buy it' — persuade vs inform vs entertain, techniques, conventions, and point-of-view items, grade-banded K-5.”
▶ Play a live item from this skill
2.RF.1.A.aDevelop print awareness in the reading process by: understanding that sentences are organized into paragraphs to convey meaningNOT COVERED
2.RF.3.A.aDevelop phonics in the reading process by: decoding multisyllabic words in context by applying common letter-sound correspondences including: single letters, consonant blends , consonant and vowel digraphs and vowel diphthongsNOT COVERED
2.RF.3.A.bDevelop phonics in the reading process by: distinguishing long and short vowels when reading regularly spelled one syllable wordsPARTIAL
Phonics (PARTIAL)
app/src/lib/content.ts::phonicsQ
“"Which word starts with the B sound?" — beginning sounds, rhyming, sounding out | 01AUG2026 Tier-3 ELA: vowelSoundQ (L2+) — long/short vowel discrimination in regularly spelled one-syllable words ("Which word has a LONG A sound?") and vowel-team identification (ai/ay/oa/ea/ee/igh, incl. the inconsistent-but-common -ay/-igh), hand-checked banks”
▶ Play a live item from this skill
2.RF.3.A.cDevelop phonics in the reading process by: decoding regularly spelled two syllable words with long vowelsNOT COVERED
2.RF.3.A.dDevelop phonics in the reading process by: decoding words with vowel diphthongsNOT COVERED
2.RF.3.A.eDevelop phonics in the reading process by: decoding words with vowel digraphsNOT COVERED
2.RF.3.A.fDevelop phonics in the reading process by: reading words with common prefixes and suffixesPARTIAL
Prefixes (PARTIAL)
app/src/lib/content.ts::prefixesQ + suffixesQ
“'un- means NOT — what does unhappy mean?' — affix meaning drives word meaning.”
▶ Play a live item from this skill
2.RF.3.A.gDevelop phonics in the reading process by: using contractionsFULL
Contractions (FULL)
app/src/lib/content.ts::contractionsQ
▶ Play a live item from this skill
2.RF.3.A.hDevelop phonics in the reading process by: using common syllable patterns to decode words including r-controlled vowelsFULL
Syllables (FULL)
app/src/lib/content.ts::syllablesQ
“ | 01AUG2026 Tier-3 ELA: syllableSplitQ (L2+) — break a two-syllable word at the correct syllable boundary (rab-bit vs ra-bbit), hand-checked splits; the decode-by-chunks half of grade-level word analysis”
▶ Play a live item from this skill
2.RF.3.A.iDevelop phonics in the reading process by: reading irregularly spelled high-frequency wordsPARTIAL
Sight Words (PARTIAL)
app/src/lib/content.ts::sightWordsQ
“High-frequency word recognition items; the speech read-aloud register exists behind the family voice opt-in and is deliberately NOT claimed.”
▶ Play a live item from this skill
2.RF.3.A.jDevelop phonics in the reading process by: demonstrating decoding skills when reading new words in a textNOT COVERED
2.RF.4.A.aRead appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing) with purpose and for comprehension use context to confirm or self-correct word recognition and understanding, rereading as necessaryNOT COVERED
2.W.1.A.aFollow a writing process to plan a first draft by: brainstorming and recording key ideas using a graphic organizerNOT COVERED
2.W.1.B.aAppropriate to genre type, develop a draft from prewriting by: sequencing ideas into clear and coherent sentencesNOT COVERED
2.W.1.B.bAppropriate to genre type, develop a draft from prewriting by: generating paragraphs with one main ideaNOT COVERED
2.W.1.B.cAppropriate to genre type, develop a draft from prewriting by: creating evidence of a beginning, middle and endNOT COVERED
2.W.1.B.dAppropriate to genre type, develop a draft from prewriting by: addressing an appropriate audienceNOT COVERED
2.W.1.C.aReread, revise and edit drafts with assistance from adults/peers, to: strengthen writing as needed by revisingNOT COVERED
2.W.1.C.bReread, revise and edit drafts with assistance from adults/peers, to: edit for language conventionsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
2.W.1.D.aWith assistance from adults/peers: use a variety of conventional/digital tools to produce and publish writingNOT COVERED
2.W.1.D.bWith assistance from adults/peers: introduce keyboarding skillsNOT COVERED
2.W.2.A.aWrite opinion texts that: introduce a topic or text being studied using complete sentencesNOT COVERED
2.W.2.A.bWrite opinion texts that: state an opinion about the topic or text and provide reasons for the opinionNOT COVERED
2.W.2.A.cWrite opinion texts that: use specific words that are related to the topic and audienceNOT COVERED
2.W.2.A.dWrite opinion texts that: use linking/transition words and phrases to signal event orderNOT COVERED
2.W.2.A.eWrite opinion texts that: provide evidence of a beginning, middle and concluding statement or sectionNOT COVERED
2.W.2.B.aWrite informative/ explanatory texts that: introduce a topic or text being studied, using complete sentencesNOT COVERED
2.W.2.B.bWrite informative/ explanatory texts that: use facts and definitions to develop points in generating paragraphsNOT COVERED
2.W.2.B.cWrite informative/ explanatory texts that: use specific words that are related to the topic and audienceNOT COVERED
2.W.2.B.dWrite informative/ explanatory texts that: use linking words and phrases to signal event orderNOT COVERED
2.W.2.B.eWrite informative/ explanatory texts that: create a concluding statement or paragraphNOT COVERED
2.W.2.C.aWrite fiction or non-fiction narratives and poems that: establish a situation/topic based on the student’s experience or imaginationNOT COVERED
2.W.2.C.bWrite fiction or non-fiction narratives and poems that: introduce a main character and settingNOT COVERED
2.W.2.C.cWrite fiction or non-fiction narratives and poems that: develop sensory detailsNOT COVERED
2.W.2.C.dWrite fiction or non-fiction narratives and poems that: follow a logical sequence of events using complete sentences to create a beginning/middle/ endNOT COVERED
2.W.2.C.eWrite fiction or non-fiction narratives and poems that: use linking/transition words to signal event orderNOT COVERED
2.W.2.C.fWrite fiction or non-fiction narratives and poems that: use specific words that are related to the topic and audienceNOT COVERED
2.W.3.A.aApply research process to: generate a list of open-ended questions about topics of interestNOT COVERED
2.W.3.A.bApply research process to: create an individual question about a topicNOT COVERED
2.W.3.A.cApply research process to: use their own question to find information on their topicNOT COVERED
2.W.3.A.dApply research process to: gather evidence from available sources, literary and informationalNOT COVERED
2.W.3.A.eApply research process to: record basic information from literary and informational texts in simple visual formatNOT COVERED
2.W.3.A.fApply research process to: present and evaluate information in written and oral reports or displays, using previously established teacher/student criteriaNOT COVERED
2.L.1.A.aIn speech and written form, apply standard English grammar to: use nouns and pronouns in writingPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ
“ | 01AUG2026 Tier-3 ELA: conventions items — sentence features (capital first word + end mark), irregular past tense (told), adjective-vs-adverb, place/month capitalization, progressive tense, relative pronoun who, modal must, comma before coordinating conjunction, either/or, tense-shift correction, direct-address and yes/no commas, quotation marks for story titles”
▶ Play a live item from this skill
2.L.1.A.bIn speech and written form, apply standard English grammar to: use collective nounsPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
2.L.1.A.cIn speech and written form, apply standard English grammar to: use common irregular nounsPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
2.L.1.A.dIn speech and written form, apply standard English grammar to: use reflexive pronounsPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
2.L.1.A.eIn speech and written form, apply standard English grammar to: use regular verbsPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
2.L.1.A.fIn speech and written form, apply standard English grammar to: use helping verbs with regular verbsPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
2.L.1.A.gIn speech and written form, apply standard English grammar to: use adjectives and adverbs in sentencesPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar bank (GRAMMAR)
“'Which sentence capitalizes correctly?' / parts-of-speech identification — conventions recognition.”
▶ Play a live item from this skill
2.L.1.A.hIn speech and written form, apply standard English grammar to: produce simple declarative, imperative, exclamatory, and interrogative sentencesNOT COVERED
2.L.1.B.aIn written text: write legibly (print, cursive)NOT COVERED
2.L.1.B.bIn written text: use dialogue that contains quotation marksPARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
2.L.1.B.cIn written text: use apostrophes correctly for contractionsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ
“ | 01AUG2026 Tier-3 ELA: conventions items — sentence features (capital first word + end mark), irregular past tense (told), adjective-vs-adverb, place/month capitalization, progressive tense, relative pronoun who, modal must, comma before coordinating conjunction, either/or, tense-shift correction, direct-address and yes/no commas, quotation marks for story titles”
▶ Play a live item from this skill
2.L.1.B.dIn written text: capitalize weeks, days, months, holidaysPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ
“ | 01AUG2026 Tier-3 ELA: conventions items — sentence features (capital first word + end mark), irregular past tense (told), adjective-vs-adverb, place/month capitalization, progressive tense, relative pronoun who, modal must, comma before coordinating conjunction, either/or, tense-shift correction, direct-address and yes/no commas, quotation marks for story titles”
▶ Play a live item from this skill
2.L.1.B.eIn written text: capitalize abbreviated titles of peoplePARTIAL
Build a Sentence (PARTIAL)
app/src/lib/content.ts::sentence-build case (GRAM2_ITEMS lvl≤2)
“Pick the sentence that uses a/an correctly; 'but' joins clashing ideas; 'The cat is INSIDE the box'; Maria-and-I → We; team as a collective noun; children as the irregular plural; commas in a series; the quoted 'Let's go to the park,' said Ana.”
▶ Play a live item from this skill
2.L.1.B.fIn written text: spell words using irregular spelling patternsPARTIAL
Spelling (PARTIAL)
app/src/lib/content.ts::spellingQ
“Look-cover-spell-from-memory letter tiles + pick-the-correct-spelling”
▶ Play a live item from this skill
2.L.1.B.gIn written text: spell and use the plural of nouns by adding –es to nouns ending in -s, -ss, -sh, -ch, or -xPARTIAL
Plurals (PARTIAL)
app/src/lib/content.ts::pluralsQ
▶ Play a live item from this skill
2.L.1.B.hIn written text: use nouns that change their spelling in plural formPARTIAL
Plurals (PARTIAL)
app/src/lib/content.ts::pluralsQ
▶ Play a live item from this skill
2.L.1.B.iIn written text: arrange words in alphabetical order, to the second letterFULL
Spelling (FULL)
app/src/lib/content.ts::alphaQ (ALPHA_SETS, order widget)
“Put bake/bend/bite/bump in alphabetical order — tap-to-order, banded first/second/third letter.”
▶ Play a live item from this skill
2.SL.1.A.aDevelop and apply effective listening skills and strategies in formal and informal settings by: following classroom listening rulesNOT COVERED
2.SL.1.A.bDevelop and apply effective listening skills and strategies in formal and informal settings by: following three-step instructions, according to classroom expectationsNOT COVERED
2.SL.2.A.aDevelop and apply effective listening skills and strategies in formal and informal settings by: demonstrating active listening, according to classroom expectationsNOT COVERED
2.SL.3.A.aSpeak clearly and to the point, using conventions of language when presenting individually or with a group by: taking turns in discussion with a shoulder partner, according to classroom expectationsNOT COVERED
2.SL.3.A.bSpeak clearly and to the point, using conventions of language when presenting individually or with a group by: confirming comprehension of read-alouds and independent reading by retelling and asking appropriate questionsNOT COVERED
2.SL.4.A.aSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: explaining a topic (student-chosen or teacher-assigned), while maintaining eye contact with audienceNOT COVERED
2.SL.4.A.bSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: recalling and telling a story with details, including a beginning, middle, and endNOT COVERED
2.SL.4.A.cSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: using academic language and conventionsNOT COVERED
3.R.1.A.aDevelop and demonstrate reading skills in response to text by: explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a storyPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
3.R.1.A.bDevelop and demonstrate reading skills in response to text by: draw conclusions and support with textual evidencePARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
3.R.1.A.cDevelop and demonstrate reading skills in response to text by: summarizing a story’s beginning, middle, and determining their central message, lesson or moralPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
3.R.1.A.dDevelop and demonstrate reading skills in response to text by: monitoring comprehension and making corrections and adjustments when understanding breaks downNOT COVERED
3.R.1.B.aDevelop an understanding of vocabulary by: decoding and identifying the meaning of common prefixes and suffixes and knowing how they change the meaning of root wordsFULL
Prefixes (FULL)
app/src/lib/content.ts::prefixesQ
“"Which prefix means 'not'?" / meaning of un-, re-, pre- (exercises the affix sub-standard)”
▶ Play a live item from this skill
Suffixes (PARTIAL)
app/src/lib/content.ts::suffixesQ
▶ Play a live item from this skill
Word Machines (PARTIAL)
app/src/lib/content.ts::wordMachinesQuestion
▶ Play a live item from this skill
3.R.1.B.bDevelop an understanding of vocabulary by: using sentence level context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning wordsFULL
Vocabulary (FULL)
app/src/lib/content.ts::vocabularyQ
“ | 01AUG2026 Tier-3 ELA: contextCluesQ — hand-written sentences where the context (definition, restatement, or consequence clue) determines the meaning of the unknown word ("The road was slick after the rain, so Dad drove very slowly")”
▶ Play a live item from this skill
3.R.1.B.cDevelop an understanding of vocabulary by: using homographs, and homophonesPARTIAL
Homophones (PARTIAL)
app/src/lib/content.ts::homophonesQ (HOMOPHONES bank)
“Pick the correct homophone for the sentence — their/there/they're, to/two/too, meaning-in-context each time.”
▶ Play a live item from this skill
3.R.1.B.dDevelop an understanding of vocabulary by: distinguishing the literal and non-literal meanings of words and phrases in contextFULL
Idioms & Sayings (FULL)
app/src/lib/content.ts::IDIOMS bank + bankPairsQ
“Match each saying to its meaning (exercises the idioms/adages sub-standard)”
▶ Play a live item from this skill
3.R.1.B.eDevelop an understanding of vocabulary by: determining the meaning of the new word formed when a known affix is added to a known base wordFULL
Word Machines (FULL)
app/src/lib/content.ts::wordMachinesQuestion
▶ Play a live item from this skill
3.R.1.B.fDevelop an understanding of vocabulary by: using a dictionary or a glossary to determine the meanings, syllabications, and pronunciation of unknown wordsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
3.R.1.B.gDevelop an understanding of vocabulary by: discussing analogiesNOT COVERED
3.R.1.B.hDevelop an understanding of vocabulary by: determining the meaning of the author’s use of similes and metaphors to produce imageryFULL
Figurative Language (FULL)
app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ
“Match each figure of speech to its meaning — similes, metaphors, personification”
▶ Play a live item from this skill
3.R.1.B.iDevelop an understanding of vocabulary by: using conversational, general academic, and domain-specific words and phrasesNOT COVERED
3.R.1.C.aExplain relevant connections between: text to text (ideas and information in various fiction and nonfiction works, using compare and contrast)PARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PASSAGE_ORDER retell, TEXT_PAIRS, TEXT_CONCEPTS)
“Retell widget: put the story's beginning/middle/end back in order; TEXT_PAIRS: two texts on one topic, compared; author's-purpose and text-feature concept items.”
▶ Play a live item from this skill
3.R.1.C.bExplain relevant connections between: text to world (text ideas regarding experiences in the world)PARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
3.R.1.D.aRead independently for multiple purposes over sustained periods of time by: reading text that is developmentally appropriateNOT COVERED
3.R.1.D.bRead independently for multiple purposes over sustained periods of time by: producing evidence of readingNOT COVERED
3.R.2.A.aRead, infer, analyze, and draw conclusions to: summarize and sequence the events/plot and explain how past events impact future eventsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
3.R.2.A.bRead, infer, analyze, and draw conclusions to: describe the personality traits of characters from the thoughts, words, and actionsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
3.R.2.A.cRead, infer, analyze, and draw conclusions to: describe the interaction of characters, including relationships and how they changePARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
3.R.2.A.dRead, infer, analyze, and draw conclusions to: paraphrase the big idea/themes and supporting details of textsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
3.R.2.A.eRead, infer, analyze, and draw conclusions to: compare and contrast key elements in various types of fictionPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
3.R.2.A.fRead, infer, analyze, and draw conclusions to: explain cause and effect relationshipsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
3.R.2.A.gRead, infer, analyze, and draw conclusions to: distinguish their own point of view from that of the narrator or those of the charactersNOT COVERED
3.R.2.B.aRead, infer, and draw conclusions to: use examples of alliterationFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
3.R.2.B.bRead, infer, and draw conclusions to: identify basic forms of poetryFULL
Poetry (FULL)
app/src/lib/content.ts::POETRY bank + bankPairsQ
▶ Play a live item from this skill
3.R.2.C.aRead, infer, and draw conclusions to: explain the elements of plot, setting, and character as presented through dialogue in scripts that are read or viewedNOT COVERED
3.R.2.C.bRead, infer, and draw conclusions to: identify language that creates a graphic visual experience and appeals to the sensesFULL
Poetry (FULL)
app/src/lib/content.ts::POETRY bank + bankPairsQ
▶ Play a live item from this skill
3.R.3.A.aRead, infer, and draw conclusions to: explain the author’s purposePARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
3.R.3.A.bRead, infer, and draw conclusions to: identify the details or facts that support the main ideaFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
3.R.3.A.cRead, infer, and draw conclusions to: use text and graphic features to locate information and to make and verify predictionsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
3.R.3.A.dRead, infer, and draw conclusions to: follow and explain a set of written multi-step directionsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
3.R.3.A.eRead, infer, and draw conclusions to: describe the relationship between events, ideas, concepts or stepsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
3.R.3.B.aRead, infer and draw conclusions to: distinguish the difference between a biography and an autobiographyFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
3.R.3.B.bRead, infer and draw conclusions to: distinguish fact from opinionFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
3.R.3.B.cRead, infer and draw conclusions to: distinguish point of view from what the author is trying to persuade the reader to think or doPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
3.R.3.B.dRead, infer and draw conclusions to: explain examples of sound devices, literal and nonliteral meanings, and figurative languagePARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
3.R.3.C.aRead, infer and draw conclusions to: describe relationships among events, ideas, concepts, and cause and effect in textsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
3.R.3.C.bRead, infer and draw conclusions to: explain the relationship between problems and solutionsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
3.R.3.C.cRead, infer and draw conclusions to: use information gained from illustrations and words to demonstrate understanding of the textFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
3.R.3.C.dRead, infer and draw conclusions to: explain the author’s purposePARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PASSAGE_ORDER retell, TEXT_PAIRS, TEXT_CONCEPTS)
“Retell widget: put the story's beginning/middle/end back in order; TEXT_PAIRS: two texts on one topic, compared; author's-purpose and text-feature concept items.”
▶ Play a live item from this skill
3.R.3.C.eRead, infer and draw conclusions to: compare and contrast the most important points and key details presented in texts on the same topicNOT COVERED
3.R.4.A.aRead to develop an understanding of media and its components by: understanding how communication changes when moving from one genre of media to anotherPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
3.R.4.A.bRead to develop an understanding of media and its components by: explaining how various design techniques used in media influence the messagePARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (MEDIA_ITEMS + LISTEN_ITEMS)
“'A cereal ad shows a happy dragon eating the cereal. What is the ad's PURPOSE?' → 'To make you want to buy it' — persuade vs inform vs entertain, techniques, conventions, and point-of-view items, grade-banded K-5.”
▶ Play a live item from this skill
3.R.4.A.cRead to develop an understanding of media and its components by: comparing various written conventions used for digital mediaFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (MEDIA_ITEMS + LISTEN_ITEMS)
“'A cereal ad shows a happy dragon eating the cereal. What is the ad's PURPOSE?' → 'To make you want to buy it' — persuade vs inform vs entertain, techniques, conventions, and point-of-view items, grade-banded K-5.”
▶ Play a live item from this skill
3.R.4.A.dRead to develop an understanding of media and its components by: identifying text structures and graphics features of a web pageFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
3.RF.3.A.aDevelop phonics in the reading process by: decoding multisyllabic words in context, and independent of context, by applying common spelling patternsFULL
Syllables (FULL)
app/src/lib/content.ts::syllablesQ
“ | 01AUG2026 Tier-3 ELA: syllableSplitQ (L2+) — break a two-syllable word at the correct syllable boundary (rab-bit vs ra-bbit), hand-checked splits; the decode-by-chunks half of grade-level word analysis”
▶ Play a live item from this skill
3.RF.3.A.bDevelop phonics in the reading process by: decoding words that double final consonants when adding an endingNOT COVERED
3.RF.3.A.cDevelop phonics in the reading process by: using the meaning of common prefixes and suffixesFULL
Prefixes (FULL)
app/src/lib/content.ts::prefixesQ + suffixesQ
“'un- means NOT — what does unhappy mean?' — affix meaning drives word meaning.”
▶ Play a live item from this skill
3.RF.3.A.dDevelop phonics in the reading process by: using the meaning of homophonesFULL
Homophones (FULL)
app/src/lib/content.ts::homophonesQ (HOMOPHONES bank)
“Pick the correct homophone for the sentence — their/there/they're, to/two/too, meaning-in-context each time.”
▶ Play a live item from this skill
3.RF.3.A.eDevelop phonics in the reading process by: decoding known and unknown words by spelling patternsNOT COVERED
3.RF.3.A.fDevelop phonics in the reading process by: reading irregularly spelled high frequency wordsPARTIAL
Sight Words (PARTIAL)
app/src/lib/content.ts::sightWordsQ
“High-frequency word recognition items; the speech read-aloud register exists behind the family voice opt-in and is deliberately NOT claimed.”
▶ Play a live item from this skill
3.RF.4.A.aRead appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing) with purpose and for comprehension use context to confirm or self-correct word recognition and understanding, rereading as necessaryNOT COVERED
3.W.1.A.aFollow a writing process to plan a first draft by: using a simple pre-writing strategy when given the purpose and the intended audienceNOT COVERED
3.W.1.B.aAppropriate to genre type, develop a draft from prewriting by: generating a main idea to support a multiple paragraph text using a variety of sentence types, including imperative and exclamatoryNOT COVERED
3.W.1.B.bAppropriate to genre type, develop a draft from prewriting by: supporting the topic sentences within each paragraph with facts and details (from sources when appropriate)NOT COVERED
3.W.1.B.cAppropriate to genre type, develop a draft from prewriting by: categorizing, organizing, and sequencing the supporting details into a text with a clear beginning, middle, and endNOT COVERED
3.W.1.B.dAppropriate to genre type, develop a draft from prewriting by: addressing an appropriate audienceNOT COVERED
3.W.1.C.aReread, revise and edit drafts with assistance from adults/peers, to: strengthen writing as needed by revising: • main idea • sequence (ideas) • focus • beginning/middle /end • details/facts (from sources, when appropriate) • word choice (related to the topic) • sentence structure • transitions • audience and purpose • voiceFULL
Add Details (FULL)
app/src/lib/content.ts::addDetailsQ
“"Make it stronger: …" — pick the detail that strengthens a plain sentence”
▶ Play a live item from this skill
3.W.1.C.bReread, revise and edit drafts with assistance from adults/peers, to: edit for language conventionsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
3.W.1.D.aWith assistance from adults/peers: use a variety of conventional tools and technology (including keyboarding skills) to produce and publish writing as well as to interact and collaborate with othersNOT COVERED
3.W.2.A.aWrite opinion texts that: introduce a topic or text being studied, using connected sentencesNOT COVERED
3.W.2.A.bWrite opinion texts that: state an opinion or establish a position and provide reasons for the opinion/positionNOT COVERED
3.W.2.A.cWrite opinion texts that: use specific and accurate words that are related to the topic, audience, and purposeNOT COVERED
3.W.2.A.dWrite opinion texts that: contain information using student’s original language, except when using direct quotation from a sourceNOT COVERED
3.W.2.A.eWrite opinion texts that: reference the name of the author(s) or name of the source used for details or facts included in the textNOT COVERED
3.W.2.A.fWrite opinion texts that: use transitions to connect opinion and reasonNOT COVERED
3.W.2.A.gWrite opinion texts that: provide clear evidence of a beginning, middle and a concluding statement or paragraphNOT COVERED
3.W.2.B.aWrite informative/ explanatory texts that: introduce a topic or text being studiedNOT COVERED
3.W.2.B.bWrite informative/ explanatory texts that: develop the topic with simple facts, definitions, details, and explanationsNOT COVERED
3.W.2.B.cWrite informative/ explanatory texts that: use specific, and relevant, words that are related to the topic, audience and purposeNOT COVERED
3.W.2.B.dWrite informative/ explanatory texts that: uses the student’s original language, except when quoting from a sourceNOT COVERED
3.W.2.B.eWrite informative/ explanatory texts that: use transition words to connect ideas within categories of informationNOT COVERED
3.W.2.B.fWrite informative/ explanatory texts that: create a concluding statement or paragraphNOT COVERED
3.W.2.C.aWrite fiction or non-fiction narratives and poems that: establish a setting, situation/topic and introduce a narrator and/or charactersNOT COVERED
3.W.2.C.bWrite fiction or non-fiction narratives and poems that: use narrative techniques, such as dialogue and descriptionsNOT COVERED
3.W.2.C.cWrite fiction or non-fiction narratives and poems that: establish an organize an event sequence to establish a beginning/middle/ endNOT COVERED
3.W.2.C.dWrite fiction or non-fiction narratives and poems that: use transition words and phrases to signal event orderNOT COVERED
3.W.2.C.eWrite fiction or non-fiction narratives and poems that: use specific and relevant words that are related to the topic, audience, and purposeNOT COVERED
3.W.3.A.aApply research process to: generate a list of subject appropriate topicsNOT COVERED
3.W.3.A.bApply research process to: create an individual question about a topicNOT COVERED
3.W.3.A.cApply research process to: decide what sources of information might be relevant to answer these questionsNOT COVERED
3.W.3.A.dApply research process to: locate information in reference texts, electronic resources, interviews, or visual sources and literary and informational textsNOT COVERED
3.W.3.A.eApply research process to: determine the accuracy and relevance of the information related to a selected questionNOT COVERED
3.W.3.A.fApply research process to: take simple notes in own words and sort evidence into provided categories or organizerNOT COVERED
3.W.3.A.gApply research process to: use quotation marks to denote direct quotations when recording specific words and sentences from a sourceNOT COVERED
3.W.3.A.hApply research process to: create a resource page from notesNOT COVERED
3.W.3.A.iApply research process to: present and evaluate the information in a report or annotated display, using previously established teacher/student criteriaNOT COVERED
3.L.1.A.aIn speech and written form, apply standard English grammar to: use regular and irregular verbs and simple verb tensesPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ
“ | 01AUG2026 Tier-3 ELA: conventions items — sentence features (capital first word + end mark), irregular past tense (told), adjective-vs-adverb, place/month capitalization, progressive tense, relative pronoun who, modal must, comma before coordinating conjunction, either/or, tense-shift correction, direct-address and yes/no commas, quotation marks for story titles”
▶ Play a live item from this skill
3.L.1.A.bIn speech and written form, apply standard English grammar to: use helping verbs with irregular verbsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS lvl≥3)
“'He has DONE his homework'; you were / I was agreement; three big red apples; they're/their/there in one sentence; two-speaker dialogue punctuation; 'The Mouse and the Moon'; Dr./proper adjectives; hopping vs hoping; basketball.”
▶ Play a live item from this skill
3.L.1.A.cIn speech and written form, apply standard English grammar to: use complete subject and complete predicate in a sentencePARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ
“ | 01AUG2026 Tier-3 ELA: conventions items — sentence features (capital first word + end mark), irregular past tense (told), adjective-vs-adverb, place/month capitalization, progressive tense, relative pronoun who, modal must, comma before coordinating conjunction, either/or, tense-shift correction, direct-address and yes/no commas, quotation marks for story titles”
▶ Play a live item from this skill
3.L.1.A.dIn speech and written form, apply standard English grammar to: use comparative and superlative, demonstrative adjectives and adverbsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ
“ | 01AUG2026 Tier-3 ELA: conventions items — sentence features (capital first word + end mark), irregular past tense (told), adjective-vs-adverb, place/month capitalization, progressive tense, relative pronoun who, modal must, comma before coordinating conjunction, either/or, tense-shift correction, direct-address and yes/no commas, quotation marks for story titles”
▶ Play a live item from this skill
3.L.1.A.eIn speech and written form, apply standard English grammar to: use subject/verb agreement in sentencesPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ
“ | 01AUG2026 Tier-3 ELA: conventions items — sentence features (capital first word + end mark), irregular past tense (told), adjective-vs-adverb, place/month capitalization, progressive tense, relative pronoun who, modal must, comma before coordinating conjunction, either/or, tense-shift correction, direct-address and yes/no commas, quotation marks for story titles”
▶ Play a live item from this skill
3.L.1.A.fIn speech and written form, apply standard English grammar to: produce simple and compound imperative, exclamatory, declarative, and interrogative sentencesNOT COVERED
3.L.1.A.gIn speech and written form, apply standard English grammar to: use 1st, 2nd, and 3rd person pronouns and their antecedentsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS lvl≥3)
“'He has DONE his homework'; you were / I was agreement; three big red apples; they're/their/there in one sentence; two-speaker dialogue punctuation; 'The Mouse and the Moon'; Dr./proper adjectives; hopping vs hoping; basketball.”
▶ Play a live item from this skill
3.L.1.B.aIn written text: write legibly (print, cursive)NOT COVERED
3.L.1.B.bIn written text: use an apostrophe to form possessivesPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ
“ | 01AUG2026 Tier-3 ELA: conventions items — sentence features (capital first word + end mark), irregular past tense (told), adjective-vs-adverb, place/month capitalization, progressive tense, relative pronoun who, modal must, comma before coordinating conjunction, either/or, tense-shift correction, direct-address and yes/no commas, quotation marks for story titles”
▶ Play a live item from this skill
3.L.1.B.cIn written text: demonstrate and use commas and quotation marks in dialoguePARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ
“ | 01AUG2026 Tier-3 ELA: conventions items — sentence features (capital first word + end mark), irregular past tense (told), adjective-vs-adverb, place/month capitalization, progressive tense, relative pronoun who, modal must, comma before coordinating conjunction, either/or, tense-shift correction, direct-address and yes/no commas, quotation marks for story titles”
▶ Play a live item from this skill
3.L.1.B.dIn written text: capitalize dialogue correctlyPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS lvl≥3)
“'He has DONE his homework'; you were / I was agreement; three big red apples; they're/their/there in one sentence; two-speaker dialogue punctuation; 'The Mouse and the Moon'; Dr./proper adjectives; hopping vs hoping; basketball.”
▶ Play a live item from this skill
3.L.1.B.eIn written text: use commas for greeting and closing of a friendly letterPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS lvl≥3)
“'He has DONE his homework'; you were / I was agreement; three big red apples; they're/their/there in one sentence; two-speaker dialogue punctuation; 'The Mouse and the Moon'; Dr./proper adjectives; hopping vs hoping; basketball.”
▶ Play a live item from this skill
3.L.1.B.fIn written text: capitalize names of placesPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ
“ | 01AUG2026 Tier-3 ELA: conventions items — sentence features (capital first word + end mark), irregular past tense (told), adjective-vs-adverb, place/month capitalization, progressive tense, relative pronoun who, modal must, comma before coordinating conjunction, either/or, tense-shift correction, direct-address and yes/no commas, quotation marks for story titles”
▶ Play a live item from this skill
3.L.1.B.gIn written text: capitalize titles of books, stories, and songsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS lvl≥3)
“'He has DONE his homework'; you were / I was agreement; three big red apples; they're/their/there in one sentence; two-speaker dialogue punctuation; 'The Mouse and the Moon'; Dr./proper adjectives; hopping vs hoping; basketball.”
▶ Play a live item from this skill
3.L.1.B.hIn written text: use spelling patterns and generalizations to spell compound wordsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS lvl≥3)
“'He has DONE his homework'; you were / I was agreement; three big red apples; they're/their/there in one sentence; two-speaker dialogue punctuation; 'The Mouse and the Moon'; Dr./proper adjectives; hopping vs hoping; basketball.”
▶ Play a live item from this skill
3.L.1.B.iIn written text: spell words that double the consonantPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS lvl≥3)
“'He has DONE his homework'; you were / I was agreement; three big red apples; they're/their/there in one sentence; two-speaker dialogue punctuation; 'The Mouse and the Moon'; Dr./proper adjectives; hopping vs hoping; basketball.”
▶ Play a live item from this skill
3.L.1.B.jIn written text: spell plural words that change ‘y’ to ‘ies’PARTIAL
Plurals (PARTIAL)
app/src/lib/content.ts::pluralsQ
▶ Play a live item from this skill
3.L.1.B.kIn written text: consult reference materials to check and correct spellingsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
3.L.1.B.lIn written text: arrange words in alphabetical order, to the third letterFULL
Spelling (FULL)
app/src/lib/content.ts::alphaQ (ALPHA_SETS, order widget)
“Put bake/bend/bite/bump in alphabetical order — tap-to-order, banded first/second/third letter.”
▶ Play a live item from this skill
3.SL.1.A.aDevelop and apply effective listening skills and strategies in formal and informal settings by: following classroom listening rulesNOT COVERED
3.SL.1.A.bDevelop and apply effective listening skills and strategies in formal and informal settings by: asking questions to check understanding of information presented, staying on topic, and linking comments to the remarks of othersNOT COVERED
3.SL.1.A.cDevelop and apply effective listening skills and strategies in formal and informal settings by: following three-step instructions, according to classroom expectationsNOT COVERED
3.SL.2.A.aDevelop and apply effective listening skills and strategies in formal and informal settings by: demonstrating active listening through body language and eye contact with the speaker, according to classroom expectationsNOT COVERED
3.SL.3.A.aSpeak clearly and to the point, using conventions of language when presenting individually or with a group by: coming to discussions prepared, having read or studied required material; explicitly drawing on that preparation and other information known about the topic to explore ideas under discussionNOT COVERED
3.SL.3.A.bSpeak clearly and to the point, using conventions of language when presenting individually or with a group by: responding appropriately to discussion in a variety of settings, according to classroom expectationsNOT COVERED
3.SL.3.A.cSpeak clearly and to the point, using conventions of language when presenting individually or with a group by: expressing opinions of read-alouds and independent reading topicsNOT COVERED
3.SL.4.A.aSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: using presentation skills and/or appropriate technologyNOT COVERED
3.SL.4.A.bSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: presenting information with clear ideas and details speaking clearly at an understandable paceNOT COVERED
3.SL.4.A.cSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: giving an informal presentation, using a variety of mediaNOT COVERED
3.SL.4.A.dSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: choosing words and phrases for effect (adjectives, action verbs, figurative language)NOT COVERED
3.SL.4.A.eSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: using academic language and conventionsNOT COVERED
4.R.1.A.aDevelop and demonstrate reading skills in response to text by: drawing conclusions, inferring by referencing textual evidence of what the text says explicitly as well as inferences drawn from the textFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
Read the Clues (PARTIAL)
app/src/lib/content.ts::inferenceQ
“Short passage + "use the clues to figure out what isn't said directly"”
▶ Play a live item from this skill
4.R.1.A.bDevelop and demonstrate reading skills in response to text by: drawing conclusions by providing textual evidence of what the text says explicitlyFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
4.R.1.A.cDevelop and demonstrate reading skills in response to text by: monitoring comprehension and making corrections and adjustments when understanding breaks downNOT COVERED
4.R.1.B.aDevelop an understanding of vocabulary by: determining the meaning of academic English words derived from Latin, Greek, or other linguistic root words and their prefixes and suffixesFULL
Word Machines (FULL)
app/src/lib/content.ts::wordMachinesQuestion
▶ Play a live item from this skill
4.R.1.B.bDevelop an understanding of vocabulary by: using the context of the sentence to determine the meaning of unfamiliar words or multiple-meaning wordsFULL
Vocabulary (FULL)
app/src/lib/content.ts::vocabularyQ
“ | 01AUG2026 Tier-3 ELA: contextCluesQ — hand-written sentences where the context (definition, restatement, or consequence clue) determines the meaning of the unknown word ("The road was slick after the rain, so Dad drove very slowly")”
▶ Play a live item from this skill
4.R.1.B.cDevelop an understanding of vocabulary by: completing analogiesFULL
Analogies (FULL)
app/src/lib/content.ts::analogiesQ
“engine : car :: heart : ___ — completing the relationship is the item.”
▶ Play a live item from this skill
4.R.1.B.dDevelop an understanding of vocabulary by: identifying the meaning of common idioms and figurative languageFULL
Figurative Language (FULL)
app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ
“Match each figure of speech to its meaning — similes, metaphors, personification”
▶ Play a live item from this skill
Idioms & Sayings (PARTIAL)
app/src/lib/content.ts::IDIOMS bank + bankPairsQ
“Match each saying to its meaning (exercises the idioms/adages sub-standard)”
▶ Play a live item from this skill
4.R.1.B.eDevelop an understanding of vocabulary by: using a dictionary or glossary to determine the meanings, syllabication, and pronunciation or unknown wordsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
4.R.1.B.fDevelop an understanding of vocabulary by: using conversational, general academic, and domain-specific words and phrasesNOT COVERED
4.R.1.C.aExplain relevant connections between: text to text (ideas and information in various fiction and nonfiction works, using compare and contrast)PARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PASSAGE_ORDER retell, TEXT_PAIRS, TEXT_CONCEPTS)
“Retell widget: put the story's beginning/middle/end back in order; TEXT_PAIRS: two texts on one topic, compared; author's-purpose and text-feature concept items.”
▶ Play a live item from this skill
4.R.1.C.bExplain relevant connections between: text to world (text ideas regarding experiences in the world by demonstrating an awareness that literature reflects a cultural and historical time frame)PARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
4.R.1.D.aRead independently for multiple purposes over sustained periods of time by: reading text that is developmentally appropriateNOT COVERED
4.R.1.D.bRead independently for multiple purposes over sustained periods of time by: producing evidence of readingNOT COVERED
4.R.2.A.aRead, infer, analyze, and draw conclusions to: summarize and sequence the events/plot, and explain how past events impact future events, and identify the themePARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
4.R.2.A.bRead, infer, analyze, and draw conclusions to: describe the personality traits of characters from the thoughts, words, and actionsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
4.R.2.A.cRead, infer, analyze, and draw conclusions to: describe the interaction of characters, including relationships and how they changePARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
4.R.2.A.dRead, infer, analyze, and draw conclusions to: compare and contrast the adventures or exploits of characters and their rolesPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
4.R.2.A.eRead, infer, analyze, and draw conclusions to: compare and contrast the point of view from which stories are narrated, explain whether the narrator or speaker of a story is first or third personNOT COVERED
4.R.2.B.aRead, infer, and draw conclusions to: explain structural elements of poetryPARTIAL
Poetry (PARTIAL)
app/src/lib/content.ts::POETRY bank + bankPairsQ
▶ Play a live item from this skill
4.R.2.C.aRead, infer, and draw conclusions to: analyze how characters change from the beginning to the end of a play or filmPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
4.R.2.C.bRead, infer, and draw conclusions to: explain structural elements of dramatic literaturePARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
4.R.3.A.aRead, infer, and draw conclusions to: use multiple text features to locate information and gain an overview of the contents of textPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
4.R.3.A.bRead, infer, and draw conclusions to: describe the sequence of events, ideas, concepts, or steps needed to carry out a procedurePARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
4.R.3.A.cRead, infer, and draw conclusions to: interpret and explain factual information presented graphicallyNOT COVERED
4.R.3.B.aRead, infer, and draw conclusions to: explain similarities and differences between the events and characters’ experiences in a fictional work and the actual events and experiences described in an author’s biography or autobiographyPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
4.R.3.B.bRead, infer, and draw conclusions to: analyze, make inferences, and draw conclusions about persuasive text; use evidence from the text to explain the author’s purpose; and support the analysisPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
4.R.3.B.cRead, infer, and draw conclusions to: explain how an author uses language to present information to influence what the reader thinks or doesNOT COVERED
4.R.3.C.aRead, infer, and draw conclusions to: distinguish fact from opinion in a text and explain how to verify what is a factPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
4.R.3.C.bRead, infer, and draw conclusions to: explain explicit and implicit relationships among ideas in textsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
4.R.3.C.cRead, infer, and draw conclusions to: explain author’s purposePARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
4.R.3.C.dRead, infer, and draw conclusions to: compare and contrast a firsthand and secondhand account of the same event or topicPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
4.R.4.A.aRead to develop an understanding of media and its components by: explaining the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behaviorPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
4.R.4.A.bRead to develop an understanding of media and its components by: explaining how various design techniques used in media influence the messagePARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (MEDIA_ITEMS + LISTEN_ITEMS)
“'A cereal ad shows a happy dragon eating the cereal. What is the ad's PURPOSE?' → 'To make you want to buy it' — persuade vs inform vs entertain, techniques, conventions, and point-of-view items, grade-banded K-5.”
▶ Play a live item from this skill
4.R.4.A.cRead to develop an understanding of media and its components by: comparing various written conventions used for digital mediaFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (MEDIA_ITEMS + LISTEN_ITEMS)
“'A cereal ad shows a happy dragon eating the cereal. What is the ad's PURPOSE?' → 'To make you want to buy it' — persuade vs inform vs entertain, techniques, conventions, and point-of-view items, grade-banded K-5.”
▶ Play a live item from this skill
4.R.4.A.dRead to develop an understanding of media and its components by: explaining text structures and graphics features of a web page and how they help readers to comprehend texPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (PLAY/THEMEX/WORLD + existing ILLUS/TEXT_PAIRS/media evidence)
“The Lost Mitten play script (characters, dialogue, acts/scenes, stage directions); sparrow/pencil kindness pair; knight/rooster pride pair; whodunit-vs-prove-it mysteries; Wren's storm arc; sandbags/coin-jar/oak-tree text-to-world items.”
▶ Play a live item from this skill
4.RF.3.A.aDevelop phonics in the reading process by: decoding words using knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read unfamiliar multi-syllabic words in contextNOT COVERED
4.RF.3.A.bDevelop phonics in the reading process by: reading root words, prefixes, and suffixes and important words from specific content curriculaPARTIAL
Prefixes (PARTIAL)
app/src/lib/content.ts::prefixesQ + suffixesQ
“'un- means NOT — what does unhappy mean?' — affix meaning drives word meaning.”
▶ Play a live item from this skill
4.RF.4.A.aRead appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing) with purpose and for comprehension use context to confirm or self-correct word recognition and understanding, rereading as necessaryNOT COVERED
4.W.1.A.aFollow a writing process to plan a first draft by: selecting a genre appropriate for conveying the purpose to an intended audienceNOT COVERED
4.W.1.A.bFollow a writing process to plan a first draft by: formulating questions related to the topicNOT COVERED
4.W.1.A.cFollow a writing process to plan a first draft by: accessing prior knowledge or building background knowledge related to the topicNOT COVERED
4.W.1.A.dFollow a writing process to plan a first draft by: using a pre-writing strategyNOT COVERED
4.W.1.B.aAppropriate to genre type, develop a draft from prewriting by: generating a main idea to support a multiple paragraph text, using a variety of sentence types, including compoundNOT COVERED
4.W.1.B.bAppropriate to genre type, develop a draft from prewriting by: establishing and supporting a main idea with an overall topic sentence at, or near, the beginning of the first paragraphNOT COVERED
4.W.1.B.cAppropriate to genre type, develop a draft from prewriting by: categorizing, organizing, and sequencing facts, details, and/or events into a text (from sources when appropriate) into clear introductory, supporting, and concluding paragraphsNOT COVERED
4.W.1.B.dAppropriate to genre type, develop a draft from prewriting by: addressing an appropriate audienceNOT COVERED
4.W.1.C.aReread, revise and edit drafts with assistance to: strengthen writing as needed by revising: • main idea • sequence (ideas) • focus • beginning/middle /end • details/facts (from sources, when appropriate) • word choice (related to the topic) • sentence structure • transitions • audience and purpose • voiceFULL
Fix & Improve (FULL)
app/src/lib/content.ts::reviseQ
▶ Play a live item from this skill
4.W.1.C.bReread, revise and edit drafts with assistance to: edit for language conventionsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
4.W.1.D.aWith assistance from adults/peers: use technology, including the Internet, to produce and publish writingNOT COVERED
4.W.1.D.bWith assistance from adults/peers: demonstrate sufficient command of keyboarding skills to type a minimum of one page, ideally in a single sittingNOT COVERED
4.W.2.A.aWrite opinion texts that: introduce a topic or text being studied using an introductory paragraphNOT COVERED
4.W.2.A.bWrite opinion texts that: state an opinion or establish a position and provide reasons for the opinion/position, supported by facts and detailsNOT COVERED
4.W.2.A.cWrite opinion texts that: use specific and accurate words that are related to the topic, audience and purposeNOT COVERED
4.W.2.A.dWrite opinion texts that: contain information using student’s original language, except when using direct quotation from a sourceNOT COVERED
4.W.2.A.eWrite opinion texts that: reference the name of the author(s) or name of the source used for details or facts included in the textNOT COVERED
4.W.2.A.fWrite opinion texts that: use transitions to connect opinion and reasonNOT COVERED
4.W.2.A.gWrite opinion texts that: organize the supporting details/reasons into introductory, supporting, and concluding paragraphsNOT COVERED
4.W.2.B.aWrite informative/ explanatory texts that: introduce a topic using a topic sentence in an introductory paragraphNOT COVERED
4.W.2.B.bWrite informative/ explanatory texts that: develop the topic into supporting paragraphs from sources, using topic sentences with facts, details, examples, and quotationsNOT COVERED
4.W.2.B.cWrite informative/ explanatory texts that: use specific, relevant and accurate words that are suited to the topic, audience, and purposeNOT COVERED
4.W.2.B.dWrite informative/ explanatory texts that: contain information using student’s original language, except when using direct quotations from a sourceNOT COVERED
4.W.2.B.eWrite informative/ explanatory texts that: use transitions to connect categories of informationNOT COVERED
4.W.2.B.fWrite informative/ explanatory texts that: use text structures when usefulNOT COVERED
4.W.2.B.gWrite informative/ explanatory texts that: create a concluding paragraph related to the informationNOT COVERED
4.W.2.C.aWrite fiction or non-fiction narratives and poems that: establish a setting, situation/topic and introduce a narrator and/or charactersNOT COVERED
4.W.2.C.bWrite fiction or non-fiction narratives and poems that: use narrative techniques, such as dialogue, motivation and descriptionsNOT COVERED
4.W.2.C.cWrite fiction or non-fiction narratives and poems that: organize an event sequence that unfolds naturally to establish a beginning/middle/ endNOT COVERED
4.W.2.C.dWrite fiction or non-fiction narratives and poems that: use a variety of transitions to manage the sequence of eventsNOT COVERED
4.W.2.C.eWrite fiction or non-fiction narratives and poems that: use specific, relevant and accurate words that are suited to the topic, audience, and purposeNOT COVERED
4.W.3.A.aApply research process to: generate a list of subject appropriate topicsNOT COVERED
4.W.3.A.bApply research process to: create a research question to address relevant to a chosen topicNOT COVERED
4.W.3.A.cApply research process to: identify a variety of relevant sources, literary and informationalNOT COVERED
4.W.3.A.dApply research process to: use organizational features of print and digital sources efficiently to locate informationNOT COVERED
4.W.3.A.eApply research process to: convert graphic/visual data into written notesNOT COVERED
4.W.3.A.fApply research process to: determine the accuracy of the information gatheredNOT COVERED
4.W.3.A.gApply research process to: differentiate between paraphrasing and plagiarism when using ideas of othersNOT COVERED
4.W.3.A.hApply research process to: record bibliographic information from sources according to a standard formaNOT COVERED
4.W.3.A.iApply research process to: present and evaluate how completely, accurately, and efficiently the research question was explored or answered using previously established teacher/student criteriaNOT COVERED
4.L.1.A.aIn speech and written form, apply standard English grammar to: use the “be” helping verbs with “ing” verbsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ
“ | 01AUG2026 Tier-3 ELA: conventions items — sentence features (capital first word + end mark), irregular past tense (told), adjective-vs-adverb, place/month capitalization, progressive tense, relative pronoun who, modal must, comma before coordinating conjunction, either/or, tense-shift correction, direct-address and yes/no commas, quotation marks for story titles”
▶ Play a live item from this skill
4.L.1.A.bIn speech and written form, apply standard English grammar to: use and order adjectives within sentences to conventional patternsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS lvl≥3)
“'He has DONE his homework'; you were / I was agreement; three big red apples; they're/their/there in one sentence; two-speaker dialogue punctuation; 'The Mouse and the Moon'; Dr./proper adjectives; hopping vs hoping; basketball.”
▶ Play a live item from this skill
4.L.1.A.cIn speech and written form, apply standard English grammar to: use progressive verbs to show past, present, and futureNOT COVERED
4.L.1.A.dIn speech and written form, apply standard English grammar to: use adverbs in writingNOT COVERED
4.L.1.A.eIn speech and written form, apply standard English grammar to: use subject/verb agreement with 1st, 2nd, and 3rd person pronounsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS lvl≥3)
“'He has DONE his homework'; you were / I was agreement; three big red apples; they're/their/there in one sentence; two-speaker dialogue punctuation; 'The Mouse and the Moon'; Dr./proper adjectives; hopping vs hoping; basketball.”
▶ Play a live item from this skill
4.L.1.A.fIn speech and written form, apply standard English grammar to: use prepositions correctly in a sentencePARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS lvl≥3)
“'He has DONE his homework'; you were / I was agreement; three big red apples; they're/their/there in one sentence; two-speaker dialogue punctuation; 'The Mouse and the Moon'; Dr./proper adjectives; hopping vs hoping; basketball.”
▶ Play a live item from this skill
4.L.1.A.gIn speech and written form, apply standard English grammar to: recognize the difference between and use coordinating conjunctions and subordinating conjunctionsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS lvl≥3)
“'He has DONE his homework'; you were / I was agreement; three big red apples; they're/their/there in one sentence; two-speaker dialogue punctuation; 'The Mouse and the Moon'; Dr./proper adjectives; hopping vs hoping; basketball.”
▶ Play a live item from this skill
4.L.1.A.hIn speech and written form, apply standard English grammar to: produce and expand the complete simple and compound four types of sentencesNOT COVERED
4.L.1.A.iIn speech and written form, apply standard English grammar to: correct sentence fragments and run-on sentences in writingFULL
Fix & Improve (FULL)
app/src/lib/content.ts::reviseQ
▶ Play a live item from this skill
4.L.1.B.aIn written text: write legiblyNOT COVERED
4.L.1.B.bIn written text: punctuate a dialogue between two or more charactersPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS lvl≥3)
“'He has DONE his homework'; you were / I was agreement; three big red apples; they're/their/there in one sentence; two-speaker dialogue punctuation; 'The Mouse and the Moon'; Dr./proper adjectives; hopping vs hoping; basketball.”
▶ Play a live item from this skill
4.L.1.B.cIn written text: insert a comma before a coordinating conjunction in a compound sentencePARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ
“ | 01AUG2026 Tier-3 ELA: conventions items — sentence features (capital first word + end mark), irregular past tense (told), adjective-vs-adverb, place/month capitalization, progressive tense, relative pronoun who, modal must, comma before coordinating conjunction, either/or, tense-shift correction, direct-address and yes/no commas, quotation marks for story titles”
▶ Play a live item from this skill
4.L.1.B.dIn written text: capitalize proper adjectivesPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS lvl≥3)
“'He has DONE his homework'; you were / I was agreement; three big red apples; they're/their/there in one sentence; two-speaker dialogue punctuation; 'The Mouse and the Moon'; Dr./proper adjectives; hopping vs hoping; basketball.”
▶ Play a live item from this skill
4.L.1.B.eIn written text: use correct capitalizationPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
4.L.1.B.fIn written text: spell words with suffixes by dropping or leaving the final ‘e’FULL
Grammar (FULL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
4.L.1.B.gIn written text: spell words ending in the long ‘e’ soundFULL
Grammar (FULL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
4.L.1.B.hIn written text: alphabetize reference sourcesPARTIAL
Spelling (PARTIAL)
app/src/lib/content.ts::alphaQ (ALPHA_SETS, order widget)
“Put bake/bend/bite/bump in alphabetical order — tap-to-order, banded first/second/third letter.”
▶ Play a live item from this skill
4.L.1.B.iIn written text: use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots, affixes) to read and spell accurately unfamiliar multi-syllabic words in contextNOT COVERED
4.SL.1.A.aDevelop and apply effective listening skills and strategies in formal and informal settings by: following, generating, and justifying classroom listening rulesNOT COVERED
4.SL.1.A.bDevelop and apply effective listening skills and strategies in formal and informal settings by: posing and responding to specific questions to clarify or follow up on information, making comments that contribute to the discussion, and linking to the remarks of othersNOT COVERED
4.SL.1.A.cDevelop and apply effective listening skills and strategies in formal and informal settings by: following and restating multi-step instructions that involve a short related sequence of actions, according to classroom expectationsNOT COVERED
4.SL.2.A.aDevelop and apply effective listening skills and strategies in formal and informal settings by generating and following active listening rules, according to classroom expectationsNOT COVERED
4.SL.3.A.aSpeak clearly and to the point, using conventions of language when presenting individually or with a group by: contributing to discussion after listening to others’ ideas, according to classroom expectationsNOT COVERED
4.SL.3.A.bSpeak clearly and to the point, using conventions of language when presenting individually or with a group by: expressing opinions of read-alouds and independent reading and relating opinion to othersNOT COVERED
4.SL.4.A.aSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: paraphrasing portions of a text read aloud or information presented in diverse media and formatsNOT COVERED
4.SL.4.A.bSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: using efficient presentation skills with available resourcesNOT COVERED
4.SL.4.A.cSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: incorporating descriptive and sequential details in a student designed or teacher assigned topicNOT COVERED
4.SL.4.A.dSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: giving a formal presentation to classmates, using a variety of mediaNOT COVERED
4.SL.4.A.eSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: speaking with expression and fluencyNOT COVERED
4.SL.4.A.fSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: adjusting formal/informal language according to context and topicNOT COVERED
5.R.1.A.aDevelop and demonstrate reading skills in response to text by: drawing conclusions, inferring by referencing textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
5.R.1.A.bDevelop and demonstrate reading skills in response to text by: drawing conclusions by providing textual evidence of what the text says explicitly as well as inferences drawn from the textFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ
“Read a passage, answer main-idea and key-detail questions | 01AUG2026 Tier-3 ELA: lvl-1/2 passages carry who/what/where/when/why key-detail questions (PASSAGE_Q2), plus main-TOPIC questions added to the grade-2-level informational passages | 09AUG2026 grade-band build: story-element, quote-evidence (verbatim-locked) and best-summary question surfaces — see KS twin entry | 09AUG2026 Round 2: about-books concept bank + two-text pairs (see KS twin entry) | 09AUG2026 Round 3: version-pairs + recurring-phrase items (see KS twin) | 09AUG2026 Round 4 construct mode (see KS twin)”
▶ Play a live item from this skill
5.R.1.A.cDevelop and demonstrate reading skills in response to text by: monitoring comprehension and making corrections and adjustments when understanding breaks downNOT COVERED
5.R.1.B.aDevelop an understanding of vocabulary by: determining the meaning of academic English words derived from Latin, Greek, or other linguistic root words and their prefixes and suffixes through contextFULL
Vocabulary (FULL)
app/src/lib/content.ts::vocabularyQ
“ | 01AUG2026 Tier-3 ELA: contextCluesQ — hand-written sentences where the context (definition, restatement, or consequence clue) determines the meaning of the unknown word ("The road was slick after the rain, so Dad drove very slowly")”
▶ Play a live item from this skill
5.R.1.B.bDevelop an understanding of vocabulary by: using context to determine meaning of unfamiliar or multiple-meaning wordsFULL
Vocabulary (FULL)
app/src/lib/content.ts::vocabularyQ (CTX_ITEMS)
“'Maya was RELUCTANT to jump in — she stood at the pool's edge for ten minutes.' → 'Not wanting to do something' — the sentence is the clue.”
▶ Play a live item from this skill
5.R.1.B.cDevelop an understanding of vocabulary by: constructing analogiesPARTIAL
Analogies (PARTIAL)
app/src/lib/content.ts::analogiesQ
“engine : car :: heart : ___ — completing the relationship is the item.”
▶ Play a live item from this skill
5.R.1.B.dDevelop an understanding of vocabulary by: explaining the meaning of common idioms, adages, similes, metaphors, hyperboles and other sayings in textPARTIAL
Idioms & Sayings (PARTIAL)
app/src/lib/content.ts::IDIOMS bank + bankPairsQ
“Match each saying to its meaning (exercises the idioms/adages sub-standard)”
▶ Play a live item from this skill
5.R.1.B.eDevelop an understanding of vocabulary by: identifying and using words and phrases that signal contrast, addition, and relationshipsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.1.B.fDevelop an understanding of vocabulary by: using a dictionary, a glossary, or a thesaurus (printed or electronic) to determine pronunciations, parts of speech, meanings, and alternate word choicesNOT COVERED
5.R.1.B.gDevelop an understanding of vocabulary by: using conversational, general academic, and domain- specific words and phrasesNOT COVERED
5.R.1.C.aCompare, contrast, and analyze relevant connections between: text to text (ideas and information in various fiction and nonfiction works, using compare and contrast)PARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.1.C.bCompare, contrast, and analyze relevant connections between: text to world (text ideas regarding experiences in the world by demonstrating an awareness that literature reflects a cultural and historical time frame)PARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.1.D.aRead independently for multiple purposes over sustained periods of time by: reading text that is developmentally appropriateNOT COVERED
5.R.1.D.bRead independently for multiple purposes over sustained periods of time by: producing evidence of readingNOT COVERED
5.R.2.A.aRead, infer, analyze, and draw conclusions : compare and contrast the roles and functions of characters in various plots, their relationships, and their conflictsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
5.R.2.A.bRead, infer, analyze, and draw conclusions : explain the theme or moral lesson, conflict and resolution in a story or novelPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
5.R.2.A.cRead, infer, analyze, and draw conclusions : describe how a narrator’s or speaker’s point of view influences eventsNOT COVERED
5.R.2.A.dRead, infer, analyze, and draw conclusions : recognize foreshadowingFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.2.A.eRead, infer, analyze, and draw conclusions : explain the effect of a historical event or movement in literaturePARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.2.A.fRead, infer, analyze, and draw conclusions : introduce origin myths, and culturally significant character/ events in mythologyPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.2.A.gRead, infer, analyze, and draw conclusions : introduce different forms of third-person points of view in storiesFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.2.B.aRead, infer, and draw conclusions to: explain how poets use sound and visual elements in poetryPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
5.R.2.B.bRead, infer, and draw conclusions to: identify forms of poemsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
5.R.2.C.aRead, infer, and draw conclusions to: analyze the similarities between an original text and its dramatic adaptationPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.2.C.bRead, infer, and draw conclusions to: explain structural elements of dramatic literaturePARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.2.C.cRead, infer, and draw conclusions to: evaluate the critical impact of sensory details, imagery, and figurative languagePARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.3.A.aRead, infer, and draw conclusions to: use multiple text features and graphics to locate information and gain an overview of the contents of text informationFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.3.A.bRead, infer, and draw conclusions to: interpret details from procedural text to complete a task, solve a problem, or perform an actionFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.3.A.cRead, infer, and draw conclusions to: interpret factual or quantitative informationFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.3.B.aRead, infer, and draw conclusions to: evaluate if the author’s purpose was achieved, identify reasons for the decision, and provide evidence to support the claimPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.3.B.bRead, infer and draw conclusions to: analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they representNOT COVERED
5.R.3.B.cRead, infer and draw conclusions to: verify facts through established methodsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.3.B.dRead, infer and draw conclusions to: identify the author’s viewpoint or position, supporting premises and evidence, and conclusion of a persuasive argumentFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
5.R.3.B.eRead, infer and draw conclusions to: recognize exaggerated, contradictory, or misleading statementsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
5.R.3.B.fRead, infer and draw conclusions to: explain the type of evidence used to support a claim in a persuasive textPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
5.R.3.B.gRead, infer and draw conclusions to: use reasoning to determine the logic of an author’s conclusion and provide evidence to support reasoningPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
5.R.3.C.aRead, infer and draw conclusions to: identify devices used in biographies and autobiographies, including how an author presents major events in a person’s lifeNOT COVERED
5.R.3.C.bRead, infer and draw conclusions to: explain the difference between a stated and implied purpose for an expository textPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.3.C.cRead, infer and draw conclusions to: analyze how the pattern of organization of a text influences the relationshipsPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
5.R.3.C.dRead, infer and draw conclusions to: analyze multiple accounts of the same event or topic, noting similarities and differences in the point of viewPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.3.C.eRead, infer and draw conclusions to: integrate information from several texts on the same topic in order to write or speak about the subject knowledgeablyNOT COVERED
5.R.4.A.aRead to develop an understanding of media and its components by: explaining how messages conveyed in various forms of media are presented differentlyNOT COVERED
5.R.4.A.bRead to develop an understanding of media and its components by: comparing and contrasting the difference in techniques used in mediaFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (MEDIA_ITEMS + LISTEN_ITEMS)
“'A cereal ad shows a happy dragon eating the cereal. What is the ad's PURPOSE?' → 'To make you want to buy it' — persuade vs inform vs entertain, techniques, conventions, and point-of-view items, grade-banded K-5.”
▶ Play a live item from this skill
5.R.4.A.cRead to develop an understanding of media and its components by: identifying the point of view of media presentationsFULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (MEDIA_ITEMS + LISTEN_ITEMS)
“'A cereal ad shows a happy dragon eating the cereal. What is the ad's PURPOSE?' → 'To make you want to buy it' — persuade vs inform vs entertain, techniques, conventions, and point-of-view items, grade-banded K-5.”
▶ Play a live item from this skill
5.R.4.A.dRead to develop an understanding of media and its components by: analyzing various digital media venues for levels of formality and informalityPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.R.4.A.eRead to develop an understanding of media and its components by: explaining textual and graphics features of a web page and how they help readers to comprehend textPARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELA5_ITEMS)
“Gran's umbrella foreshadows the rain; HOWEVER/AS A RESULT signal items; the kite assembly steps; the recycling-chart data read; captain-vs-lighthouse accounts of one storm; Nia's worry as prose vs staging; the water pamphlet's implied purpose; omniscient-vs-objective narrator pair; the turtle origin myth; the market imagery pair.”
▶ Play a live item from this skill
5.RF.3.A.aDevelop phonics in the reading process by: decoding words using knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read unfamiliar multi-syllabic words in contextNOT COVERED
5.RF.3.A.bDevelop phonics in the reading process by: reading root words, prefixes, and suffixes and important words from all specific content curriculaPARTIAL
Prefixes (PARTIAL)
app/src/lib/content.ts::prefixesQ + suffixesQ
“'un- means NOT — what does unhappy mean?' — affix meaning drives word meaning.”
▶ Play a live item from this skill
5.RF.4.A.aRead appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing) with purpose and for comprehension use context to confirm or self-correct word recognition and understanding, rereading as necessaryNOT COVERED
5.W.1.A.aFollow a writing process to plan a first draft by: selecting a genre appropriate for conveying the purpose to an intended audienceNOT COVERED
5.W.1.A.bFollow a writing process to plan a first draft by: formulating questions related to the topicNOT COVERED
5.W.1.A.cFollow a writing process to plan a first draft by: accessing prior knowledge or building background knowledge related to the topicNOT COVERED
5.W.1.A.dFollow a writing process to plan a first draft by: using a prewriting strategyNOT COVERED
5.W.1.B.aAppropriate to genre type, develop a draft from prewriting by: choosing an appropriate organizational structure and building on one main idea to create a multiple paragraph text appropriate to the genreNOT COVERED
5.W.1.B.bAppropriate to genre type, develop a draft from prewriting by: establishing and supporting a main idea with an overall topic sentence at, or near, the beginning of the first paragraphNOT COVERED
5.W.1.B.cAppropriate to genre type, develop a draft from prewriting by: categorizing, organizing, and sequencing facts, details, and/or events (from sources when appropriate) into clear introductory, supporting, and concluding paragraphs applicable to the organizational structureNOT COVERED
5.W.1.B.dAppropriate to genre type, develop a draft from prewriting by: restating the overall main idea in the concluding statementNOT COVERED
5.W.1.B.eAppropriate to genre type, develop a draft from prewriting by: addressing an appropriate audience, organization, and purposeNOT COVERED
5.W.1.C.aReread, revise, and edit drafts with assistance to: strengthen writing as needed by revising: • main idea • sequence (ideas) • focus • beginning/middle /end • details/facts (from sources, when appropriate) • word choice (related to the topic) • sentence structure • transitions • audience and purpose • voiceNOT COVERED
5.W.1.C.bReread, revise, and edit drafts with assistance to: edit for language conventionsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
5.W.1.D.aWith assistance from adults/peers: use technology, including the Internet, to produce and publish writingNOT COVERED
5.W.1.D.bWith assistance from adults/peers: demonstrate sufficient command of keyboarding skills to type a minimum of two pages, ideally in a single sittingNOT COVERED
5.W.2.A.aWrite opinion texts that: introduce a topic or text being studied using an introductory paragraph that clearly supports the writer’s purposeNOT COVERED
5.W.2.A.bWrite opinion texts that: state an opinion or establish a position and provide relevant reasons for the opinion supported by multiple facts and detailsNOT COVERED
5.W.2.A.cWrite opinion texts that: use specific and accurate words that are related to the topic, audience, and purposeNOT COVERED
5.W.2.A.dWrite opinion texts that: contain information using student’s original language, except when using direct quotation from a sourceNOT COVERED
5.W.2.A.eWrite opinion texts that: reference the name of the author(s) or name of the source used for details or facts included in the textNOT COVERED
5.W.2.A.fWrite opinion texts that: use transitions to connect opinion and reasonNOT COVERED
5.W.2.A.gWrite opinion texts that: organize the supporting details/reasons into introductory, supporting, and concluding paragraphsNOT COVERED
5.W.2.B.aWrite informative/ explanatory texts that: introduce a topic using a topic sentence in an introductory paragraphNOT COVERED
5.W.2.B.bWrite informative/ explanatory texts that: develop the topic into supporting paragraphs from sources, using topic sentences with facts, details, examples, and quotationsNOT COVERED
5.W.2.B.cWrite informative/ explanatory texts that: use an organizational format that suits the topicNOT COVERED
5.W.2.B.dWrite informative/ explanatory texts that: use specific, relevant, and accurate words that are suited to the topic, audience, and purposeNOT COVERED
5.W.2.B.eWrite informative/ explanatory texts that: contain information using student’s original language, except when using direct quotations from a sourceNOT COVERED
5.W.2.B.fWrite informative/ explanatory texts that: use transition words to connect ideas within and across categories of informationNOT COVERED
5.W.2.B.gWrite informative/ explanatory texts that: use text structures when usefulNOT COVERED
5.W.2.B.hWrite informative/ explanatory texts that: create a concluding paragraph related to the informationNOT COVERED
5.W.2.C.aWrite fiction or non-fiction narratives and poems that: establish a setting, situation/topic and introduce a narrator and/or charactersNOT COVERED
5.W.2.C.bWrite fiction or non-fiction narratives and poems that: use narrative techniques, such as dialogue, motivation, and descriptionsNOT COVERED
5.W.2.C.cWrite fiction or non-fiction narratives and poems that: organize an event sequence that unfolds naturally to establish a beginning/middle/ endNOT COVERED
5.W.2.C.dWrite fiction or non-fiction narratives and poems that: use a variety of transitions to manage the sequence of eventsNOT COVERED
5.W.2.C.eWrite fiction or non-fiction narratives and poems that: use specific, relevant, and accurate words that are suited to the topic, audience, and purposeNOT COVERED
5.W.3.A.aApply research process to: generate a list of subject appropriate topicsNOT COVERED
5.W.3.A.bApply research process to: formulate and refine an open-ended research questionNOT COVERED
5.W.3.A.cApply research process to: follow guidelines for collecting and recording informationNOT COVERED
5.W.3.A.dApply research process to: select relevant resources, literary and informationalNOT COVERED
5.W.3.A.eApply research process to: assess relevance, accuracy, and reliability of information in print and digital sourcesNOT COVERED
5.W.3.A.fApply research process to: convert graphic/visual data into written notesNOT COVERED
5.W.3.A.gApply research process to: differentiate between paraphrasing and plagiarism when using ideas of othersNOT COVERED
5.W.3.A.hApply research process to: present and evaluate how completely, accurately, and efficiently the research question was explored or answered using established teacher/student criteriaNOT COVERED
5.W.3.A.iApply research process to: record bibliographic information from sources according to a standard formatNOT COVERED
5.L.1.A.aIn speech and written form, apply standard English grammar to: explain and use the 8 parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjectionPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ
“ | 01AUG2026 Tier-3 ELA: conventions items — sentence features (capital first word + end mark), irregular past tense (told), adjective-vs-adverb, place/month capitalization, progressive tense, relative pronoun who, modal must, comma before coordinating conjunction, either/or, tense-shift correction, direct-address and yes/no commas, quotation marks for story titles”
▶ Play a live item from this skill
5.L.1.A.bIn speech and written form, apply standard English grammar to: use relative pronouns and relative adverbsPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
5.L.1.A.cIn speech and written form, apply standard English grammar to: use pronouns consistently across a textPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
5.L.1.A.dIn speech and written form, apply standard English grammar to: use and correct verb tensesPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
5.L.1.A.eIn speech and written form, apply standard English grammar to: produce a variety of complex sentences in writingNOT COVERED
5.L.1.B.aIn written text: write legiblyNOT COVERED
5.L.1.B.bIn written text: use a comma before a coordinating conjunction when writing compound sentencesNOT COVERED
5.L.1.B.cIn written text: use a comma to separate an introductory clause in a complex sentencePARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
5.L.1.B.dIn written text: use a comma to set off the words yes and noPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
5.L.1.B.eIn written text: use italics when keyboarding titles of books, magazines, and newspapersNOT COVERED
5.L.1.B.fIn written text: use underlining when writing titles of books, magazines, and newspapersNOT COVERED
5.L.1.B.gIn written text: use quotation marks when writing titles of stories, songs, poems, articlesPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ
“ | 01AUG2026 Tier-3 ELA: conventions items — sentence features (capital first word + end mark), irregular past tense (told), adjective-vs-adverb, place/month capitalization, progressive tense, relative pronoun who, modal must, comma before coordinating conjunction, either/or, tense-shift correction, direct-address and yes/no commas, quotation marks for story titles”
▶ Play a live item from this skill
5.L.1.B.hIn written text: use apostrophes in singular nouns to show possessionPARTIAL
Grammar (PARTIAL)
app/src/lib/content.ts::grammar case (GRAM2_ITEMS)
“'The scientist WHO discovered the cave…'; consistent-pronoun hiker pair; 'Yesterday we hiked and watched'; 'After the rain stopped, …'; 'Yes, the museum is open'; the eagle's nest; the full-sweep edit item (me and sam gone → Sam and I went); hoping/lovable; monkey.”
▶ Play a live item from this skill
5.L.1.B.iIn written text: write apostrophes in regular plural nouns to show possessionNOT COVERED
5.L.1.B.jIn written text: use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots, affixes) to read and spell unfamiliar multi-syllabic words in contextNOT COVERED
5.SL.1.A.aDevelop and apply effective listening skills and strategies in formal and informal settings by: following agreed upon rules for listening and fulfilling discussion rules independentlyNOT COVERED
5.SL.1.A.bDevelop and apply effective listening skills and strategies in formal and informal settings by: posing and responding to specific questions to clarify or following up on information, and making comments that contribute to the discussion to link to the remarks of othersNOT COVERED
5.SL.1.A.cDevelop and apply effective listening skills and strategies in formal and informal settings by: following, restating, and giving multi-step instructions from or to others in collaborative groups, according to classroom expectationsNOT COVERED
5.SL.1.A.dDevelop and apply effective listening skills and strategies in formal and informal settings by: listening for speaker’s message and summarizing main points based on evidenceNOT COVERED
5.SL.2.A.aDevelop and apply effective listening skills and strategies in formal and informal setting by: evaluating and modifying own active listening skillsNOT COVERED
5.SL.3.A.aSpeak clearly and to the point, using conventions of language when presenting individually or with a group by: summarizing points made by others before presenting own ideas, according to classroom expectationsNOT COVERED
5.SL.3.A.bSpeak clearly and to the point, using conventions of language when presenting individually or with a group by: providing and evaluating evidence to support opinionNOT COVERED
5.SL.4.A.aSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: using efficient presentation skills with available resources using a variety of mediaNOT COVERED
5.SL.4.A.bSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: planning an appropriate presentation, based on audienceNOT COVERED
5.SL.4.A.cSpeak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: employing appropriate pacing, vocabulary, and gestures to communicate a clear viewpointNOT COVERED

Honestly not covered (341 standards)

Kindergarten: K.R.1.A.a, K.R.1.A.d, K.R.1.B.e, K.R.1.D.a, K.R.3.A.d, K.RF.1.A.b, K.RF.1.A.c, K.RF.1.A.d, K.RF.1.A.e, K.RF.1.A.f, K.RF.2.A.b, K.RF.2.A.e, K.RF.2.A.f, K.RF.2.A.h, K.RF.3.A.d, K.W.1.A.a, K.W.1.B.a, K.W.1.C.a, K.W.1.D.a, K.W.2.A.a, K.W.2.A.b, K.W.2.A.c, K.W.2.B.a, K.W.2.B.b, K.W.2.C.a, K.W.2.C.b, K.W.2.C.c, K.W.2.C.d, K.W.2.C.e, K.W.3.A.a, K.W.3.A.b, K.W.3.A.c, K.W.3.A.d, K.L.1.A.b, K.L.1.B.f, K.L.1.B.g, K.L.1.B.h, K.L.1.B.i, K.SL.1.A.a, K.SL.1.A.b, K.SL.1.A.c, K.SL.2.A.a, K.SL.3.A.a, K.SL.3.A.b, K.SL.3.A.c, K.SL.4.A.a, K.SL.4.A.b

Grade 1: 1.R.1.A.c, 1.R.1.A.f, 1.R.1.B.i, 1.R.1.D.a, 1.R.1.D.b, 1.RF.1.A.a, 1.RF.2.A.d, 1.RF.2.A.e, 1.RF.3.A.c, 1.RF.3.A.d, 1.RF.3.A.e, 1.W.1.A.a, 1.W.1.B.a, 1.W.1.B.b, 1.W.1.C.a, 1.W.1.D.a, 1.W.2.A.a, 1.W.2.A.b, 1.W.2.A.c, 1.W.2.A.d, 1.W.2.A.e, 1.W.2.B.a, 1.W.2.B.b, 1.W.2.B.c, 1.W.2.B.d, 1.W.2.C.a, 1.W.2.C.b, 1.W.2.C.c, 1.W.2.C.d, 1.W.2.C.e, 1.W.2.C.f, 1.W.3.A.a, 1.W.3.A.b, 1.W.3.A.c, 1.W.3.A.d, 1.W.3.A.e, 1.W.3.A.f, 1.L.1.A.a, 1.L.1.A.g, 1.L.1.B.a, 1.SL.1.A.a, 1.SL.1.A.b, 1.SL.1.A.c, 1.SL.2.A.a, 1.SL.3.A.a, 1.SL.3.A.b, 1.SL.3.A.c, 1.SL.4.A.a, 1.SL.4.A.b, 1.SL.4.A.c

Grade 2: 2.R.1.A.e, 2.R.1.B.h, 2.R.1.D.a, 2.R.1.D.b, 2.R.3.C.e, 2.RF.1.A.a, 2.RF.3.A.a, 2.RF.3.A.c, 2.RF.3.A.d, 2.RF.3.A.e, 2.RF.3.A.j, 2.RF.4.A.a, 2.W.1.A.a, 2.W.1.B.a, 2.W.1.B.b, 2.W.1.B.c, 2.W.1.B.d, 2.W.1.C.a, 2.W.1.D.a, 2.W.1.D.b, 2.W.2.A.a, 2.W.2.A.b, 2.W.2.A.c, 2.W.2.A.d, 2.W.2.A.e, 2.W.2.B.a, 2.W.2.B.b, 2.W.2.B.c, 2.W.2.B.d, 2.W.2.B.e, 2.W.2.C.a, 2.W.2.C.b, 2.W.2.C.c, 2.W.2.C.d, 2.W.2.C.e, 2.W.2.C.f, 2.W.3.A.a, 2.W.3.A.b, 2.W.3.A.c, 2.W.3.A.d, 2.W.3.A.e, 2.W.3.A.f, 2.L.1.A.h, 2.L.1.B.a, 2.SL.1.A.a, 2.SL.1.A.b, 2.SL.2.A.a, 2.SL.3.A.a, 2.SL.3.A.b, 2.SL.4.A.a, 2.SL.4.A.b, 2.SL.4.A.c

Grade 3: 3.R.1.A.d, 3.R.1.B.g, 3.R.1.B.i, 3.R.1.D.a, 3.R.1.D.b, 3.R.2.A.g, 3.R.2.C.a, 3.R.3.C.e, 3.RF.3.A.b, 3.RF.3.A.e, 3.RF.4.A.a, 3.W.1.A.a, 3.W.1.B.a, 3.W.1.B.b, 3.W.1.B.c, 3.W.1.B.d, 3.W.1.D.a, 3.W.2.A.a, 3.W.2.A.b, 3.W.2.A.c, 3.W.2.A.d, 3.W.2.A.e, 3.W.2.A.f, 3.W.2.A.g, 3.W.2.B.a, 3.W.2.B.b, 3.W.2.B.c, 3.W.2.B.d, 3.W.2.B.e, 3.W.2.B.f, 3.W.2.C.a, 3.W.2.C.b, 3.W.2.C.c, 3.W.2.C.d, 3.W.2.C.e, 3.W.3.A.a, 3.W.3.A.b, 3.W.3.A.c, 3.W.3.A.d, 3.W.3.A.e, 3.W.3.A.f, 3.W.3.A.g, 3.W.3.A.h, 3.W.3.A.i, 3.L.1.A.f, 3.L.1.B.a, 3.SL.1.A.a, 3.SL.1.A.b, 3.SL.1.A.c, 3.SL.2.A.a, 3.SL.3.A.a, 3.SL.3.A.b, 3.SL.3.A.c, 3.SL.4.A.a, 3.SL.4.A.b, 3.SL.4.A.c, 3.SL.4.A.d, 3.SL.4.A.e

Grade 4: 4.R.1.A.c, 4.R.1.B.f, 4.R.1.D.a, 4.R.1.D.b, 4.R.2.A.e, 4.R.3.A.c, 4.R.3.B.c, 4.RF.3.A.a, 4.RF.4.A.a, 4.W.1.A.a, 4.W.1.A.b, 4.W.1.A.c, 4.W.1.A.d, 4.W.1.B.a, 4.W.1.B.b, 4.W.1.B.c, 4.W.1.B.d, 4.W.1.D.a, 4.W.1.D.b, 4.W.2.A.a, 4.W.2.A.b, 4.W.2.A.c, 4.W.2.A.d, 4.W.2.A.e, 4.W.2.A.f, 4.W.2.A.g, 4.W.2.B.a, 4.W.2.B.b, 4.W.2.B.c, 4.W.2.B.d, 4.W.2.B.e, 4.W.2.B.f, 4.W.2.B.g, 4.W.2.C.a, 4.W.2.C.b, 4.W.2.C.c, 4.W.2.C.d, 4.W.2.C.e, 4.W.3.A.a, 4.W.3.A.b, 4.W.3.A.c, 4.W.3.A.d, 4.W.3.A.e, 4.W.3.A.f, 4.W.3.A.g, 4.W.3.A.h, 4.W.3.A.i, 4.L.1.A.c, 4.L.1.A.d, 4.L.1.A.h, 4.L.1.B.a, 4.L.1.B.i, 4.SL.1.A.a, 4.SL.1.A.b, 4.SL.1.A.c, 4.SL.2.A.a, 4.SL.3.A.a, 4.SL.3.A.b, 4.SL.4.A.a, 4.SL.4.A.b, 4.SL.4.A.c, 4.SL.4.A.d, 4.SL.4.A.e, 4.SL.4.A.f

Grade 5: 5.R.1.A.c, 5.R.1.B.f, 5.R.1.B.g, 5.R.1.D.a, 5.R.1.D.b, 5.R.2.A.c, 5.R.3.B.b, 5.R.3.C.a, 5.R.3.C.e, 5.R.4.A.a, 5.RF.3.A.a, 5.RF.4.A.a, 5.W.1.A.a, 5.W.1.A.b, 5.W.1.A.c, 5.W.1.A.d, 5.W.1.B.a, 5.W.1.B.b, 5.W.1.B.c, 5.W.1.B.d, 5.W.1.B.e, 5.W.1.C.a, 5.W.1.D.a, 5.W.1.D.b, 5.W.2.A.a, 5.W.2.A.b, 5.W.2.A.c, 5.W.2.A.d, 5.W.2.A.e, 5.W.2.A.f, 5.W.2.A.g, 5.W.2.B.a, 5.W.2.B.b, 5.W.2.B.c, 5.W.2.B.d, 5.W.2.B.e, 5.W.2.B.f, 5.W.2.B.g, 5.W.2.B.h, 5.W.2.C.a, 5.W.2.C.b, 5.W.2.C.c, 5.W.2.C.d, 5.W.2.C.e, 5.W.3.A.a, 5.W.3.A.b, 5.W.3.A.c, 5.W.3.A.d, 5.W.3.A.e, 5.W.3.A.f, 5.W.3.A.g, 5.W.3.A.h, 5.W.3.A.i, 5.L.1.A.e, 5.L.1.B.a, 5.L.1.B.b, 5.L.1.B.e, 5.L.1.B.f, 5.L.1.B.i, 5.L.1.B.j, 5.SL.1.A.a, 5.SL.1.A.b, 5.SL.1.A.c, 5.SL.1.A.d, 5.SL.2.A.a, 5.SL.3.A.a, 5.SL.3.A.b, 5.SL.4.A.a, 5.SL.4.A.b, 5.SL.4.A.c

Missouri Learning Standards — Science (2016, DESE 2024 review), K–5 performance expectations

Scope of this section.

Missouri's science GLEs are NGSS-derived performance expectations (plan, investigate, construct arguments, develop models). A question bank cannot conduct a hands-on investigation, so most of our evidenced science claims are PARTIAL — the knowledge inside the expectation, not the practice. The rows marked FULL earned it a different way: 2026 build-item interactions have the child perform the representable practices on screen (building a model landscape piece by piece, building a data display one mark at a time), and each such row carries a live item you can play. Engineering design, argument from evidence, and hands-on investigation remain PARTIAL or not covered — no practice app should claim them.

18
FULL
63
PARTIAL
8
NOT COVERED
89
K–5 performance expectations
StandardStatement (official text)CoverageCovered by (evidence)
K.ESS1.B.1Make observations during different seasons to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.]PARTIAL
Earth & Space (PARTIAL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
K.ESS2.D.1Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than i…PARTIAL
Weather (PARTIAL)
app/src/lib/content.ts::weatherQ
“"Which one is rainy?" — tap the matching sky picture (sunny / rainy / snowy / windy / cloudy / stormy)”
▶ Play a live item from this skill
K.ESS2.E.1With prompting and support, construct an argument using evidence for how plants and animals (including but not limited to humans) can change the environment to meet their needs.PARTIAL
Living Things (PARTIAL)
app/src/lib/content.ts::scienceQ("life-science")
“🔬 build-the-model: matter-flow; the directed arrow is MO’s clarification (matter that is not food is changed by plants into food)”
▶ Play a live item from this skill
K.ESS3.A.1Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.FULL
Animals & Nature (FULL)
app/src/lib/content.ts::ANIMALS_NATURE bank
“🔬 build-the-model on the DK-2 surface: needs-places (USE a model to represent the relationship)”
▶ Play a live item from this skill
K.ESS3.C.1Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.PARTIAL
Living Things (PARTIAL)
app/src/lib/content.ts::scienceQ("life-science")
“🔬 build-the-model: matter-flow; the directed arrow is MO’s clarification (matter that is not food is changed by plants into food)”
▶ Play a live item from this skill
K.ETS1.A.1Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (SCID_ITEMS, Round D)
“Cart-push data (2/5/9 m); loaded-wagon mass contrast; soccer-vs-bowling-ball prediction; ramp and pulley items; June-15h/December-9h daylight log; snow-on-the-coldest-day chart.”
▶ Play a live item from this skill
K.ETS1.B.1Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
K.ETS1.C.1Analyze data from tests of two objects designed to solve the same problem to compare the strength and weaknesses of how each performs.FULL
Matter & Energy (FULL)
app/src/lib/content.ts::scienceQ (DESIGN_ITEMS)
“'Two garden walls were tested in a flood tray. Straight: leaked in 10 seconds. Zigzag: held 60.' → the child names the zigzag's evidenced strength.”
▶ Play a live item from this skill
K.LS1.C.1Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]PARTIAL
Living Things (PARTIAL)
app/src/lib/content.ts::scienceQ("life-science")
“🔬 build-the-model: matter-flow; the directed arrow is MO’s clarification (matter that is not food is changed by plants into food)”
▶ Play a live item from this skill
Animals & Nature (PARTIAL)
app/src/lib/content.ts::ANIMALS_NATURE bank
“🔬 build-the-model on the DK-2 surface: needs-places (USE a model to represent the relationship)”
▶ Play a live item from this skill
K.PS1.A.1Make qualitative observations of the physical properties of objects (i.e., size, shape, color, mass).PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (DESIGN_ITEMS)
“'Two garden walls were tested in a flood tray. Straight: leaked in 10 seconds. Zigzag: held 60.' → the child names the zigzag's evidenced strength.”
▶ Play a live item from this skill
K.PS2.A.1Plan and conduct an investigation to compare the effects of different strength or different directions of pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.]PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
K.PS2.A.2Describe ways to change the motion of an object (i.e., how to cause an object to go slower, go faster, go farther, change direction, stop).PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (SCID_ITEMS, Round D)
“Cart-push data (2/5/9 m); loaded-wagon mass contrast; soccer-vs-bowling-ball prediction; ramp and pulley items; June-15h/December-9h daylight log; snow-on-the-coldest-day chart.”
▶ Play a live item from this skill
K.PS3.A.1Make observations to determine the effect of sunlight on Earth’s surface.PARTIAL
Earth & Space (PARTIAL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
K.PS3.B.1With prompting and support, use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an areaPARTIAL
Earth & Space (PARTIAL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
1.ESS1.A.1Describe the presence of the Sun, Moon, and stars in the sky over time.PARTIAL
Earth & Space (PARTIAL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
1.ESS1.A.2Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.]PARTIAL
Earth & Space (PARTIAL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
1.ESS2.D.1Identify patterns indicating relationships between observed weather data and weather phenomena (e.g., temperature and types of precipitation, clouds and amounts of precipitation).FULL
Matter & Energy (FULL)
app/src/lib/content.ts::scienceQ (SCID_ITEMS, Round D)
“Cart-push data (2/5/9 m); loaded-wagon mass contrast; soccer-vs-bowling-ball prediction; ramp and pulley items; June-15h/December-9h daylight log; snow-on-the-coldest-day chart.”
▶ Play a live item from this skill
1.ETS1.A.1Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (SCID_ITEMS, Round D)
“Cart-push data (2/5/9 m); loaded-wagon mass contrast; soccer-vs-bowling-ball prediction; ramp and pulley items; June-15h/December-9h daylight log; snow-on-the-coldest-day chart.”
▶ Play a live item from this skill
1.ETS1.B.1Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
1.ETS1.C.1Analyze data from tests of two objects designed to solve the same problem to compare the strength and weaknesses of how each performs.FULL
Matter & Energy (FULL)
app/src/lib/content.ts::scienceQ (DESIGN_ITEMS)
“'Two garden walls were tested in a flood tray. Straight: leaked in 10 seconds. Zigzag: held 60.' → the child names the zigzag's evidenced strength.”
▶ Play a live item from this skill
1.LS1.A.1Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing …PARTIAL
Living Things (PARTIAL)
app/src/lib/content.ts::scienceQ("life-science")
“🔬 build-the-model: matter-flow; the directed arrow is MO’s clarification (matter that is not food is changed by plants into food)”
▶ Play a live item from this skill
1.LS3.A.1Make observations to construct an evidence based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly t…NOT COVERED
1.PS3.A.1Identify the source of energy that causes an increase in the temperature of an object (e.g., Sun, stove, flame, light bulb).PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
1.PS4.A.1Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating…PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
1.PS4.C.1Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats.]NOT COVERED
2. PS1.A.1Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
2.ESS1.C.1Use information from several sources to provide evidence that Earth events can occur quickly or slowly. [Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.]PARTIAL
Earth & Space (PARTIAL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
2.ESS2.A.1Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]PARTIAL
Earth & Space (PARTIAL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
2.ESS2.B.1Develop a model to represent the shapes and kinds of land and bodies of water in an area.FULL
Animals & Nature (FULL)
app/src/lib/content.ts::ANIMALS_NATURE bank
“🔬 build-the-model on the DK-2 surface: needs-places (USE a model to represent the relationship)”
▶ Play a live item from this skill
2.ESS2.C.1Obtain information to identify where water is found on Earth and that it can be solid or liquid.PARTIAL
Earth & Space (PARTIAL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
2.ETS1.A.1Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (SCID_ITEMS, Round D)
“Cart-push data (2/5/9 m); loaded-wagon mass contrast; soccer-vs-bowling-ball prediction; ramp and pulley items; June-15h/December-9h daylight log; snow-on-the-coldest-day chart.”
▶ Play a live item from this skill
2.ETS1.B1Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
2.ETS1.C.1Analyze data from tests of two objects designed to solve the same problem to compare the strength and weaknesses of how each performs.FULL
Matter & Energy (FULL)
app/src/lib/content.ts::scienceQ (DESIGN_ITEMS)
“'Two garden walls were tested in a flood tray. Straight: leaked in 10 seconds. Zigzag: held 60.' → the child names the zigzag's evidenced strength.”
▶ Play a live item from this skill
2.LS2.A.1Plan and conduct investigations on the growth of plants when growing conditions are altered (e.g., dark vs. light, water vs. no water).NOT COVERED
2.LS2.A.2Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.PARTIAL
Living Things (PARTIAL)
app/src/lib/content.ts::scienceQ("life-science")
“🔬 build-the-model: matter-flow; the directed arrow is MO’s clarification (matter that is not food is changed by plants into food)”
▶ Play a live item from this skill
Animals & Nature (PARTIAL)
app/src/lib/content.ts::ANIMALS_NATURE bank
“🔬 build-the-model on the DK-2 surface: needs-places (USE a model to represent the relationship)”
▶ Play a live item from this skill
2.PS1.A.2Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.]PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
2.PS2.A.1Analyze data to determine how the motion of an object changed by an applied force or the mass of an object.FULL
Matter & Energy (FULL)
app/src/lib/content.ts::scienceQ (SCID_ITEMS, Round D)
“Cart-push data (2/5/9 m); loaded-wagon mass contrast; soccer-vs-bowling-ball prediction; ramp and pulley items; June-15h/December-9h daylight log; snow-on-the-coldest-day chart.”
▶ Play a live item from this skill
2.PS4.A.1Plan and conduct investigations to provide evidence that changes in vibration create change in sound.NOT COVERED
3.ESS2.D.1Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.]FULL
Earth & Space (FULL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
3.ESS2.D.2Obtain and combine information to describe climates in different regions of the world.PARTIAL
Earth & Space (PARTIAL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
3.ESS3.B.1Make a claim about the merit of an existing design solution (e.g. levies, tornado shelters, sea walls, etc.) that reduces the impacts of a weather-related hazard. [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.]PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (SCID_ITEMS, Round D)
“Cart-push data (2/5/9 m); loaded-wagon mass contrast; soccer-vs-bowling-ball prediction; ramp and pulley items; June-15h/December-9h daylight log; snow-on-the-coldest-day chart.”
▶ Play a live item from this skill
3.ETS1.A.1Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (SCID_ITEMS, Round D)
“Cart-push data (2/5/9 m); loaded-wagon mass contrast; soccer-vs-bowling-ball prediction; ramp and pulley items; June-15h/December-9h daylight log; snow-on-the-coldest-day chart.”
▶ Play a live item from this skill
3.ETS1.B.1Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (DESIGN_ITEMS)
“Glue A/B/C against criteria; fair-test control question; tower failure point — the compare/fair-test/failure vocabulary of the ETS strand.”
▶ Play a live item from this skill
3.ETS1.C.1Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (DESIGN_ITEMS)
“Glue A/B/C against criteria; fair-test control question; tower failure point — the compare/fair-test/failure vocabulary of the ETS strand.”
▶ Play a live item from this skill
3.LS1.B.1Develop a model to compare and contrast observations on the life cycle of different plants and animals. [Clarification Statement: Changes Organisms go through during their life form a pattern.]FULL
Living Things (FULL)
app/src/lib/content.ts::scienceQ("life-science")
“🔬 build-the-model: matter-flow; the directed arrow is MO’s clarification (matter that is not food is changed by plants into food)”
▶ Play a live item from this skill
Animals & Nature (PARTIAL)
app/src/lib/content.ts::ANIMALS_NATURE bank
“🔬 build-the-model on the DK-2 surface: needs-places (USE a model to represent the relationship)”
▶ Play a live item from this skill
3.LS3.A.1Construct scientific arguments to support claims that some characteristics of Organisms are inherited from parents and some are influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.]PARTIAL
Living Things (PARTIAL)
app/src/lib/content.ts::scienceQ("life-science")
“🔬 build-the-model: matter-flow; the directed arrow is MO’s clarification (matter that is not food is changed by plants into food)”
▶ Play a live item from this skill
3.LS3.B.1Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving and finding mates. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals m…PARTIAL
Living Things (PARTIAL)
app/src/lib/content.ts::scienceQ("life-science")
“🔬 build-the-model: matter-flow; the directed arrow is MO’s clarification (matter that is not food is changed by plants into food)”
▶ Play a live item from this skill
3.LS3.C.1Construct an argument with evidence that in a particular ecosystem some Organisms -- based on structural adaptations or behaviors -- can survive well, some survive less well, and some cannot. [Clarification Statement: Examples of evidence could include needs and characteristics of the Organisms and habitats involved. The Organisms and their habitat make up a system in which the parts depend on each other.]PARTIAL
Living Things (PARTIAL)
app/src/lib/content.ts::scienceQ("life-science")
“🔬 build-the-model: matter-flow; the directed arrow is MO’s clarification (matter that is not food is changed by plants into food)”
▶ Play a live item from this skill
Animals & Nature (PARTIAL)
app/src/lib/content.ts::ANIMALS_NATURE bank
“🔬 build-the-model on the DK-2 surface: needs-places (USE a model to represent the relationship)”
▶ Play a live item from this skill
3.LS3.D.1Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other Organisms.]PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (SCID_ITEMS, Round D)
“Cart-push data (2/5/9 m); loaded-wagon mass contrast; soccer-vs-bowling-ball prediction; ramp and pulley items; June-15h/December-9h daylight log; snow-on-the-coldest-day chart.”
▶ Play a live item from this skill
3.PS1.A.1Predict and investigate that water can change from a liquid to a solid (freeze), and back again (melt), or from a liquid to a gas (evaporation), and back again (condensation) as the result of temperature changes.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
3.PS1.B.1Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
3.PS2.B.1Plan and conduct investigations to determine the cause and effect relationship of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force betwe…PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
4.ESS1.C.1Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; and, a canyon with different rock layers in the walls and a riv…PARTIAL
Earth & Space (PARTIAL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
4.ESS2.A.1Plan and conduct scientific investigations or simulations to provide evidence how natural processes (e.g. weathering and erosion) shape Earth's surfaces.PARTIAL
Earth & Space (PARTIAL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
4.ESS2.B.1Analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.]PARTIAL
Earth & Space (PARTIAL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
4.ESS3.A.1Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.]PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (SCID_ITEMS, Round D)
“Cart-push data (2/5/9 m); loaded-wagon mass contrast; soccer-vs-bowling-ball prediction; ramp and pulley items; June-15h/December-9h daylight log; snow-on-the-coldest-day chart.”
▶ Play a live item from this skill
4.ETS1.A.1Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (SCID_ITEMS, Round D)
“Cart-push data (2/5/9 m); loaded-wagon mass contrast; soccer-vs-bowling-ball prediction; ramp and pulley items; June-15h/December-9h daylight log; snow-on-the-coldest-day chart.”
▶ Play a live item from this skill
4.ETS1.C.1Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (DESIGN_ITEMS)
“Glue A/B/C against criteria; fair-test control question; tower failure point — the compare/fair-test/failure vocabulary of the ETS strand.”
▶ Play a live item from this skill
4.ETS1B.1Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (DESIGN_ITEMS)
“Glue A/B/C against criteria; fair-test control question; tower failure point — the compare/fair-test/failure vocabulary of the ETS strand.”
▶ Play a live item from this skill
4.LS1.A.1Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and plant reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.]PARTIAL
Living Things (PARTIAL)
app/src/lib/content.ts::scienceQ("life-science")
“🔬 build-the-model: matter-flow; the directed arrow is MO’s clarification (matter that is not food is changed by plants into food)”
▶ Play a live item from this skill
The Human Body (PARTIAL)
app/src/lib/content.ts::scienceQ("human-body")
“🔬 build-the-model: senses-brain; MO clarification “system of information transfer” is the assembled model”
▶ Play a live item from this skill
Animals & Nature (PARTIAL)
app/src/lib/content.ts::ANIMALS_NATURE bank
“🔬 build-the-model on the DK-2 surface: needs-places (USE a model to represent the relationship)”
▶ Play a live item from this skill
4.LS1.D.1Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. [Clarification Statement: Emphasis is on System of information transfer.]FULL
The Human Body (FULL)
app/src/lib/content.ts::scienceQ("human-body")
“🔬 build-the-model: senses-brain; MO clarification “system of information transfer” is the assembled model”
▶ Play a live item from this skill
4.PS2.A.1Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
4.PS2.A.2Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.]NOT COVERED
4.PS2.B.1Plan and conduct a fair test to compare and contrast the forces (measured by a spring scale in Newtons) required to overcome friction when an object moves over different surfaces (i.e., rough/smooth).NOT COVERED
4.PS2.B.2Predict how changes in either the amount of force applied to an object or the mass of the object affects the motion (speed and direction) of the object.FULL
Matter & Energy (FULL)
app/src/lib/content.ts::scienceQ (SCID_ITEMS, Round D)
“Cart-push data (2/5/9 m); loaded-wagon mass contrast; soccer-vs-bowling-ball prediction; ramp and pulley items; June-15h/December-9h daylight log; snow-on-the-coldest-day chart.”
▶ Play a live item from this skill
4.PS3.A.1Use evidence to construct an explanation relating the speed of an object to the energy of that object.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
4.PS3.B.1Provide evidence to construct an explanation of an energy transformation(e.g. temperature change, light, sound, motion, and magnetic effects)PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
4.PS3.B.2Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.]NOT COVERED
4.PS3.C.1Use models to explain that simple machines change the amount of effort force and/or direction of force. [Clarification Statement: memorization of a simple machine is not the focus, concept builds on the application of force and motion .]PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (SCID_ITEMS, Round D)
“Cart-push data (2/5/9 m); loaded-wagon mass contrast; soccer-vs-bowling-ball prediction; ramp and pulley items; June-15h/December-9h daylight log; snow-on-the-coldest-day chart.”
▶ Play a live item from this skill
4.PS4.A.1Develop a model of waves to describe patterns in terms of amplitude or wavelength and that waves can cause objects to move. (Boundary: The terms amplitude and wavelength should not be assessed.) [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.]FULL
Matter & Energy (FULL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
5.ESS1.A.1Support an argument that relative distances from Earth affects the apparent brightness of the sun compared to other stars.PARTIAL
Earth & Space (PARTIAL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
5.ESS1.B.1Make observations during different seasons to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.]PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (SCID_ITEMS, Round D)
“Cart-push data (2/5/9 m); loaded-wagon mass contrast; soccer-vs-bowling-ball prediction; ramp and pulley items; June-15h/December-9h daylight log; snow-on-the-coldest-day chart.”
▶ Play a live item from this skill
5.ESS1.B.2Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular month.]FULL
Earth & Space (FULL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
5.ESS2.A.1Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on Ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and Ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hyd…FULL
Earth & Space (FULL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
5.ESS2.C.1Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.FULL
Earth & Space (FULL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
5.ESS3.C.1Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.PARTIAL
Earth & Space (PARTIAL)
app/src/lib/content.ts::scienceQ("earth-science")
“"Which natural event suddenly shakes the ground?" + "Slow wearing away of rock by wind and water is called…" (2-ESS1-1 quickly-or-slowly DCI); "What causes day and night on Earth?" (5-ESS1-2 DCI); "Which one is renewable energy?" (4-ESS3-1 DCI) | 09AUG2026 knowledge-support items (see verification log)”
▶ Play a live item from this skill
5.ETS1.A.1Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (SCID_ITEMS, Round D)
“Cart-push data (2/5/9 m); loaded-wagon mass contrast; soccer-vs-bowling-ball prediction; ramp and pulley items; June-15h/December-9h daylight log; snow-on-the-coldest-day chart.”
▶ Play a live item from this skill
5.ETS1.B.1Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (DESIGN_ITEMS)
“Glue A/B/C against criteria; fair-test control question; tower failure point — the compare/fair-test/failure vocabulary of the ETS strand.”
▶ Play a live item from this skill
5.ETS1.C.1Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ (DESIGN_ITEMS)
“Glue A/B/C against criteria; fair-test control question; tower failure point — the compare/fair-test/failure vocabulary of the ETS strand.”
▶ Play a live item from this skill
5.LS1.A.1Compare and contrast the major organs/organ System (e.g. support, reproductive, digestive, transport/circulatory, excretory, response) that perform similar functions for animals belonging to different vertebrate classes.PARTIAL
The Human Body (PARTIAL)
app/src/lib/content.ts::scienceQ('human-body')
“'Which organ pumps blood around your body?' — organ/function identification items.”
▶ Play a live item from this skill
5.LS1.C.1Support an argument that plants get the materials (i.e. carbon dioxide, water, sunlight) they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil. Clarification Statement: [Do not assess photosynthesis. ]PARTIAL
Living Things (PARTIAL)
app/src/lib/content.ts::scienceQ("life-science")
“🔬 build-the-model: matter-flow; the directed arrow is MO’s clarification (matter that is not food is changed by plants into food)”
▶ Play a live item from this skill
5.LS2.B.1Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of System could include Organisms, Ecosystems, and the Earth.]FULL
Living Things (FULL)
app/src/lib/content.ts::scienceQ("life-science")
“🔬 build-the-model: matter-flow; the directed arrow is MO’s clarification (matter that is not food is changed by plants into food)”
▶ Play a live item from this skill
5.PS1.A.1Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.]FULL
Matter & Energy (FULL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
5.PS1.A.2Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.]PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
5.PS1.B.1Plan and conduct investigations to separate the components of a mixture/solution by their physical properties (i.e., sorting, filtration, magnets, screening).NOT COVERED
5.PS1.B.2Conduct an investigation to determine whether the combining of two or more substances results in new substances.PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
5.PS2.B.1Support an argument that the gravitational force exerted by Earth on objects is directed toward the planet's center. [Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.]PARTIAL
Matter & Energy (PARTIAL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill
5.PS3.D.1Use models to describe that energy stored in food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]PARTIAL
Living Things (PARTIAL)
app/src/lib/content.ts::scienceQ("life-science")
“🔬 build-the-model: matter-flow; the directed arrow is MO’s clarification (matter that is not food is changed by plants into food)”
▶ Play a live item from this skill
5.PS4.A.1Develop a model to describe that objects can be seen only when light is reflected off them or when they produce their own light.FULL
Matter & Energy (FULL)
app/src/lib/content.ts::scienceQ("physical-science")
“🔬 build-the-model: light-path; objects seen only when light reflects off them (directed object→eye)”
▶ Play a live item from this skill

Honestly not covered (8 standards)

Grade 1: 1.LS3.A.1, 1.PS4.C.1

Grade 2: 2.LS2.A.1, 2.PS4.A.1

Grade 4: 4.PS2.A.2, 4.PS2.B.1, 4.PS3.B.2

Grade 5: 5.PS1.B.1

Missouri Learning Standards — Social Studies Grade-Level Expectations (2016), K–5

Scope of this section.

Missouri's social studies GLEs are topic-and-inquiry expectations, many requiring discussion, projects, or state-specific civic content. The app claims only knowledge-level items its question banks actually exercise (community, symbols, maps, economics basics, chronology); everything else is honestly not covered.

20
FULL
174
PARTIAL
62
NOT COVERED
256
K–5 grade-level expectations
StandardStatement (official text)CoverageCovered by (evidence)
K.PC.1.B.aIdentify reasons for making rules within the schoolPARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
K.PC.1.C.aDiscuss the concept of individual rights.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
K.PC.1.E.aDescribe the character traits of role models within your family or school.NOT COVERED
K.PC.1.F.aIdentify the flag as a symbol of our nation.FULL
U.S. Symbols (FULL)
app/src/lib/content.ts::US_SYMBOLS bank
“"What do the 13 stripes on the U.S. flag stand for?"; "On the eagle symbol, the olive branch stands for…" — shared national symbols as expressions of a society's beliefs”
▶ Play a live item from this skill
K.PC.1.F.bRecite the Pledge of Allegiance.PARTIAL
U.S. Symbols (PARTIAL)
app/src/lib/content.ts::US_SYMBOLS bank
“"What do the 13 stripes on the U.S. flag stand for?"; "On the eagle symbol, the olive branch stands for…" — shared national symbols as expressions of a society's beliefs”
▶ Play a live item from this skill
K.GS.2.C.aDescribe why groups need to make decisions and how those decisions are made in families and classrooms.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
K.GS.2.D.aDescribe roles and responsibilities of people in authority in families and in groups.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
K.H.3.B.aCreate a personal history.NOT COVERED
K.H.3.B.bCompare your family's life in the past and present.NOT COVERED
K.H.3.C.aDescribe the contributions of people typically studied in K-5 programs associated with national holidays. (See teacher resources for illustrative examples)PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
K.EG.4.A.aDescribe examples of scarcity within your family and school.PARTIAL
Money & Jobs (PARTIAL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
K.EG.4.A.bDescribe examples of opportunity cost within your family and school.PARTIAL
Money & Jobs (PARTIAL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
K.EG.4.A.cDescribe examples of needs and wants within your family and school.PARTIAL
Money & Jobs (PARTIAL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
K.EG.5.A.aIdentify maps as representations of real places.FULL
Geography (FULL)
app/src/lib/content.ts::GEOGRAPHY bank
“"A very tall landform with steep sides is a… -> Mountain"; "What do we call a large area of land surrounded by water on most sides?"; "A river usually flows from the mountains down toward the…"; climate-region items — physical geography and map vocabulary.”
▶ Play a live item from this skill
K.EG.5.A.bWith assistance, read, construct, and use maps of familiar places such as the classroom, the home, the bedroom etc.PARTIAL
Map Skills (PARTIAL)
app/src/lib/content.ts::mapSkillsQ
“Compass rose, map key/legend, locate-on-the-map items — reading real map conventions.”
▶ Play a live item from this skill
K.EG.5.A.cMatch legend symbols to map features.PARTIAL
Map Skills (PARTIAL)
app/src/lib/content.ts::mapSkillsQ
“"What part of a map helps you measure real distance? → The scale"; "Map grids use letters and numbers to help you… → Find a location" — spatial reasoning about places”
▶ Play a live item from this skill
K.EG.5.B.aApply positional words to locations within the classroomPARTIAL
Shapes (PARTIAL)
app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ
“ | 01AUG2026 Tier-2: tap-the-shape MOST/FEWEST sides + verified alike/different facts (sides, corners, equal sides) | 01AUG2026 geometry-second-half: equal-share partitioning (halves/thirds/fourths, unequal-parts trap NAMED, whole-as-shares, more-shares→smaller), flat-vs-solid classification, cube faces/edges/vertices, rows-and-columns square counting | 01AUG2026 completion pass: DRAWN SVG shapes at random rotation and size — most-precise-name items (tilted-square-is-a-diamond trap and square-vs-rectangle precision both dealt and NAMED) | 09AUG2026 ShapePick compose widget (see KS twin) | 18AUG2026 FREEHAND DRAW register (DrawShape widget, lib/drawShape.ts): the child draws the shape with a finger; geometry judged on-device (closure, clustered corner count, no crossings) — drawShapeTruth locks wobble/rounded-corner acceptance and scribble/open/count/bow-tie refusals; deal + plain-mode locks in drawRound.test.tsx”
▶ Play a live item from this skill
K.RI.6.A.aDescribe cultural characteristics of your family and class members including language, celebrations, customs, holidays, artistic expression, food, dress, and traditions.NOT COVERED
K.RI.6.B.aExplain how to resolve disputes peacefully in the classroom and on the playgroundPARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
K.RI.6.C.aShare stories related to your family cultural traditions and family lore.NOT COVERED
K.RI.6.D.aDescribe how you and your family remember and commemorate your cultural heritageNOT COVERED
K.TS.7.A.aLabel and analyze different social studies’ sources with guidance and support from an adult.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::sourceReadQ (SOURCE_ITEMS)
“Diary/poster/ledger/photo/map/oral-history sources shown; the child picks the supported conclusion — source analysis with guidance.”
▶ Play a live item from this skill
K.TS.7.A.bUse artifacts to share information on social studies’ topics.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round F items)
“The 150-year-old school slate as an artifact; the cast-iron kettle pick; the population line graph; timeline+map+chart interpreted together; river-and-rail settlement; the Oktoberfest heritage pattern.”
▶ Play a live item from this skill
K.TS.7.B.aUse visual tools to communicate information.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round F items)
“The 150-year-old school slate as an artifact; the cast-iron kettle pick; the population line graph; timeline+map+chart interpreted together; river-and-rail settlement; the Oktoberfest heritage pattern.”
▶ Play a live item from this skill
K.TS.7.D.aShare findings about a social studies' topic.NOT COVERED
K.TS.7.E.aAsk questions and find answers with assistance.NOT COVERED
1.PC.1.B.aIdentify and explain why cities make laws.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
1.PC.1.C.aDiscuss how individual rights are protected.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
1.PC.1.D.aGive examples of being an active and informed citizen in your classroom or community.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
1.PC.1.E.aDescribe the character traits of role models within your community.NOT COVERED
1.PC.1.F.aRecognize and explain the significance of the Statue of Liberty, U.S. Capitol, Bald Eagle and the Liberty Bell.PARTIAL
U.S. Symbols (PARTIAL)
app/src/lib/content.ts::US_SYMBOLS bank
“"What do the 13 stripes on the U.S. flag stand for?"; "On the eagle symbol, the olive branch stands for…" — shared national symbols as expressions of a society's beliefs”
▶ Play a live item from this skill
1.PC.1.F.bRecognize and explain the significance of symbols of your local community.NOT COVERED
1.GS.2.C.aDescribe how authoritative decisions are made, enforced and interpreted within schools and local communities.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
1. GS.2.D.aDescribe roles and responsibilities of people in government, such as a judge, mayor, police, city council member, in a community.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
1.H.3.B.aCompare and contrast our community in the past and the present.NOT COVERED
1.H.3.C.aDescribe the contributions of people typically studied in K-5 programs associated with national holidays.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
1.E.4.A.aDescribe examples of scarcity within your school and community.PARTIAL
Money & Jobs (PARTIAL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
1.E.4.A.bDescribe examples of goods and services within your school and community.PARTIAL
Money & Jobs (PARTIAL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
1.E.4.A.cDescribe consumers and producers and the relationship to goods and services within your school and community.PARTIAL
Money & Jobs (PARTIAL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
1.EG.5.A.aIdentify globes as representations of real places.FULL
Geography (FULL)
app/src/lib/content.ts::GEOGRAPHY bank
“"A very tall landform with steep sides is a… -> Mountain"; "What do we call a large area of land surrounded by water on most sides?"; "A river usually flows from the mountains down toward the…"; climate-region items — physical geography and map vocabulary.”
▶ Play a live item from this skill
1.EG.5.A.bWith assistance, read, construct, and use maps which have a title and key.PARTIAL
Map Skills (PARTIAL)
app/src/lib/content.ts::mapSkillsQ
“"What part of a map helps you measure real distance? → The scale"; "Map grids use letters and numbers to help you… → Find a location" — spatial reasoning about places”
▶ Play a live item from this skill
1.EG.5.A.cDescribe how maps are created for different purposes such as a school fire drill, a trip to the zoo etc.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round F items)
“The 150-year-old school slate as an artifact; the cast-iron kettle pick; the population line graph; timeline+map+chart interpreted together; river-and-rail settlement; the Oktoberfest heritage pattern.”
▶ Play a live item from this skill
1.EG.5.A.dUse a compass rose to identify cardinal directions on a map.PARTIAL
Map Skills (PARTIAL)
app/src/lib/content.ts::mapSkillsQ
“"What part of a map helps you measure real distance? → The scale"; "Map grids use letters and numbers to help you… → Find a location" — spatial reasoning about places”
▶ Play a live item from this skill
1.EG.5.B.aLocate a place by pointing it out on a map and by describing its relative location.PARTIAL
Map Skills (PARTIAL)
app/src/lib/content.ts::mapSkillsQ
“"What part of a map helps you measure real distance? → The scale"; "Map grids use letters and numbers to help you… → Find a location" — spatial reasoning about places”
▶ Play a live item from this skill
1.EG.5.C.aIdentify physical characteristics of your communityNOT COVERED
1.EG.5.C.bDescribe human characteristics of your communityNOT COVERED
1.RI.6.A.aDescribe cultural characteristics of your school and communityNOT COVERED
1.RI.6.B.aPropose peaceful resolutions of disputes in the classroom and on the playground.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
1.RI.6.C.aRecount stories about locations, people, and cultural events in your community.NOT COVERED
1.RI.6.D.aDescribe how your community commemorates its cultural heritage.NOT COVERED
1.TS.7.A.aIdentify and analyze primary and secondary social studies’ sources in classroom discussion with guidance and support from an adult.NOT COVERED
1.TS.7.A.bIdentify and use artifacts to share information on social studies’ topics.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round F items)
“The 150-year-old school slate as an artifact; the cast-iron kettle pick; the population line graph; timeline+map+chart interpreted together; river-and-rail settlement; the Oktoberfest heritage pattern.”
▶ Play a live item from this skill
1.TS.7.B.aCreate visual tools to communicate information.NOT COVERED
1.TS.7.D.aShare findings about a social studies’ topic.NOT COVERED
1.TS.7.E.aAsk supporting questions and find answers about social studies’ topics, with assistance.NOT COVERED
2. PC.1.B.aExplain and give examples of how laws and rules are made and changed within a community.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
2. PC.1.C.aExamine how individual rights are protected within a community.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
2. PC.1.D.aAnalyze how being an active and informed citizen makes a difference in your community.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
2.PC.1.D.bList the consequences of citizens not actively participating in their communities.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round C items)
“General Assembly makes Missouri law; Missouri Constitution's purposes; the Fort McHenry anthem item; governor-vs-mayor; courts as peaceful dispute-settlers; the banned-newspaper First Amendment application; consequences of not participating.”
▶ Play a live item from this skill
2.PC.1.E.aDescribe the character traits and civic attitudes of inventors or pioneers in their field who influenced progress in the nation.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
2.PC.1.F.aDescribe the importance of the Pledge of Allegiance.PARTIAL
U.S. Symbols (PARTIAL)
app/src/lib/content.ts::US_SYMBOLS bank
“"What do the 13 stripes on the U.S. flag stand for?"; "On the eagle symbol, the olive branch stands for…" — shared national symbols as expressions of a society's beliefs”
▶ Play a live item from this skill
2.PC.1.F.bRecognize and explain the significance of national symbols including national landmarks, national parks, and important memorials.PARTIAL
U.S. Symbols (PARTIAL)
app/src/lib/content.ts::US_SYMBOLS bank
“"What do the 13 stripes on the U.S. flag stand for?"; "On the eagle symbol, the olive branch stands for…" — shared national symbols as expressions of a society's beliefs”
▶ Play a live item from this skill
2.GS.2.C.aDistinguish the responsibilities and powers of government officials at various levels and branches of government in authoritative decision making.FULL
Civics (FULL)
app/src/lib/contentPaid.ts::CIVICS (Round C items)
“General Assembly makes Missouri law; Missouri Constitution's purposes; the Fort McHenry anthem item; governor-vs-mayor; courts as peaceful dispute-settlers; the banned-newspaper First Amendment application; consequences of not participating.”
▶ Play a live item from this skill
2.GS.2.D.aIdentify and explain the concept of branches and functions of government.FULL
Civics (FULL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
2.H.3.A.aCompare the culture and people in our community across multiple time periods.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
2.H.3.B.aCompare and contrast the changing habitats, resources, art and daily lives of Native American people in regions of the U.S.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
2.H.3.C.aDescribe the contributions of inventors or pioneers in their field who influenced progress in our nation.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
2.E.4.A.aDescribe consumption and production and the relationship to goods and services within your region.PARTIAL
Money & Jobs (PARTIAL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
2.E.4.A.bDemonstrate how people use money to buy and sell goods and services.PARTIAL
Money & Jobs (PARTIAL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
2.E.4.A.cDemonstrate how people barter to exchange goods and services.PARTIAL
Money & Jobs (PARTIAL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
2.E.4.A.dExplain the relationship of income, labor, and wages.PARTIAL
Money & Jobs (PARTIAL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
2.E.4.B.aDescribe a personal cost-benefit situation.PARTIAL
Money & Jobs (PARTIAL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
2.EG.5.A.aRead and construct maps with title and key.PARTIAL
Map Skills (PARTIAL)
app/src/lib/content.ts::mapSkillsQ
“"What part of a map helps you measure real distance? → The scale"; "Map grids use letters and numbers to help you… → Find a location" — spatial reasoning about places”
▶ Play a live item from this skill
2.EG.5.A.bIdentify the properties and use of different types of maps for a variety of purposes.PARTIAL
Geography (PARTIAL)
app/src/lib/content.ts::GEOGRAPHY bank
“"A very tall landform with steep sides is a… -> Mountain"; "What do we call a large area of land surrounded by water on most sides?"; "A river usually flows from the mountains down toward the…"; climate-region items — physical geography and map vocabulary.”
▶ Play a live item from this skill
2.EG.5.B.aName and locate the regions in your community.NOT COVERED
2.EG.5.B.bName and locate regions of the world.PARTIAL
Geography (PARTIAL)
app/src/lib/content.ts::GEOGRAPHY bank
“"A very tall landform with steep sides is a… -> Mountain"; "What do we call a large area of land surrounded by water on most sides?"; "A river usually flows from the mountains down toward the…"; climate-region items — physical geography and map vocabulary.”
▶ Play a live item from this skill
2.EG.5.C.aIdentify and describe physical characteristics of the world.PARTIAL
Geography (PARTIAL)
app/src/lib/content.ts::GEOGRAPHY bank
“"A very tall landform with steep sides is a… -> Mountain"; "What do we call a large area of land surrounded by water on most sides?"; "A river usually flows from the mountains down toward the…"; climate-region items — physical geography and map vocabulary.”
▶ Play a live item from this skill
2.EG.5.C.bIdentify and describe physical characteristics of the student’s region in MissouriPARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round C items)
“Ozarks vs northern plains vs Bootheel; rivers shaping St. Louis and Kansas City; Southwest-vs-Pacific-Northwest compare; languages as human geography; KC barbecue-and-jazz cultural compare.”
▶ Play a live item from this skill
2.EG.5.C.cDescribe human characteristics of the student’s region in MissouriPARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round C items)
“Ozarks vs northern plains vs Bootheel; rivers shaping St. Louis and Kansas City; Southwest-vs-Pacific-Northwest compare; languages as human geography; KC barbecue-and-jazz cultural compare.”
▶ Play a live item from this skill
2.EG.5.E.aDescribe different types of communication and transportation and identify their advantages and disadvantages.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
2.EG.5.E.bDescribe how transportation and communication systems have facilitated the movement of people, products, and ideasPARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
2.EG.5.F.aDefine the concept of regions as places which have unifying political, physical, or cultural characteristics.FULL
Geography (FULL)
app/src/lib/content.ts::GEOGRAPHY bank
“"A very tall landform with steep sides is a… -> Mountain"; "What do we call a large area of land surrounded by water on most sides?"; "A river usually flows from the mountains down toward the…"; climate-region items — physical geography and map vocabulary.”
▶ Play a live item from this skill
2.EG.5.F.bIdentify examples of different regions in Missouri.FULL
Geography (FULL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round C items)
“Ozarks vs northern plains vs Bootheel; rivers shaping St. Louis and Kansas City; Southwest-vs-Pacific-Northwest compare; languages as human geography; KC barbecue-and-jazz cultural compare.”
▶ Play a live item from this skill
2.EG.5.F.cDescribe why people of different groups settle more in one place or region than anotherPARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round F items)
“The 150-year-old school slate as an artifact; the cast-iron kettle pick; the population line graph; timeline+map+chart interpreted together; river-and-rail settlement; the Oktoberfest heritage pattern.”
▶ Play a live item from this skill
2.EG.5.G.aExplain how geography affects the way people live today.PARTIAL
Geography (PARTIAL)
app/src/lib/content.ts::GEOGRAPHY bank
“"A very tall landform with steep sides is a… -> Mountain"; "What do we call a large area of land surrounded by water on most sides?"; "A river usually flows from the mountains down toward the…"; climate-region items — physical geography and map vocabulary.”
▶ Play a live item from this skill
2.RI.6.A.aCompare the cultural characteristics of regions in the statePARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round C items)
“Ozarks vs northern plains vs Bootheel; rivers shaping St. Louis and Kansas City; Southwest-vs-Pacific-Northwest compare; languages as human geography; KC barbecue-and-jazz cultural compare.”
▶ Play a live item from this skill
2.RI.6.B.aDemonstrate a peaceful resolution to a disputePARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
2.RI.6.C.aRecall stories and songs that reflect the cultural history of peoples from various regions in the United States including regional folk figures, Native American legends and African American folktales.NOT COVERED
2.RI.6.D.aDescribe how regions commemorate cultural heritage.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round F items)
“The 150-year-old school slate as an artifact; the cast-iron kettle pick; the population line graph; timeline+map+chart interpreted together; river-and-rail settlement; the Oktoberfest heritage pattern.”
▶ Play a live item from this skill
2.TS.7.A.aDescribe and analyze primary and secondary social studies’ sources in classroom discussion with guidance and support.NOT COVERED
2.TS.7.A.bSelect and use artifacts to share information on social studies’ topics.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round F items)
“The 150-year-old school slate as an artifact; the cast-iron kettle pick; the population line graph; timeline+map+chart interpreted together; river-and-rail settlement; the Oktoberfest heritage pattern.”
▶ Play a live item from this skill
2.TS.7.B.aUse visual tools and informational texts to communicate information.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round F items)
“The 150-year-old school slate as an artifact; the cast-iron kettle pick; the population line graph; timeline+map+chart interpreted together; river-and-rail settlement; the Oktoberfest heritage pattern.”
▶ Play a live item from this skill
2.TS.7.C.aExplain the difference between fact and opinion in social studies’ topics.PARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
2.TS.7.C.bExplain the concept of point of view in social studies’ topics.PARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
2.TS.7.D.aShare research about a social studies’ topic.NOT COVERED
2.TS.7.E.aDevelop supporting questions about social studies’ topics, with assistance.NOT COVERED
2.TS.7.E.bDescribe a process to answer those questionsNOT COVERED
2.TS.7.E.cDiscuss types of sources that would be helpful in exploring social studies’ questions.NOT COVERED
3.PC.1.B.aExplain and give examples of how laws are made and changed within the state.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round C items)
“General Assembly makes Missouri law; Missouri Constitution's purposes; the Fort McHenry anthem item; governor-vs-mayor; courts as peaceful dispute-settlers; the banned-newspaper First Amendment application; consequences of not participating.”
▶ Play a live item from this skill
3.PC.1.B.bExplain the major purposes of the Missouri ConstitutionPARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round C items)
“General Assembly makes Missouri law; Missouri Constitution's purposes; the Fort McHenry anthem item; governor-vs-mayor; courts as peaceful dispute-settlers; the banned-newspaper First Amendment application; consequences of not participating.”
▶ Play a live item from this skill
3.PC.1.C.aExamine how individual rights are protected within our state.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
3.PC.1.D.aExplain how the State of Missouri relies on responsible citizen participation and draw implications for how people should participate.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
3.PC.1.E.aDescribe the character traits and civic attitudes of influential Missourians.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
3.PC.1.F.aExplain how the National Anthem symbolizes our nationPARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round C items)
“General Assembly makes Missouri law; Missouri Constitution's purposes; the Fort McHenry anthem item; governor-vs-mayor; courts as peaceful dispute-settlers; the banned-newspaper First Amendment application; consequences of not participating.”
▶ Play a live item from this skill
3.PC.1.F.bRecognize and explain the significance of the Gateway Arch and the Great Seal of Missouri and other symbols of our state.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
3.GS.2.A.aExplain how governments balance individual rights with common good to solve local community or state issues.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
3.GS.2.B.aAnalyze peaceful resolution of disputes by the courts, or other legitimate authorities in Missouri.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round C items)
“General Assembly makes Missouri law; Missouri Constitution's purposes; the Fort McHenry anthem item; governor-vs-mayor; courts as peaceful dispute-settlers; the banned-newspaper First Amendment application; consequences of not participating.”
▶ Play a live item from this skill
3.GS.2.C.aDescribe how authoritative decisions are made, enforced and interpreted by the state government across historical time periods and/or in current events.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
3.GS.2.D.aIdentify and explain the functions of the three branches of government in Missouri.FULL
Civics (FULL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
3.H.3.A.aDescribe the migration of Native Americans to Missouri prior to European settlement in the state.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round C Missouri/US items)
“Osage and Missouria peoples; French Ste. Genevieve and St. Louis; the honest enslavement item; post-Civil-War schooling; Revolution causes and French help; Declaration and Bill of Rights; 1803 Louisiana Purchase first in westward growth; immigration's impact.”
▶ Play a live item from this skill
3.H.3.A.bDescribe the discovery, exploration and early settlement of Missouri by European immigrants.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round C Missouri/US items)
“Osage and Missouria peoples; French Ste. Genevieve and St. Louis; the honest enslavement item; post-Civil-War schooling; Revolution causes and French help; Declaration and Bill of Rights; 1803 Louisiana Purchase first in westward growth; immigration's impact.”
▶ Play a live item from this skill
3.H.3.A.cDescribe the reasons African peoples were enslaved and brought to Missouri.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round C Missouri/US items)
“Osage and Missouria peoples; French Ste. Genevieve and St. Louis; the honest enslavement item; post-Civil-War schooling; Revolution causes and French help; Declaration and Bill of Rights; 1803 Louisiana Purchase first in westward growth; immigration's impact.”
▶ Play a live item from this skill
3.H.3.B.aExamine cultural interactions and conflicts among Native Americans, European immigrants and enslaved and free African-Americans in Missouri.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
3.H.3.B.bExamine changing cultural interactions and conflicts among Missourians after the Civil War.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
3.H.3.C.aIdentify and describe the historical significance of the individuals from Missouri who have made contributions to our state and nation.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
3.H.3.E.aDiscuss the causes and consequences of the Dred Scott decision on Missouri and the nation.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
3.H.3.F.aDescribe the importance of the Louisiana Purchase and the expedition of Lewis and Clark.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
3.H.3.F.bEvaluate the impact of westward expansion on the Native Americans in MissouriPARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
3.H.3.F.cDiscuss issues of Missouri statehood.NOT COVERED
3.H.3.G.aExplain Missouri’s role in the Civil War, including the concept of a border state.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
3.H.3.G.bDescribe the consequences of the Civil War in Missouri including on education, transportation, and communication.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round C Missouri/US items)
“Osage and Missouria peoples; French Ste. Genevieve and St. Louis; the honest enslavement item; post-Civil-War schooling; Revolution causes and French help; Declaration and Bill of Rights; 1803 Louisiana Purchase first in westward growth; immigration's impact.”
▶ Play a live item from this skill
3.E.4.A.aCompare and contrast private and public goods and services.FULL
Money & Jobs (FULL)
app/src/lib/contentPaid.ts::ECONOMICS (Round C items)
“City park vs your bicycle (public/private); the $10 movie-or-book opportunity-cost item; the town-pool cost-vs-benefit column sort.”
▶ Play a live item from this skill
3.E.4.A.bDefine natural, capital and human resources.FULL
Money & Jobs (FULL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
3.E.4.A.cDefine economy.FULL
Money & Jobs (FULL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
3.E.4.A.dExplain supply and demandPARTIAL
Money & Jobs (PARTIAL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
3.E.4.B.aConduct a personal cost-benefit analysis.PARTIAL
Money & Jobs (PARTIAL)
app/src/lib/contentPaid.ts::ECONOMICS (Round C items)
“City park vs your bicycle (public/private); the $10 movie-or-book opportunity-cost item; the town-pool cost-vs-benefit column sort.”
▶ Play a live item from this skill
3.E.4.C.aDefine taxes and explain how taxes are generated and used.FULL
Money & Jobs (FULL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
3.E.4.D.aExplain factors, past and present, that influence changes in our state’s economy.NOT COVERED
3.EG.5.A.aRead and construct historical and current maps.PARTIAL
Map Skills (PARTIAL)
app/src/lib/content.ts::mapSkillsQ
“Compass rose, map key/legend, locate-on-the-map items — reading real map conventions.”
▶ Play a live item from this skill
3.EG.5.B.aName and locate major cities, rivers, regions, and states which border Missouri.PARTIAL
Geography (PARTIAL)
app/src/lib/content.ts::GEOGRAPHY bank
“"A very tall landform with steep sides is a… -> Mountain"; "What do we call a large area of land surrounded by water on most sides?"; "A river usually flows from the mountains down toward the…"; climate-region items — physical geography and map vocabulary.”
▶ Play a live item from this skill
3.EG.5.B.bDescribe and use absolute location using a grid system.PARTIAL
Coordinate Grid (PARTIAL)
app/src/lib/content.ts::coordinateGridQ
▶ Play a live item from this skill
3.EG.5.C.aIdentify and compare physical geographic characteristics of Missouri.PARTIAL
Geography (PARTIAL)
app/src/lib/content.ts::GEOGRAPHY bank
“"A very tall landform with steep sides is a… -> Mountain"; "What do we call a large area of land surrounded by water on most sides?"; "A river usually flows from the mountains down toward the…"; climate-region items — physical geography and map vocabulary.”
▶ Play a live item from this skill
3.EG.5.C.bDescribe human geographic characteristics of MissouriPARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round C items)
“Ozarks vs northern plains vs Bootheel; rivers shaping St. Louis and Kansas City; Southwest-vs-Pacific-Northwest compare; languages as human geography; KC barbecue-and-jazz cultural compare.”
▶ Play a live item from this skill
3.EG.5.D.aDescribe how people of Missouri are affected by, depend on, adapt to and change their physical environments in the past and in the present.NOT COVERED
3.EG.5.E.aDescribe how changes in communication and transportation technologies affect people’s lives.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
3.EG.5.F.aIdentify regions in Missouri.PARTIAL
Geography (PARTIAL)
app/src/lib/content.ts::GEOGRAPHY bank
“"A very tall landform with steep sides is a… -> Mountain"; "What do we call a large area of land surrounded by water on most sides?"; "A river usually flows from the mountains down toward the…"; climate-region items — physical geography and map vocabulary.”
▶ Play a live item from this skill
3.EG.5.F.bCompare regions in Missouri.FULL
Geography (FULL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round C items)
“Ozarks vs northern plains vs Bootheel; rivers shaping St. Louis and Kansas City; Southwest-vs-Pacific-Northwest compare; languages as human geography; KC barbecue-and-jazz cultural compare.”
▶ Play a live item from this skill
3.EG.5.G.aExplain how geography affected important events in Missouri history.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round C items)
“Ozarks vs northern plains vs Bootheel; rivers shaping St. Louis and Kansas City; Southwest-vs-Pacific-Northwest compare; languages as human geography; KC barbecue-and-jazz cultural compare.”
▶ Play a live item from this skill
3.RI.6.A.aCompare the cultural characteristics of regions in Missouri.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round C items)
“Ozarks vs northern plains vs Bootheel; rivers shaping St. Louis and Kansas City; Southwest-vs-Pacific-Northwest compare; languages as human geography; KC barbecue-and-jazz cultural compare.”
▶ Play a live item from this skill
3.RI.6.B.aTake part in a constructive process or method for resolving conflicts.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
3.RI.6.C.aResearch stories and songs that reflect the cultural history of Missouri.NOT COVERED
3.RI.6.D.aDescribe how people in Missouri preserve their cultural heritagePARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round F items)
“The 150-year-old school slate as an artifact; the cast-iron kettle pick; the population line graph; timeline+map+chart interpreted together; river-and-rail settlement; the Oktoberfest heritage pattern.”
▶ Play a live item from this skill
3.RI.6.E.aExamine the changing roles of Native Americans, Immigrants, African Americans, women and others in Missouri history.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
3.TS.7.A.aSelect and analyze primary and secondary social studies’ sources to determine importance with guidance and support.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::sourceReadQ (SOURCE_ITEMS)
“Diary/poster/ledger/photo/map/oral-history sources shown; the child picks the supported conclusion — source analysis with guidance.”
▶ Play a live item from this skill
3.TS.7.A.bCreate and use artifacts to share information on social studies’ topics.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round F items)
“The 150-year-old school slate as an artifact; the cast-iron kettle pick; the population line graph; timeline+map+chart interpreted together; river-and-rail settlement; the Oktoberfest heritage pattern.”
▶ Play a live item from this skill
3.TS.7.B.aWith guidance and support, use visual tools and informational texts to interpret, draw conclusions, make predictions, and communicate information and ideas.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round F items)
“The 150-year-old school slate as an artifact; the cast-iron kettle pick; the population line graph; timeline+map+chart interpreted together; river-and-rail settlement; the Oktoberfest heritage pattern.”
▶ Play a live item from this skill
3.TS.7.C.aIdentify facts and opinions in social studies’ topics.FULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
3.TS.7.C.bIdentify point of view in social studies’ topics.FULL
Comprehension (FULL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
3.TS.7.D.aPresent social studies’ research to an audience using appropriate sources.NOT COVERED
3.TS.7.E.aGenerate supporting questions about social studies’ topics.NOT COVERED
3.TS.7.E.bUse steps in a process to investigate a social studies’ question.NOT COVERED
3.TS.7.E.cUse appropriate sources to investigate social studies’ questions.NOT COVERED
3.TS.7.F.aInvestigate an appropriate social studies’ question and share results with assistance, if needed.NOT COVERED
4.PC.1.A.aWith assistance, read and analyze the text of the Declaration of Independence to determine important principles that it contains including inalienable rights, government by the consent of the governed and the redress of grievances.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round C Missouri/US items)
“Osage and Missouria peoples; French Ste. Genevieve and St. Louis; the honest enslavement item; post-Civil-War schooling; Revolution causes and French help; Declaration and Bill of Rights; 1803 Louisiana Purchase first in westward growth; immigration's impact.”
▶ Play a live item from this skill
4.PC.1.B.aExplain the major purposes of the U.S. Constitution.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
4.PC.1.B.bWith assistance, research and analyze the text of the U.S. Constitution to determine important principles such as limited government, rule of law, majority rules, minority rights, separation of powers, checks and balances and popular sovereignty.NOT COVERED
4.PC.1.C.aExplain the major purpose of the Bill of Rights.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
4.PC.1.C.bIdentify important principles in the Bill of Rights.FULL
Civics (FULL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
4.PC.1.D.aExamine ways by which citizens have effectively voiced opinions, monitored government, and brought about change both past and present.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
4.PC.1.E.aDescribe the character traits and civic attitudes of historically significant individuals in American history prior to c. 1800PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
4.PC.1.F.aRecognize and explain the significance of national symbols associated with historical events and time periods being studied.PARTIAL
U.S. Symbols (PARTIAL)
app/src/lib/content.ts::US_SYMBOLS bank
“"What do the 13 stripes on the U.S. flag stand for?"; "On the eagle symbol, the olive branch stands for…" — shared national symbols as expressions of a society's beliefs”
▶ Play a live item from this skill
4.GS.2.A.aExplain how the purpose and roles of government were debated c. early settlements to 1800.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
4.GS.3.B.aAnalyze peaceful resolution of disputes by courts or other legitimate authorities in U.S. history from early settlement to c. 1800.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
4.GS.2.C.aExplain how authoritative decisions are made, enforced and interpreted by the federal government across historical time periods and/or current events.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
4.GS.2.D.aIdentify and explain the functions of the three branches of government in the federal government.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
4.H.3.A.aDescribe the migrations of Native Americans prior to 1800.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
4.H.3.A.bDescribe the discovery, exploration and early settlement of America by Europeans prior to 1800.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
4.H.3.A.cDescribe the reasons African peoples were enslaved and brought to the Americas prior to 1800.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
4.H.3.B.aExamine cultural interactions and conflicts among Native Americans, Immigrants from Europe, and enslaved and free Africans and African Americans prior to c. 1800.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
4.H.3.C.aIdentify and describe the contributions of historically significant individuals to America and the United States prior to c. 1800.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
4.H.3.D.aExplain the causes of the American Revolution, including the perspectives of patriots, loyalists, Native Americans, African Americans and European allies.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round C Missouri/US items)
“Osage and Missouria peoples; French Ste. Genevieve and St. Louis; the honest enslavement item; post-Civil-War schooling; Revolution causes and French help; Declaration and Bill of Rights; 1803 Louisiana Purchase first in westward growth; immigration's impact.”
▶ Play a live item from this skill
4.H.3.D.bExplain the factors that contributed to the colonists’ success.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round C Missouri/US items)
“Osage and Missouria peoples; French Ste. Genevieve and St. Louis; the honest enslavement item; post-Civil-War schooling; Revolution causes and French help; Declaration and Bill of Rights; 1803 Louisiana Purchase first in westward growth; immigration's impact.”
▶ Play a live item from this skill
4.H.3.E.aDescribe the historical context for the drafting of the Declaration of Independence, the Constitution and the Bill of Rights.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round C Missouri/US items)
“Osage and Missouria peoples; French Ste. Genevieve and St. Louis; the honest enslavement item; post-Civil-War schooling; Revolution causes and French help; Declaration and Bill of Rights; 1803 Louisiana Purchase first in westward growth; immigration's impact.”
▶ Play a live item from this skill
4.H.3.E.bExplain how the Declaration of Independence, the Constitution and the Bill of Rights affected people in the United States prior to c. 1800PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round C Missouri/US items)
“Osage and Missouria peoples; French Ste. Genevieve and St. Louis; the honest enslavement item; post-Civil-War schooling; Revolution causes and French help; Declaration and Bill of Rights; 1803 Louisiana Purchase first in westward growth; immigration's impact.”
▶ Play a live item from this skill
4.H.3.F.aInvestigate the causes and consequences of westward expansion prior to 1800.NOT COVERED
4.E.4.A.aCompare and contrast saving and financial investment.PARTIAL
Money & Jobs (PARTIAL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
4.E.4.A.bExplain the relationship between profit and loss in economic decisions.PARTIAL
Money & Jobs (PARTIAL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
4.E.4.A.cDistinguish among natural, capital and human resources.FULL
Money & Jobs (FULL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
4.E.4.B.aConduct a public cost- benefit analysis.PARTIAL
Money & Jobs (PARTIAL)
app/src/lib/contentPaid.ts::ECONOMICS (Round C items)
“City park vs your bicycle (public/private); the $10 movie-or-book opportunity-cost item; the town-pool cost-vs-benefit column sort.”
▶ Play a live item from this skill
4.E.4.C.aExplain how the government utilizes taxes to provide goods and services.FULL
Money & Jobs (FULL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
4.E.4.D.aExplain factors, past and present, that influence changes in state and regional economies.NOT COVERED
4.EG.5.A.aConstruct and interpret historical and current mapsPARTIAL
Map Skills (PARTIAL)
app/src/lib/content.ts::mapSkillsQ
“Compass rose, map key/legend, locate-on-the-map items — reading real map conventions.”
▶ Play a live item from this skill
4.EG.5.B.aName and locate specific regions, states, capitals, river systems and mountain ranges in the United States based on historical or current topics.PARTIAL
Geography (PARTIAL)
app/src/lib/content.ts::GEOGRAPHY bank
“"A very tall landform with steep sides is a… -> Mountain"; "What do we call a large area of land surrounded by water on most sides?"; "A river usually flows from the mountains down toward the…"; climate-region items — physical geography and map vocabulary.”
▶ Play a live item from this skill
4.EG.5.C.aIdentify and compare physical characteristics of specific regions within the nation.FULL
Geography (FULL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round C items)
“Ozarks vs northern plains vs Bootheel; rivers shaping St. Louis and Kansas City; Southwest-vs-Pacific-Northwest compare; languages as human geography; KC barbecue-and-jazz cultural compare.”
▶ Play a live item from this skill
4.EG.5.C.bIdentify and compare diverse human geographic characteristics of the nation.FULL
Geography (FULL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round C items)
“Ozarks vs northern plains vs Bootheel; rivers shaping St. Louis and Kansas City; Southwest-vs-Pacific-Northwest compare; languages as human geography; KC barbecue-and-jazz cultural compare.”
▶ Play a live item from this skill
4.EG.5.D.aAnalyze how people are affected by, depend on, adapt to and change their physical environments in the past and in the present.NOT COVERED
4.EG.5.E.aAnalyze how changes in communication and transportation technologies affect people’s lives.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
4.EG.5.F.aIdentify different regions in the United States and analyze how their characteristics affect people who live there.PARTIAL
Geography (PARTIAL)
app/src/lib/content.ts::GEOGRAPHY bank
“"A very tall landform with steep sides is a… -> Mountain"; "What do we call a large area of land surrounded by water on most sides?"; "A river usually flows from the mountains down toward the…"; climate-region items — physical geography and map vocabulary.”
▶ Play a live item from this skill
4.EG.5.G.aUse geography to interpret the past and predict future consequences as appropriate to topics or eras discussed.NOT COVERED
4.RI.6.A.aCompare cultural characteristics across historical time periods in U.S. history prior to c. 1800.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
4.RI.6.B.aApply constructive processes or methods for resolving conflicts.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
4.RI.6.C.aResearch stories and songs that reflect the cultural history of the early United States prior to 1800.NOT COVERED
4.RI.6.D.aAnalyze the preservation of cultural life, celebrations, traditions, and commemorations over time.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
4.RI.6.E.aExamine roles among Native Americans, Immigrants, African Americans, women and others from early migrations to c. 1800.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
4.TS.7.A.aSelect, analyze, and evaluate primary and secondary social studies’ sources with guidance and support.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::sourceReadQ (SOURCE_ITEMS)
“Diary/poster/ledger/photo/map/oral-history sources shown; the child picks the supported conclusion — source analysis with guidance.”
▶ Play a live item from this skill
4.TS.7.A.bAnalyze and use artifacts to share information on social studies’ topics.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round F items)
“The 150-year-old school slate as an artifact; the cast-iron kettle pick; the population line graph; timeline+map+chart interpreted together; river-and-rail settlement; the Oktoberfest heritage pattern.”
▶ Play a live item from this skill
4.TS.7.B.aUse visual tools and informational texts to interpret, draw conclusions, make predictions, and communicate information and ideas with guidance and support, as needed.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round F items)
“The 150-year-old school slate as an artifact; the cast-iron kettle pick; the population line graph; timeline+map+chart interpreted together; river-and-rail settlement; the Oktoberfest heritage pattern.”
▶ Play a live item from this skill
4.TS.7.B.bCreate products such as maps, graphs, timelines, charts and models, diagrams etc. to communicate information and understanding.PARTIAL
Timelines (PARTIAL)
app/src/lib/content.ts::timelinesQ
“Order real events onto the timeline — constructing the sequence is the act.”
▶ Play a live item from this skill
4.TS.7.C.aDistinguish between fact and opinion and recognize bias and point of view in social studies’ topics.PARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
4.TS.7.D.aWith assistance, conduct and present social studies’ research to an audience using appropriate sources.NOT COVERED
4.TS.7.E.aGenerate compelling research questions about a social studies topic.NOT COVERED
4.TS.7.E.bApply a research process to a compelling social studies’ question.NOT COVERED
4.TS.7.E.cIdentify and use appropriate resources for investigating a compelling social studies’ question.NOT COVERED
4.TS.7.F.aResearch an appropriate social studies’ question and share results with an audience.NOT COVERED
5.PC.1.A.aApply the principles of the Declaration of Independence to the historical time periods being studied and to current events.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round C Missouri/US items)
“Osage and Missouria peoples; French Ste. Genevieve and St. Louis; the honest enslavement item; post-Civil-War schooling; Revolution causes and French help; Declaration and Bill of Rights; 1803 Louisiana Purchase first in westward growth; immigration's impact.”
▶ Play a live item from this skill
5.PC.1.B.aApply the principles of the U.S. Constitution to the historical time periods being studied and to current events.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
5.PC.1.C.aApply the principles of the Bill of Rights to historical time periods being studied and to current events.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round C items)
“General Assembly makes Missouri law; Missouri Constitution's purposes; the Fort McHenry anthem item; governor-vs-mayor; courts as peaceful dispute-settlers; the banned-newspaper First Amendment application; consequences of not participating.”
▶ Play a live item from this skill
5.PC.1.D.aAnalyze ways by which citizens have effectively voiced opinions, monitored government, and brought about change both past and present.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
5.PC.1.E.aDescribe the character traits and civic attitudes of historically significant individuals in the United States history from c. 1800 – 2000PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
5.PC.1.F.aRecognize and explain the significance of national symbols associated with historical events and time periods being studied.PARTIAL
U.S. Symbols (PARTIAL)
app/src/lib/content.ts::US_SYMBOLS bank
“"What do the 13 stripes on the U.S. flag stand for?"; "On the eagle symbol, the olive branch stands for…" — shared national symbols as expressions of a society's beliefs”
▶ Play a live item from this skill
5.GS.2.A.aExplain how the purpose and roles of government have been debated across historical time periods to current times.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
5.GS.2.B.aAnalyze peaceful resolution of disputes by courts or other legitimate authorities in U.S. history from c. 1800 –2000.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
5.GS.2.C.aAnalyze how authoritative decisions are made, enforced and interpreted by the federal government across historical time periods and current events.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
5.GS.2.D.aDistinguish between powers and functions of local, state and national government in the past and present.PARTIAL
Civics (PARTIAL)
app/src/lib/content.ts::CIVICS bank
“"What is a responsibility that comes WITH the right to vote?"; "Which is a right that U.S. citizens have?"; "What is one responsibility of a good citizen?"”
▶ Play a live item from this skill
5.H.3.A.aOutline the territorial expansion of the United States.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round C Missouri/US items)
“Osage and Missouria peoples; French Ste. Genevieve and St. Louis; the honest enslavement item; post-Civil-War schooling; Revolution causes and French help; Declaration and Bill of Rights; 1803 Louisiana Purchase first in westward growth; immigration's impact.”
▶ Play a live item from this skill
5.H.3.A.bDescribe the impact of migration on immigrants and the United States c. 1800-2000.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round C Missouri/US items)
“Osage and Missouria peoples; French Ste. Genevieve and St. Louis; the honest enslavement item; post-Civil-War schooling; Revolution causes and French help; Declaration and Bill of Rights; 1803 Louisiana Purchase first in westward growth; immigration's impact.”
▶ Play a live item from this skill
5.H.3.B.aExamine cultural interactions and conflicts among Native Americans, European Americans and African Americans from c. 1800-2000PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
5.H.3.C.aIdentify and describe the contributions of historically significant individuals to the United States from c. 1800-2000.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
5.H.3.E.aExplain the causes and consequences of major political developments and reform in U.S. history from c. 1800-2000PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
5.H.3.F.aInvestigate the causes and consequences of westward expansion c. 1800-2000.NOT COVERED
5.H.3.G.aIdentify political, economic and social causes and consequences of the Civil War and Reconstruction.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
5.H.3.H.aIdentify political, economic, and social causes and consequences of the Great Depression.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
5.H.3.I.aIdentify political, economic, and social causes and consequences of World War I and WWII on the United States.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
5.H.3.I.bIdentify the political, economic and social consequences of the Cold War on the United States.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
5.E.4.A.aExplain how scarcity, supply and demand, opportunity costs, income, labor, wages and other economic concepts affect our nation’s past, present and future.PARTIAL
Money & Jobs (PARTIAL)
app/src/lib/content.ts::ECONOMICS bank
“"Choosing one thing means giving up another. What you give up is your… → opportunity cost"; "Giving up recess to finish homework is an example of… "; scarcity, budget, saving-vs-spending items”
▶ Play a live item from this skill
5.E.4.D.aExplain factors, past and present, that influence changes in our nation’s economy.NOT COVERED
5.E.4.D.bUse an economic lens to describe the impact of migration on the immigrants and the United States c. 1800-2000PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
5.EG.5.A.aUse geographic sources to acquire information, answer questions and solve problems.PARTIAL
Map Skills (PARTIAL)
app/src/lib/content.ts::mapSkillsQ
“Compass rose, map key/legend, locate-on-the-map items — reading real map conventions.”
▶ Play a live item from this skill
5.EG.5.A.bConstruct maps for relevant social studies topics.NOT COVERED
5.EG.5.B.aName and locate specific regions, states, capitals, river systems and mountain ranges in the United States based on historical or current topics.PARTIAL
Geography (PARTIAL)
app/src/lib/content.ts::GEOGRAPHY bank
“"A very tall landform with steep sides is a… -> Mountain"; "What do we call a large area of land surrounded by water on most sides?"; "A river usually flows from the mountains down toward the…"; climate-region items — physical geography and map vocabulary.”
▶ Play a live item from this skill
5.EG.5.B.bLocate and describe real places, using absolute and relative location.PARTIAL
Map Skills (PARTIAL)
app/src/lib/content.ts::mapSkillsQ
“"What part of a map helps you measure real distance? → The scale"; "Map grids use letters and numbers to help you… → Find a location" — spatial reasoning about places”
▶ Play a live item from this skill
5.EG.5.C.aDescribe and analyze physical characteristics of the nation.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round C items)
“Ozarks vs northern plains vs Bootheel; rivers shaping St. Louis and Kansas City; Southwest-vs-Pacific-Northwest compare; languages as human geography; KC barbecue-and-jazz cultural compare.”
▶ Play a live item from this skill
5.EG.5.C.bDescribe and analyze diverse human characteristics of the nation.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round C items)
“Ozarks vs northern plains vs Bootheel; rivers shaping St. Louis and Kansas City; Southwest-vs-Pacific-Northwest compare; languages as human geography; KC barbecue-and-jazz cultural compare.”
▶ Play a live item from this skill
5.EG.5.D.aEvaluate how people are affected by, depend on, adapt to and change their physical environments in the past and in the presentNOT COVERED
5.EG.5.E.aEvaluate how changes in communication and transportation technologies affect people’s lives.PARTIAL
History (PARTIAL)
app/src/lib/content.ts::HISTORY bank
“"How did people send messages far away before phones and the internet?"; "Before cars, how did many people travel long distances across land?" — then-and-now change; plus a documents/figures strand (Declaration 1776, Rosa Parks, Dr. King)”
▶ Play a live item from this skill
5.EG.5.F.aDescribe different regions in the United States and analyze how their characteristics affect people who live there.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round C items)
“Ozarks vs northern plains vs Bootheel; rivers shaping St. Louis and Kansas City; Southwest-vs-Pacific-Northwest compare; languages as human geography; KC barbecue-and-jazz cultural compare.”
▶ Play a live item from this skill
5.EG.5.G.aUse geography to interpret the past, explain the present and plan for the future as appropriate to topics or eras discussed.NOT COVERED
5.EG.5.G.bUse a geographic lens to describe the impact of migration on the immigrants and the United States c. 1800-2000.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
5.RI.6.A.aCompare cultural characteristics across historical time periods in the U.S. post c.1800PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
5.RI.6.A.bDescribe the cultural impact of migration on the immigrants and the United States c. 1800-2000.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
5.RI.6.B.aEvaluate constructive processes or methods for resolving conflicts.PARTIAL
Civics (PARTIAL)
app/src/lib/contentPaid.ts::CIVICS (Round F items)
“Brown v. Board resolving the Topeka segregation dispute; the more-vs-less government debate; made/enforced/interpreted = separation of powers; equal protection applied to the 1950s; Carver and Tubman character items; the swing and class-vote resolution scenarios.”
▶ Play a live item from this skill
5.RI.6.C.aResearch stories and songs that reflect the cultural history of the United States c. 1800-2000.NOT COVERED
5.RI.6.D.aAnalyze the preservation of cultural life, celebrations, traditions, and commemorations over time.PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
5.RI.6.E.aExamine the changing roles among Native Americans, Immigrants, African Americans, women and others from 1800-2000PARTIAL
History (PARTIAL)
app/src/lib/contentPaid.ts::HISTORY (Round F items)
“Missouri Compromise 1820; the Trail of Tears named honestly as forced removal; Ellis Island labor; the Great Migration's push and pull; abolition → 13th Amendment; suffrage → 19th Amendment.”
▶ Play a live item from this skill
5.TS.7.A.aIdentify, select, analyze, and evaluate resources to create a product of social science inquiry.NOT COVERED
5.TS.7.A.bEvaluate and use artifacts to share information on social studies' topics.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round F items)
“The 150-year-old school slate as an artifact; the cast-iron kettle pick; the population line graph; timeline+map+chart interpreted together; river-and-rail settlement; the Oktoberfest heritage pattern.”
▶ Play a live item from this skill
5.TS.7.B.aUse visual tools to interpret, draw conclusions, make predictions, and communicate information and ideas.PARTIAL
Geography (PARTIAL)
app/src/lib/contentPaid.ts::GEOGRAPHY (Round F items)
“The 150-year-old school slate as an artifact; the cast-iron kettle pick; the population line graph; timeline+map+chart interpreted together; river-and-rail settlement; the Oktoberfest heritage pattern.”
▶ Play a live item from this skill
5.TS.7.B.bCreate and present products such as maps, graphs, timelines, charts and models, diagrams etc. to communicate information and understanding on social studies’ topics.NOT COVERED
5.TS.7.C.aExplain how facts and opinions affect point of view and/or bias in social studies’ topics.PARTIAL
Comprehension (PARTIAL)
app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS + SOUND_ITEMS + srcread pov)
“Fact-vs-opinion picks with a verify-method item; misleading-ad contradictions; onomatopoeia; poem forms (haiku/limerick/free verse); autobiography vs biography; the bike-path letter's viewpoint+premises+evidence; guide-word dictionary items; bean-planting directions order.”
▶ Play a live item from this skill
5.TS.7.C.bIdentify, research, and defend a point of view/position on a social studies’ topic.NOT COVERED
5.TS.7.D.aConduct and present social studies’ research to an audience using appropriate sourcesNOT COVERED
5.TS.7.E.aGenerate compelling research questions about a social studies’ topic.NOT COVERED
5.TS.7.E.bCreate and apply a research process to investigate a compelling social studies’ question.NOT COVERED
5.TS.7.E.cEvaluate and use appropriate resources for investigating a compelling social studies’ question.NOT COVERED
5.TS.7.F.aConduct and present research on a social studies’ question to an audience, using appropriate sources.NOT COVERED
5.TS.7.G.aResearch and defend a point of view/position on a social studies’ question.NOT COVERED

Honestly not covered (62 standards)

Kindergarten: K.PC.1.E.a, K.H.3.B.a, K.H.3.B.b, K.RI.6.A.a, K.RI.6.C.a, K.RI.6.D.a, K.TS.7.D.a, K.TS.7.E.a

Grade 1: 1.PC.1.E.a, 1.PC.1.F.b, 1.H.3.B.a, 1.EG.5.C.a, 1.EG.5.C.b, 1.RI.6.A.a, 1.RI.6.C.a, 1.RI.6.D.a, 1.TS.7.A.a, 1.TS.7.B.a, 1.TS.7.D.a, 1.TS.7.E.a

Grade 2: 2.EG.5.B.a, 2.RI.6.C.a, 2.TS.7.A.a, 2.TS.7.D.a, 2.TS.7.E.a, 2.TS.7.E.b, 2.TS.7.E.c

Grade 3: 3.H.3.F.c, 3.E.4.D.a, 3.EG.5.D.a, 3.RI.6.C.a, 3.TS.7.D.a, 3.TS.7.E.a, 3.TS.7.E.b, 3.TS.7.E.c, 3.TS.7.F.a

Grade 4: 4.PC.1.B.b, 4.H.3.F.a, 4.E.4.D.a, 4.EG.5.D.a, 4.EG.5.G.a, 4.RI.6.C.a, 4.TS.7.D.a, 4.TS.7.E.a, 4.TS.7.E.b, 4.TS.7.E.c, 4.TS.7.F.a

Grade 5: 5.H.3.F.a, 5.E.4.D.a, 5.EG.5.A.b, 5.EG.5.D.a, 5.EG.5.G.a, 5.RI.6.C.a, 5.TS.7.A.a, 5.TS.7.B.b, 5.TS.7.C.b, 5.TS.7.D.a, 5.TS.7.E.a, 5.TS.7.E.b, 5.TS.7.E.c, 5.TS.7.F.a, 5.TS.7.G.a

Skills intentionally NOT counted toward K–5 coverage

Order & Position — VERIFIED UNMAPPED against the Missouri Learning Standards (06 Aug 2026). Missouri carries no ordinal-number expectation — 'ordinal' returns zero hits across all 220 K-5 mathematics expectations and all 1,226 K-5 expectations in the four Missouri documents. K.GM.C.7 ('Describe the relative positions of objects in space') was examined as the nearest candidate and REFUSED unanimously by three independent reviewers: C.7 sits in the geometry cluster beside K.GM.C.6 (shape names regardless of orientation), C.8 (attributes and sorting), C.9 (draw shapes) and C.10 (compose shapes), so it is the spatial-preposition half of that cluster — above, below, beside, behind, next to — which this skill never asks; and 'Describe' is a production verb, while the child only taps one of three pre-written options. K.EG.5.B.a ('Apply positional words to locations within the classroom') was also considered and rejected as a physical-classroom task. Kept as a readiness skill; claimed as nothing.

Chance & Probability — Verified unmapped against the Missouri Learning Standards. The K-5 Missouri mathematics grade-level expectations contain no probability expectation: searches of all 220 K-5 expectations for probability, likely, unlikely, impossible, certain, chance, random, outcome, event, predict, spinner, coin, dice and experiment return no probability statement, and Missouri's Data and Statistics strand runs from K.DS.A.1 ("Classify objects into given categories; count the number of objects in each category") to 5.DS.A.2 ("Create a line plot to represent a given or generated data set...") without introducing chance. The certain/likely/unlikely/impossible and spinner items are kept as enrichment and are not counted toward Missouri K-5 coverage. We make no claim about the grade at which Missouri introduces probability; only the K-5 grade-level-expectation document was verified here.

Ratios & Rates — Beyond the Missouri K-5 grade-level expectations. Ratio, rate and proportional-reasoning language does not appear in the K-5 Missouri Learning Standards for mathematics: ratio, unit rate, per unit, proportional, tape diagram and double number line return no matching expectation across all 220 K-5 expectations (the apparent "rate" matches are the letters inside Demonstrate, Generate and operations). The ratio-notation and equivalent-ratio items are offered as a preview for advanced fifth graders and are excluded from Missouri K-5 coverage claims. We make no claim about the grade at which Missouri introduces ratios; only the K-5 grade-level-expectation document was verified here.

Percents — Beyond the Missouri K-5 grade-level expectations. "Percent" appears in no K-5 Missouri Learning Standards mathematics expectation (zero matches across all 220). The only K-5 Missouri statement containing "percentages" is science 5.ESS2.C.1, about graphing the distribution of Earth's water, which this skill does not practice. Missouri's nearest K-5 conversion expectation, 5.NF.A.2 "Convert decimals to fractions and fractions to decimals", is decimal-fraction work, not percent. Percent-of-100, percent-of-a-number, fraction-to-percent and dollars-off discount items are offered as a preview and excluded from Missouri K-5 coverage claims. We make no claim about the grade at which Missouri introduces percent; only the K-5 grade-level-expectation document was verified here.

Sílabas — Supplemental — Spanish-native foundational literacy (sílabas), not counted toward Missouri ELA coverage. The Missouri Learning Standards for English Language Arts are English-language standards: Spanish, bilingual, home language and world language return no K-5 expectation, and every syllable expectation Missouri carries sits inside "Develop phonemic awareness in the reading process" or "Develop phonics in the reading process" and is defined over English letter-sound correspondences — for example 2.RF.3.A.a. This skill is Spanish-only (hidden in English mode) and works the silabario sequence — directas, inversas, trabadas, then whole-word ordering. It develops the same phonological awareness Missouri's K.RF.2 and 1.RF.2 expectations build, but in a different language, so it is claimed as nothing. AcornSmarts' English syllable work is claimed separately by the "syllables" skill.

Colors — NOT counted toward Missouri coverage (10 Aug 2026). The previous note argued this against the wrong document — it cited NGSS code 1-PS4-2, which does not appear in the Missouri Learning Standards for Science; that sentence was a leftover from the Kansas crosswalk this file was seeded from. Checked against the Missouri document: the only K–5 expectation naming colour in the expectation itself is K.PS1.A.1 ("Make qualitative observations of the physical properties of objects (i.e., size, shape, color, mass)"), which asks a child to observe real objects and is listed NOT COVERED in the science section above. This skill shows swatches and asks the child to tap a named colour — colour-name recognition — so it is claimed against nothing and kept as pre-K readiness vocabulary.

Community Helpers — NOT counted toward Missouri coverage (10 Aug 2026). Recognition of community ROLES and their duties only, at kindergarten register: the child taps the role that performs a named everyday duty ("Who puts out fires?"). The previous note called this "the responsibility half of 2.1" — 2.1 is a Kansas HGSS benchmark and no such code exists among Missouri's 256 K–5 social-studies expectations; the sentence was a leftover from the Kansas crosswalk this file was seeded from. Missouri's roles-and-responsibilities expectations are K.GS.2.D.a and 1.GS.2.D.a, and both are already claimed PARTIAL by the civics skill, so this skill adds no claim of its own.

States & Capitals — NOT counted toward Missouri coverage (06 Aug 2026) — and the previous note reached this conclusion for the wrong reason. That note excluded state-capital recall because the standards 'deliberately specify thinking skills rather than a content list', which describes the KANSAS HGSS framework and is not true of Missouri: Missouri's social studies grade-level expectations ARE a content document and DO name capitals, at 4.EG.5.B.a and 5.EG.5.B.a (identical text). A PARTIAL claim on both was therefore proposed — and refused unanimously at both grades by independent reviewers. The expectation reads 'Name and locate specific regions, states, capitals, river systems and mountain ranges in the United States based on historical or current topics', and this skill practices only the naming of states and capitals: it renders no map and locates nothing, and regions, river systems, mountain ranges and the historical/current-topic anchor are all absent. Kept as geography readiness; claimed as nothing.

Feelings — Not counted toward Missouri coverage. Social-emotional learning is not an expectation in the Missouri Learning Standards. Searching all four K-5 Missouri documents for feelings, emotion, empathy, social-emotional, self-awareness, self-regulation, happy/sad/angry/afraid/scared, getting along, cooperation, manners and kindness returns no social-emotional expectation. Three near-candidates were examined and rejected: the K-5 PC.1.E.a family ("Describe the character traits of role models...") is about naming and describing specific people, not reading emotion; the 3-5 RI.6.B.a family ("Take part in a constructive process or method for resolving conflicts") are participation expectations; and ELA 2.R.2.A.b asks a child to describe a character's traits, motivations and feelings, which requires a text and a character this skill does not supply — it shows six emoji faces and asks "Which face feels sad?". Kept as a readiness and vocabulary skill, claimed as nothing.

Adversarial verification log — every code-level claim

Verification scope: COMPLETE — a full check, not a sample. Every claim was re-audited by a second, refute-first pass run by this project. All 474 code-level claims in this crosswalk were read against the official DESE statement and the AcornSmarts question-generator source. The audit overturns its own claims rather than confirming them. The 06 Aug 2026 pass audited the 163 inherited claims not already checked on 03 Aug (the crosswalk then carried 223 in total) REMOVED 15 as unearned, REMAPPED 28 to the Missouri code the app actually practices, and DOWNGRADED 4 from FULL to PARTIAL — a 29% failure rate on claims inherited from another state’s crosswalk. In that 06 Aug round every proposal that would have INCREASED coverage was withheld and sent to refuters instructed to reject by default (the 09 Aug additions were made first and re-reviewed afterwards, the opposite order): of 92 proposed claims 69 were accepted and only 4 of those reached FULL, the other 23 rejected; the log itemises the 69 acceptances individually, not the rejections; of 9 proposed tier promotions 7 were REFUSED. On 09 Aug 2026 a large content build added claims across mathematics, English language arts, science and social studies, and independent reviewers again refuted by default. That pass REMOVED three science claims (one supported only by an item from the wrong grade band; one whose supporting item assessed a term Missouri’s own assessment boundary excludes; one resting on a statement our extraction had duplicated from the kindergarten row), DOWNGRADED seven mathematics claims and one ELA claim, found one claim citing the wrong generator (re-attributed, evidence real), and found four codes recorded in a log entry but never actually mapped. Eleven claims down in all across both states; eight of the Missouri ones were then rebuilt to the reviewers’ written specifications and re-earned. Three were left down: K.PS1.A.1 stays removed (no item teaches kindergarten-level qualitative property observation); 4.NBT.A.3 stays PARTIAL because its “and justify” clause is a genuine production requirement, and 5.ESS1.B.1 remains removed pending re-verification against DESE’s official spreadsheet. Every casualty is in the log below with the clause that killed it.

Built in two stages, and the second stage is the one that matters. STAGE 1 (03AUG2026): seeded from our verified Kansas master crosswalk by statement similarity, with ambiguous matches hand-re-picked against the DESE Excel text and any Kansas claim lacking a confirmed Missouri equivalent DROPPED rather than guessed; all 60 mathematics FULL claims were then read against the full official DESE expectation text (14 downgraded, one mis-seeded code corrected). STAGE 2 (06AUG2026): the remaining 163 claims — every mathematics PARTIAL and all of English language arts, science and social studies — were audited the same way, each read against the official DESE statement and the question-generator source. Statement texts are verbatim from DESE's official Excel files and were re-verified against the live source on 06AUG2026: all 1,226 K-5 statements matched exactly, including DESE's own typographical quirks, which we reproduce rather than silently correct.

SkillVerdictFindingVerified
add-details
3.W.1.C.a
FAIL -> DOWNGRADEDThis FULL is the most exposed claim in the batch. The stem is 'Reread, revise and edit drafts' — there is no draft in this skill, nothing is reread, nothing is revised. Of the ten bulleted revision targets the child touches exactly one ('details/facts'), arguably brushing 'word choice'. Unpracticed verbatim: '• main idea • sequence (ideas) • focus • beginning/middle /end • sentence structure • transitions • audience and purpose • voice'. Production standard → caps at PARTIAL by house rule regardless. EVIDENCE: addDetailsQ (content.ts:6310–6329) emits one template: 'Make it stronger: "{base}" — which detail tells {ask}?' over the ADD_DETAILS bank, e.g. base 'The bee buzzed.' ask 'where' → 'around the yellow flowers' (distractors 'all day long', 'very loudly'); base 'The old house was creepy.' ask 'what made it creepy (a showing detail)' → 'its shutters banged and its floors moaned'. One sentence, one detail, one tap. Nothing resembling a draft is ever shown.06AUG2026
addition
4.NBT.A.5
PASSPARTIAL is right. Grade-4 fluency in Missouri means multi-digit whole numbers (the neighbouring 4.NBT codes run to one million); this generator stops at 3-digit addends, is untimed, and is 3-choice multiple choice with near-miss distractors, so a child can land the answer by estimating magnitude rather than computing. Real practice, not fluency as the grade-4 expectation means it. EVIDENCE: additionQ (content.ts:262-284): max = [10,20,99,99,999][level-1], so the largest items are 3-digit + 3-digit with a carry-forgotten misconception distractor and partial-sums worked steps at level 4.06AUG2026
addition
K.RA.A.1
PASSPARTIAL is right. The app supplies several honest representations — counters, ten-frame, number line — but the Kindergarten expectation's usual registers include objects, fingers, acting out, and verbal explanation, and the child here selects or taps rather than producing a representation of their own choosing. Also note the subtraction half of this code is carried by the subtraction skill, not by additionQ. EVIDENCE: additionQ level 1 (content.ts:242-261): a build widget prefilled to a where the child taps b more counters on top ('Start with 4, then tap 3 more on top'), a number-line hop widget (from a, step b, max 10), and a numberline visual on the plain form.06AUG2026
animals-nature
1.LS3.A.1
FAIL -> MAPPING REMOVEDMIS-SEEDED KANSAS PORT — the flagship failure of this batch. animals-nature routes to exactly one bank (content.ts:7837 `case "animals-nature": return fromBank(ANIMALS_NATURE, lvl);`), and ANIMALS_NATURE is defined once, at content.ts:6194-6259. I read all 64 items in full and grepped that exact line range for parent|inherit|look like|resembl|trait|offspring|breed|same shape|hered — zero hits. The only parent/offspring-adjacent items are baby-animal NAMING vocabulary: 'What do we call a baby dog? → A puppy' (x2), 'What is a baby cat called? → A kitten', 'A lamb', 'A foal', 'A chick', 'What is a baby frog called before it grows legs? → A tadpole'. Naming a baby dog 'a puppy' does not practice offspring-resemble-but-differ-from-parents in any degree; the standard's clarification asks for the opposite kind of item (leaves of one plant same shape but different sizes; a dog looks like its parents but not exactly). A Missouri first-grade teacher watching a child tap 'A puppy' would not agree the child practiced 1.LS3.A.1. Corroborating: the mapping's own sampleEvidence string never once mentions parents or offspring — it cites 'K-LS1-1', '3-LS1-1', '3-LS2-1', '3-LS4-3' (Kansas/NGSS PE codes), none of which is inheritance. The seeding almost certainly matched on the word 'young/baby'. Note the inheritance DCI IS practiced elsewhere — the LIFE-SCIENCE bank has 'A trait passed from pare06AUG2026
animals-nature
3.LS1.B.1
PASSCorrect at PARTIAL. The frog cycle is practiced from both directions (name the young form, and name what the young form becomes), and one item's why-string carries the actual morphological change ('it grows legs and loses its tail'), which is the 'changes organisms go through form a pattern' idea in the clarification. Butterfly metamorphosis appears twice. Unpracticed clauses: 'Develop a model' (production) and 'compare and contrast' across DIFFERENT organisms — no item juxtaposes two life cycles. The plant side is essentially absent here too; the nearest item is seed germination requirements, which is a needs item, not a cycle. PARTIAL is the honest ceiling and it is already recorded. EVIDENCE: fromBank(ANIMALS_NATURE). content.ts:6234 'A frog starts its life as a… → Tadpole' (distractors: Puppy, Caterpillar); :6206 'What is a baby frog called before it grows legs? → A tadpole' (why: 'it grows legs and loses its tail'); :6256 'Which animal grows from a tadpole? → A frog'; :6210 and :6228 'What does a caterpillar turn into? → A butterfly' (why at :6210 names metamorphosis).06AUG2026
animals-nature
3.LS3.C.1
PASSCorrect at PARTIAL, and this is the best-evidenced of the three adaptation/survival claims in the batch — noticeably stronger than life-science's claim to the same code. The standard's two named mechanisms are both covered: structural adaptations (feathers for warmth and flight, appearing in two items) and behaviors (hibernation, migration for food and warmth, acorn caching for winter). The organism-in-a-particular-ecosystem framing is exercised by the polar bear item, whose distractors are the WRONG ecosystems (hot desert, rainforest) — that is the closest the app comes to 'some survive well, some cannot'. Capped at PARTIAL by 'Construct an argument with evidence': the child selects a finished claim rather than assembling one, and no item makes the three-way well/less-well/not-at-all comparison within one ecosystem. EVIDENCE: fromBank(ANIMALS_NATURE). content.ts:6198 'Where do polar bears live? → In the cold Arctic' (distractors: In the hot desert, In the rainforest); :6238 'Why do birds have feathers? → To stay warm and to fly'; :6213 'Why do birds fly south in the fall? → To find food and warmer weather'; :6208 'What do bears do for the whole winter? → Hibernate'; :6248 'Why do squirrels bury acorns in the fall? → To save food for winter'; :6247 'Which animal can live in water AND on land? → A frog (an amphibian)'.06AUG2026
animals-nature
4.LS1.A.1
PASSCorrect at PARTIAL. Structure→function is practiced on both the animal and plant sides, and the items state the FUNCTION in the answer or why-string rather than just naming the part — 'feathers, which help them fly and stay warm', 'roots hold the plant in the ground and soak up water', trunk 'grabs food and sprays water'. The standard's clarification names roots and stems specifically and both appear. Capped at PARTIAL by 'Construct an argument' (production). Honest limit: 'internal' structures are barely represented in this bank — gills is about the only one; the internal-organ half of the standard is carried by the human-body skill, not this one. EVIDENCE: fromBank(ANIMALS_NATURE). content.ts:6196 'Which of these do fish use to breathe underwater? → Gills' (distractors: Lungs, Wings); :6197 "What is the job of a plant's roots? → Soak up water from the soil"; :6203 "What covers a bird's body to help it fly and stay warm? → Feathers" (distractors: Scales, Fur); :6215 'Which animal uses its trunk like a hand? → An elephant'; :6235 'Which part of the plant grows under the ground? → The roots'.06AUG2026
animals-nature
K.LS1.C.1
PASSCorrect at PARTIAL. Several ANIMALS_NATURE items ask directly what living things need, and the clarification's 'different kinds of food needed by different types of animals' strand is touched by the rabbit-eats-plants item. Capped at PARTIAL by 'Use observations to describe' — the child makes no observation and produces no description, only selects. A fairness note: the distractors on the plant-needs items are joke options ('Candy', 'Toys', 'Rocks and dirt'), so a child can often reach the key by elimination rather than by knowing plant needs. That does not void the claim at PARTIAL, but it is why this is not stronger. EVIDENCE: fromBank(ANIMALS_NATURE), content.ts:6194-6259, read in full. :6223 'What do plants need to grow? → Sun and water' (distractors: Candy, Toys); :6205 'What do plants need from the sky to grow? → Sunlight and rain'; :6236 'What does a seed need to start growing? → Water, warmth, and soil'; :6231 'What do rabbits like to eat? → Plants like carrots and grass' (distractors: Fish, Bugs).06AUG2026
antonyms
2.R.1.B.d
PASSPARTIAL is right: the child genuinely uses antonyms, but the standard's second half — 'and synonyms' — is never exercised by this generator (the SYNONYMS bank belongs to a different skill). FULL would misstate the claim. EVIDENCE: antonymsQ (content.ts:3150) serves either "What is the opposite of \"tight\"?" (3 options drawn from the ANTONYMS bank, content.ts:3130, 54 hand-checked pairs with an explicit homonym guard) or a 3-pair tap-to-match "Match the opposites!". Nothing in this generator or bank touches synonyms.06AUG2026
civics
K.PC.1.B.a
PASSPARTIAL is correct and stays. "Identify" is recognition-compatible, so FULL was structurally available — but the clause "within the school" is unpracticed: I read all 84 CIVICS entries and every reasons-for-rules item is framed at the community/country level, never the school (the only school items are "Where do children usually go to learn? → School" and "Who leads a school…? → The principal", neither about rules). A kindergarten teacher would agree the child practiced why rules exist, not why THIS SCHOOL makes its rules. Note also that the recorded sampleEvidence for this row quotes three rights-and-responsibilities items ("What is a responsibility that comes WITH the right to vote?", "Which is a right that U.S. citizens have?", "What is one responsibility of a good citizen?") — those support K.PC.1.C.a, not this rules standard. Swap the evidence string for the two "Why do we have rules" items. EVIDENCE: content.ts CIVICS bank (line 6800-6884). Items: "Why do we have rules? → To keep people safe and fair" (lvl 1); "Why do communities have rules and laws? → To keep people safe and treat everyone fairly"; "What do we call the rules a community must follow? → Laws"; plus rule-following items ("What should you do at a red traffic light? → Stop").06AUG2026
community-helpers
1.E.4.A.c
FAIL -> MAPPING REMOVEDREMOVE. This is the mis-seeded row. A Missouri first-grade teacher reading "describe consumers and producers and the relationship to goods and services" and then watching a child tap a firefighter emoji for "Who puts out fires?" would not agree the child practiced it — the child matched a job description to a job, nothing more. The row's own note gives the port away: it says "the responsibility half of 2.1, at kindergarten register" — 2.1 is a KANSAS standard number, not a Missouri code, so this note was never re-read against DESE. Where the practice really belongs: 1.E.4.A.c is genuinely earned by the ECONOMICS bank (explicit consumer AND producer items) and I have filed it there as a missed claim. For community-helpers itself I searched all 256 MO K-5 social studies statements for a community-roles/jobs GLE and did not find one; the nearest candidates are 1.EG.5.C.b ("Describe human characteristics of your community") and 1.GS.2.D.a ("Describe roles and responsibilities of people in government…"), and I am UNSURE either is honest — 1.EG.5.C.b never frames jobs as a community's human characteristics, and 5 of the 8 roles (teacher, doctor, farmer, chef, builder, mail carrier) are not government. My recommendation is that community-helpers carry no Missouri social studies claim rather than a stretched one; if Craig wants a claim retained, 1.EG.5.C.b at PARTIAL is the least indef06AUG2026
compare
1.NBT.A.3
UPGRADE (held pending refutation)Every clause of the statement as written is exercised — two-digit operands, all three symbols, symbol selection is the answer. Nothing is left to production. The same-wording three-digit standard, 2.NBT.A.5 ('Compare two three-digit numbers using the symbols >, = or <.'), is already recorded FULL on this skill and was verified 03AUG2026, so PARTIAL here is internally inconsistent. Caveat worth stating to the district: at these levels operands are drawn from 1..20 / 1..100, so some pairs include a one-digit number; two-digit pairs are the majority, not the whole deal. EVIDENCE: compareQ level 2 (max 20) and level 3 (max 100), content.ts:480-503: 'Which sign goes here? 47 __ 62' with choices >, <, = ; b is forced equal to a 1 time in 4 so '=' is a real answer; the reversed-sign misconception is dealt and named ('The sign opens toward the BIGGER number').06AUG2026
compare
K.NS.C.10
FAIL -> MAPPING REMOVEDMis-seeded from Kansas. Missouri splits set-comparison (K.NS.C.10) from numeral-comparison (K.NS.C.11); this generator never shows two sets of countable objects, so it practices C.11 — which this same skill already claims at FULL — and not C.10. I searched the whole compare path (compareQ plus the `compare` visual renderer) and found no object-set item; countingQ's ten-frame shows one set but is never used for a two-set comparison. EVIDENCE: compareQ (content.ts:372) deals only numerals: L1 'Which is the BIGGEST: 3, 7, 5?', L2-3 'Which sign goes here? 47 __ 62', L3 three-digit sign/≠ items. Its only visual is `{kind:'compare', values}`, rendered by Compare() in components/MathVisual.tsx:343 as labeled BARS drawn from the numerals — no discrete objects anywhere.06AUG2026
compound-words
2.R.1.B.a
FAIL -> REMAPPEDREMAPPED to 1.R.1.B.d. MIS-SEEDED KANSAS PORT — this is a morphology/affix standard and the generator contains zero affixes. It should sit on 1.R.1.B.d, 'Develop an understanding of vocabulary by: recognizing that compound words are made up of shorter words', which is exactly and only what the generator does; 'recognizing' is recognition-compatible and no clause goes unpracticed, so FULL. I also checked 2.R.1.B.b ('using knowledge of the meaning of individual words to determine the meaning of compound words') as an alternative target and rejected it: the app never asks what the compound MEANS, only which word the two parts form. EVIDENCE: compoundWordsQ (content.ts:3249) only ever asks "Put the two words together: rain + bow = ?" or a 3-pair "Match the word parts!" over the COMPOUNDS bank (content.ts:3236, 52 two-free-word compounds: rain+bow, tooth+brush, thunder+storm). There is no prefix, suffix, or bound root anywhere in the generator or its bank.06AUG2026
comprehension
2.R.1.A.b
PASSExactly right. The child responds to relevant questions all session; the child never asks one. Half the expectation, correctly tiered. EVIDENCE: comprehensionQ presents a passage and a single question the app authored ('Why couldn't Ben ride his bike?' → 'It was snowing outside', l.3520). There is no affordance anywhere in the generator for the child to compose or select a question of their own.06AUG2026
comprehension
2.R.3.A.b
PASSThe statement reads 'to answer and/or ask questions' — the 'and/or' means answering alone satisfies it as written. The child has the passage on screen and must locate the stated fact to pick the right option; that is precisely 'demonstrate understanding by locating facts to answer'. No clause is left unpracticed. This is the weaker of my two upgrade-direction calls and rests entirely on the 'and/or'; if Craig wants zero exposure, leaving it PARTIAL costs nothing and is never a false claim. EVIDENCE: PASSAGE_Q2 (content.ts:3565ff) is a purpose-built literal-fact layer keyed to each passage: 'What did the baker use to slide loaves into the oven?' → 'A long wooden paddle'; 'Where did Ana check for her book?' → 'Under the bed and in her backpack'; 'What is the only firm part of an octopus?' → 'Its beak'. comprehensionQ shows the source paragraph alongside each one.06AUG2026
comprehension
3.R.1.A.b
FAIL -> DOWNGRADEDUnpracticed clause, verbatim: 'and support with textual evidence'. The child draws the conclusion by tapping one of three options; the supporting evidence is written by the app in the `why` string and shown after the answer. A child selecting a pre-written conclusion has not supported anything — this is exactly the production case the 03AUG2026 math pass caught and ELA never got. EVIDENCE: comprehensionQ returns `mc(v.prompt, v.correct, v.distractors, { passage, why })` (content.ts:3686). Example item: 'What does the newspaper's phrase suggest about the town?' → 'The people themselves held up and protected what mattered', with the evidence sentence 'The metaphor casts the human chain as the shelf' supplied by the app in `why` (l.3484).06AUG2026
comprehension
3.R.1.A.c
PASSCorrectly capped. The central-message half IS practiced (theme/lesson items), but 'summarizing a story's beginning, middle' is never asked and would be production anyway. PARTIAL is the honest tier. EVIDENCE: comprehensionQ (content.ts:3676) renders a PASSAGES entry plus one 3-choice question. Theme/lesson items exist and are real: 'What is the theme of this passage?' → 'Kindness given freely comes back around' (Okafor flood passage, l.3487); 'What is the main lesson of the passage?' → 'Small efforts can lead to big change over time' (l.3528). No item anywhere in PASSAGES or PASSAGE_Q2 asks the child to summarize a beginning or a middle.06AUG2026
comprehension
3.R.2.A.d
PASSCorrectly capped. 'Paraphrase' is a production verb — the child selects a pre-written statement of the big idea rather than restating it. The underlying theme/big-idea recognition is genuinely practiced, so PARTIAL is right. EVIDENCE: comprehensionQ items such as 'What is this passage mainly explaining?' → 'How one ridge decides which ocean rain flows to' (l.3473) and 'What is the author's main purpose?' → 'To show how remarkable octopuses are' (l.3486). All three options are authored strings; the child taps one.06AUG2026
comprehension
3.R.3.A.b
FAIL -> DOWNGRADEDUnpracticed clause, verbatim: 'that support the main idea'. The bank asks main-idea questions and it asks detail questions, but almost never asks the child to identify a detail AS SUPPORT for the main idea — the two are separate items on separate turns. Only a couple of items (the Tambora painters item) actually exercise the detail→main-idea link. A Missouri teacher watching a child answer 'Where did Ms. Delgado hang the thank-you cards? → Inside her little booth' would call that literal recall, not supporting-evidence identification. EVIDENCE: comprehensionQ draws from PASSAGE_Q2 (content.ts:3565–3643), which the code header itself describes as 'literal recall — answers are stated verbatim in the text': e.g. 'What color was Tomas's lost hat? → Red'; 'What did Grandpa fill the feeder with? → Seeds'; 'About how many bones does an adult have? → About 206'. The main-idea items are a separate variant on the same passage ('What is this text mostly about? → How squirrels save food for winter', l.3642). The only genuine support-linking item I found is 'Why does the author mention the painters?' → 'To show the eruption's effects reached even into art' (l.3475).06AUG2026
comprehension
4.R.1.A.a
PASSCorrectly capped. Drawing conclusions/inferring is genuinely exercised; 'referencing textual evidence' is not — the child taps an option and the app supplies the justification in its own `why` string afterward. EVIDENCE: comprehensionQ passes the passage into the question and asks e.g. 'What did Grandpa most likely mean?' → 'Some routines matter because of the memories they carry' (l.3471) and 'Why did the grandmother most likely smile?' → 'The violin connected her to her own past' (l.3488). The evidence sentence lives in the item's `why` field, written by the app, never produced or selected by the child.06AUG2026
comprehension
4.R.3.A.a
FAIL -> MAPPING REMOVEDMis-seeded. Text features are the entire substance of this expectation, and comprehensionQ has none — zero, not few. The `Passage` interface is `{ lvl, passage, prompt, correct, distractors, why }` (content.ts:3468): a bare prose string. No headings, subheadings, table of contents, index, glossary, captions, bold print, sidebars or graphics exist anywhere in PASSAGES, PASSAGES_ES or PASSAGE_Q2, and no passage carries a `visual`. I read all ~85 passage entries and all ~80 PASSAGE_Q2 entries; there is nothing for 'multiple text features' to refer to. This claim cannot survive a curriculum director opening the app. EVIDENCE: comprehensionQ (content.ts:3676–3687) builds `mc(v.prompt, v.correct, v.distractors, { passage: p.passage, why: v.why })`. The only thing rendered besides the question is one unformatted paragraph of prose, e.g. 'Octopuses have three hearts and blue blood…' (l.3486).06AUG2026
contractions
2.L.1.A.a
FAIL -> REMAPPEDREMAPPED to 2.RF.3.A.g. MIS-SEEDED KANSAS PORT — the cited Missouri statement is about nouns and pronouns in writing and has nothing to do with contractions. Missouri's own contraction expectations are 2.RF.3.A.g ('Develop phonics in the reading process by: using contractions') and 2.L.1.B.c (apostrophes, see missedClaims). Remap to 2.RF.3.A.g at PARTIAL: the child genuinely maps contraction↔expansion both ways, but the items are isolated word pairs, not contractions used in the reading process on connected text. Note 2.L.1.A.a is separately claimed by the grammar skill, so removing this claim does not orphan the standard. EVIDENCE: contractionsQ (content.ts:3971) asks, in both directions, "Which is the contraction for \"should not\"?" → shouldn't, and "What two words make \"they've\"?" → they have, over the CONTRACTIONS bank (content.ts:3962, 37 pairs). There is no noun item, no pronoun item, and no writing.06AUG2026
coordinate-grid
5.GM.A.2
FAIL -> REMAPPEDREMAPPED to 5.GM.C.7. Mis-seeded code — the generator does not classify anything. Kansas puts coordinate work and the shape-hierarchy standards in the same 5.G domain, and statement-similarity seeding crossed them. What coordinateGridQ actually practices, and practices completely, is 5.GM.C.7 'Plot and interpret points in the first quadrant of the Cartesian coordinate plane' — currently UNCLAIMED by any skill in the crosswalk. FULL is right for the remap: the child both plots (taps the target cell on a rendered grid) and interprets (names the ordered pair, isolates a named coordinate), all points are first-quadrant by construction (x, y >= 1), and there is no production, manipulative, or tool clause in the text. This is consistent with 5.GM.C.6b, which the 03AUG2026 pass already granted FULL on this same generator. The genuine hierarchy standards — 5.GM.A.1, 5.GM.A.2, 5.GM.A.3 — should all remain unclaimed; I found no generator anywhere that classifies figures into a hierarchy. EVIDENCE: content.ts::coordinateGridQ (lines 5798-5853) is the entire generator and contains no figures at all — no polygon, no shape name, no property. Its three levels are: L1 "Tap the point (3, 5). Over first, then up!" on `grid: {size: 7, target: [x,y]}` (or "Start at (0, 0). Go right 3 and up 5. What point are you at?"); L2 "For the point (4, 7), what is the x-coordinate?"; L3 "The squirrel is at (06AUG2026
counting
K.NS.A.4
PASSPARTIAL is right. Read-the-numeral and represent-a-number-of-objects are both practiced to 20 at level 3. 'write numerals' is not: the child selects a numeral (or, at most, types on the numpad — counting is in NUMPAD_SKILLS, content.ts:7111), and there is no numeral-formation task in this generator. EVIDENCE: countingQ (content.ts:336): cap = [6,10,20][level-1]; `build` branch 'Tap to show 12' fills a ten-frame with emoji counters; the plain form shows a ten-frame of n items and the child picks the numeral.06AUG2026
counting
K.NS.B.5
PASSPARTIAL is right. One-tap-per-object is the tap analogue of one-to-one correspondence, but the standard's governing verb is 'Say the number names' aloud in standard order — oral production a tap app cannot capture or check. The app never hears the count sequence. EVIDENCE: countingQ `pick` branch (content.ts:343-352): the child taps individual objects one at a time out of a larger set, hint = 'Count as you tap, and stop at the number.'06AUG2026
counting
K.NS.B.6
PASSPARTIAL is right. The cardinality half (stop at the last number name) is genuinely exercised by the tap-exactly-N widget, but 'Demonstrate' is child production and the conservation clause — same set counted in a different arrangement or order — is never asked: the pick set is scattered once and the ten-frame arrangement is fixed. No item re-counts one set two ways. EVIDENCE: countingQ (content.ts:336) `pick` branch: 'Tap 7 🍎' from a scattered set of need+2..+4 items, why = 'Count to 7 and stop'; plus the ten-frame 'Count the 🍎 — how many?' choose-the-numeral form.06AUG2026
data-graphs
1.DS.A.2
PASSPARTIAL is correct. The picture-graph and object-graph halves are genuinely practiced — the child draws the conclusion (most/fewest/how many) directly off a rendered graph. The unpracticed clause is the other two named representations: 'T-charts and tallies.' I grepped the full content.ts for tally/tallies/T-chart/conteo and found no occurrence in any generator or data bank, so neither display type is ever rendered anywhere in the app. EVIDENCE: content.ts::dataQ level-1 path (lines 1528-1561): a labeled emoji pictograph (`visual: {kind:"pictograph", rows}`) built from GRAPH_SETS (Favorite Fruit, Pets in Class, Weather This Week, Stickers Earned), with mode 0 "How many dogs are there?" and mode 1 "Which has the most/fewest?" (or the interactive "Tap the bar with the MOST!").06AUG2026
data-graphs
3.DS.A.1
PASSPARTIAL is correct, and the scaled-picture-graph third of the standard is genuinely CREATED (tap-by-tap construction, not option selection) with the count-divided-by-scale reasoning as the actual task. Two of the three named representations are unpracticed: 'frequency tables' (grep of the whole file for frequenc* finds zero occurrences in any generator) and bar graphs — the bar display at line 1555 is read-only, `bar: {rows, correct}`, where the child taps an already-drawn bar rather than building one. EVIDENCE: content.ts::dataQ scaled-build branch (lines 1481-1506): "The class counted — Bus: 10 · Car: 8 · Bike: 6 · Walking: 4. On this picture graph each 🚌 stands for 2. Build the Bus row: tap out the right number of 🚌." The child taps count/scale symbols via `build: {target: symbols, item: emojiS, hideTarget: true}`. The single-unit build variant is at lines 1507-1527.06AUG2026
data-graphs
4.DS.A.2
UPGRADE (held pending refutation)Read against Missouri's actual sentence there is no unpracticed clause. Every element is exercised as written: addition (total across categories), subtraction (how-many-more difference), and 'information presented in a data display' (pictograph, tap-the-bar bar graph, and true halves/fourths line plot). No production verb, no manipulative, no tool-selection clause in the text. This is also consistent with the already-audited 3.DS.A.2 ('Solve one- and two-step problems using information presented in bar and/or picture graphs'), which the 03AUG2026 pass granted FULL on the same generator and which is strictly harder (it adds the two-step requirement). I am flagging this as the one place in the batch where the seeded tier understates the evidence. EVIDENCE: content.ts::dataQ mode 2 (line 1563): "How many more dogs than cats?" answered from the rendered pictograph, correct = counts[hi] - counts[lo]; mode 3 (line 1570): "How many are there in all?", correct = counts.reduce(sum), why = "4 + 7 + 3 + 5 = 19." Both ride on `visual: {kind:"pictograph", rows}`. Reinforced by measureDataQ mode 1 (line 1346, "How many more measure 3/4 inch than 1/4 inch?") and linePlotQ mode 2 (line 1438, "How many ribbons were measured in ALL?").06AUG2026
data-graphs
4.DS.A.3
PASSPARTIAL, not FULL. I considered UPGRADE on the grammar (the four displays are joined by 'or', so analyzing any one arguably satisfies the sentence), and I am declining it deliberately: a Missouri curriculum director reading this GLE reads the list as the set of representations a fourth grader must handle, and the frequency table is the single display type the app has never rendered in any form. Claiming FULL here would be the kind of stretch that costs credibility in the room. Note this is the same gap that keeps 3.DS.A.1 at PARTIAL. EVIDENCE: Three of the four named displays are analyzed: line plot (linePlotQ — count a stack, most common, total, longer-than); bar graph (dataQ line 1551, "Tap the bar with the MOST!" on a real `bar` display); picture graph (dataQ modes 0-3 on `visual: {kind:"pictograph"}`). The fourth, the frequency table, is never rendered — no frequenc* string exists anywhere in content.ts.06AUG2026
data-graphs
5.DS.A.2
PASSPARTIAL is correct and the missing clause is unambiguous: 'recognizing the outliers and generating the median.' I grepped the entire 8,055-line content.ts for median/mediana/outlier/atípico — every hit is unrelated (the fraction 'mediant' misconception, 'midnight', 'medianoche'). Neither concept exists anywhere in the app. 'Generating the median' is a production clause as well, so this row could not reach FULL even if a median item were added as multiple choice. EVIDENCE: content.ts::consPlotQ (lines 7672-7700) covers the CREATE half: "Leaves measured (inches): 2, 2¼, 2½, 2½, 2¾. Make the line plot: one ✕ for each leaf" — the child stacks each ✕ over its tick and the built plot is scored. content.ts::linePlotQ (lines 1389-1465) covers the ANALYZE half with four modes: count a stack, most common length, total measured, and "How many ribbons are LONGER than 2½ inches?" with the includes-the-ties error named.06AUG2026
decimals
4.NF.C.12
PASSCompare-to-hundredths-with-symbols is exercised as written, including the equality case. Only 'justify the solution' is unpracticed — the hundredths justification is emitted in `why`, not produced by the child. PARTIAL is correct, and this is the strongest decimals row. EVIDENCE: decimalsQ (content.ts:1138), lvl>=3 branch with a 1-in-3 roll: 'Compare: 0.4 ? 0.34 — pick >, =, or <', three kinds (tenths vs hundredths, the 0.40 = 0.4 equal case, two hundredths), symbol computed from the numeric values, and the longer-looks-bigger trap detected and named ('More digits doesn't mean bigger. Write both as hundredths: 0.4 = 40 hundredths, 0.34 = 34 hundredths').06AUG2026
decimals
4.NF.C.9
FAIL -> MAPPING REMOVEDNot a coverage loss — 4.NF.C.9 is already claimed by the fractions skill at FULL, and nfTenthsQ genuinely earns it. But the decimals row is unsupported: a child in the Decimals skill never sees a fraction, so no item uses decimal notation FOR a fraction. Remove the duplicate claim rather than let a director find a skill named Decimals that cannot show a tenths fraction. EVIDENCE: decimalsQ (content.ts:1138) is the sole generator for skillId 'decimals' (buildSession, content.ts:7811). Its four branches are: biggest-of-three decimals (lvl 1–2), compare with >/=/< (lvl>=3), tenths + tenths addition (lvl 3), and 'In 3.7, what is the 7 after the point worth?' (lvl 4). No branch ever displays a fraction. The fraction<->decimal conversion lives in nfTenthsQ (content.ts:2393, 'Write 7/10 as a decimal' / '0.7 = which fraction?'), which is dispatched only from fractionsQ.06AUG2026
decimals
5.NBT.A.1
FAIL -> REMAPPEDREMAPPED to 4.NF.C.11. Three of this GLE's four elements are absent from the app entirely — billions, thousandths, and expanded form — leaving only 'identify… using number names' on a single tenths item. That is not a part of the standard, it is a fragment of one clause. The code decimalsQ actually fits is 4.NF.C.11, 'Read, write and identify decimals to the hundredths place using number names, base ten numerals and expanded form': the compare branch reads hundredths as base-ten numerals and the place-value branch supplies the number names ('7 tenths', with the hundredths misread named). PARTIAL because the expanded-form clause is still unbuilt, and 4.NF.C.11 is currently unclaimed by any skill. EVIDENCE: decimalsQ (content.ts:1138) reaches hundredths at most (catalog blurb: 'tenths and hundredths', catalog.ts:51). Its only place-value item is 'In 3.7, what is the 7 after the point worth?' -> '7 tenths'. I grepped all 8,055 lines of content.ts for 'thousandth' and 'milésim': zero hits anywhere in the file. 'expanded form' appears only in placeValueQ (content.ts:1807–1827, a different skill), never in decimalsQ.06AUG2026
decimals
5.NBT.A.6
PASSPASS on the letter of the rule — decimal addition IS genuinely practiced, so this is not a REMOVE. But flag it as the weakest surviving row in the batch: of the standard's clauses, only 'add … decimals' is evidenced, and only at tenths. 'Subtract' has no item at all, 'thousandths' does not exist anywhere in the codebase, 'multi-digit whole numbers' is not this skill, and 'justify the solution' is production. If a curriculum director asks what a child does for 5.NBT.A.6, the honest answer is '0.4 + 0.3'. UNSURE-adjacent: a stricter reader could call this REMOVE, and I would not argue hard. EVIDENCE: decimalsQ (content.ts:1138), the lvl===3 branch: a,b = 1..9 tenths, prompt '0.4 + 0.3 = ?', steps ['4 tenths + 3 tenths = 7 tenths','= 0.7']. Reachable ~2/3 of level-3 items (the lvl>=3 compare roll takes the other third). There is no decimal subtraction anywhere in decimalsQ; I checked moneyQ (content.ts:4523) as the other decimal-shaped generator and its only subtraction is '$1.00 − $0.65' change-making, which belongs to the money skill, not decimals.06AUG2026
decimals
5.NBT.A.7
FAIL -> MAPPING REMOVEDA child in the Decimals skill never multiplies anything. This is a Kansas 5.NBT block ported wholesale (A.6/A.7/A.8 arrived together) onto a skill that only compares, adds tenths, and names places. Removing it. For the record, multi-digit WHOLE-number multiplication does exist — multiplicationQ level 5 does 11..99 × 11..99 — so if the business wants a 5.NBT.A.7 claimant at all it belongs on the multiplication skill at PARTIAL (decimals-to-hundredths and justify both unbuilt), not here. EVIDENCE: decimalsQ (content.ts:1138) contains no multiplication operator in any of its four branches — the operations present are max() for 'biggest decimal', signOf() comparison, one tenths addition, and a place-value naming question. I also searched content.ts for decimal-times patterns ('× 0.', toFixed(2) arithmetic): the only toFixed(2) uses are display formatting in decimalsQ's compare branch (line 1168) and money (line 4562). No generator in the file multiplies a decimal.06AUG2026
decimals
5.NBT.A.8
FAIL -> MAPPING REMOVEDSame Kansas 5.NBT port as 5.NBT.A.7. Zero division items in the skill; nothing to be PARTIAL about. Note that even the division skill could not hold this code honestly — four-digit dividends are unreachable there and decimal division does not exist in the codebase at all — so this should be removed outright, not moved. EVIDENCE: decimalsQ (content.ts:1138) contains no division operator in any branch. The nearest division generators are divisionQ (content.ts:1930), whose divisors cap at 12 and dividends at ~251 with no decimals, and nfUnitDivQ (content.ts:2685), which divides unit fractions. Neither is dispatched for skillId 'decimals'.06AUG2026
decodable
1.RF.4.A.a
PASSPARTIAL is correctly recorded, and it is a strong PARTIAL — the phrasing/expression work is real, not decorative. The unpracticed clause is assessment of "fluency (rate, accuracy, expression, appropriate phrasing)": echoMe.ts states, and its test grep-locks, that the child's voice is NEVER recorded — no mic, no recognizer — so the parent's ear is the only assessor and the app cannot evidence fluent oral reading. Self-correction and rereading are likewise unverifiable. Cannot rise above PARTIAL. EVIDENCE: decodableQ supplies the leveled text and the comprehension question; lib/echoMe.ts + EchoScoops add a genuine repeated-reading routine — a fluent model reads one hand-marked phrase scoop with prosody ("Rosa found" / "a small green frog" / "by the pond.") and the child echoes aloud over 3-4 days, then performs it for a grown-up.06AUG2026
decodable
K.RF.4.A
PASSI looked hard for an unpracticed clause and did not find one. "[A]ppropriate texts" = level-banded decodables; "with purpose and understanding" = the comprehension check; "with support" is in the standard itself, and the opt-in read-along + hint are exactly that support. FULL stands. One row-text correction the district should not be misled on: sampleEvidence says the child reads "independently," but the passage card carries a "Read to me" button that will narrate the whole passage with word highlighting. That is on-standard for K ("with support") but the word "independently" overstates it and should come out. EVIDENCE: content.ts::decodableQ (line 6692) — serves a phonics-controlled passage from the 41-entry DECODABLE bank filtered to lvl <= level (L1 CVC + taught sight words, L2 digraphs/silent-e, L3 blends), sets `passage`, and asks one literal comprehension question whose answer is recoverable only from the text ("Meg has a pet hen. The hen naps in a box." -> "Where does the hen nap?" -> In a box / On a rug / In a tree). speak is set to the QUESTION only, never the passage. Activity.tsx renders the passage in a ReadAlong card with an opt-in "Read to me" button.06AUG2026
division
3.RA.E.11
FAIL -> MAPPING REMOVEDNothing in divisionQ shows a sequence or asks what comes next — the code is a Kansas 3.OA.9 port that landed on three unrelated arithmetic skills at once (patterns, multiplication, division; fact-flash makes four). The code divisionQ genuinely serves is 3.RA.A.2 'Interpret quotients of whole numbers': the `why` on the base item reads 'How many 6s fit in 24? Since 6 × 4 = 24, the answer is 4', and the remainder branch names the too-many-groups error ('One more group doesn't fit: 4 × 7 = 28, past 27'). PARTIAL, not FULL, because the interpretation is narrated in feedback while the child taps a quotient. EVIDENCE: divisionQ (content.ts:1930) is the sole generator for skillId 'division' (buildSession, content.ts:7803). It emits '24 ÷ 6 = ?' (dividend built as divisor × quotient) and, at level>=4 with divisor>=3 on a coin flip, '27 ÷ 4 = ? remainder ?'. No pattern is ever displayed or extended.06AUG2026
division
4.NBT.A.7
PASSQuotients AND remainders are genuinely practiced, which is the heart of the GLE. Unpracticed: 'up to four-digit dividends' — with dvMax 12 and qMax 20 the largest dividend reachable is ~251, three digits; and 'justify the solution' is production (the three-line `steps` derivation is supplied, not written by the child). PARTIAL is correct. EVIDENCE: divisionQ (content.ts:1930), level>=4 remainder branch: r = 1..divisor-1, dividend = divisor × quotient + r, prompt '27 ÷ 4 = ? remainder ?', correct '6 r3', with the two canonical wrong answers seeded and named (one-group-too-many '7 r3', wrong remainder '6 r1').06AUG2026
earth-science
1.ESS1.A.2
PASSThe predictable-pattern DCI is genuinely practiced through the monthly moon-phase cycle and the Moon's orbit; 'Use observations' is the unpracticed clause (the app shows no sky, makes no observation over time). PARTIAL correct. Note that the sky-inventory items also evidence 1.ESS1.A.1, which currently has no claimant (reported in missedClaims). EVIDENCE: scienceQ("earth-science"): "Why does the Moon seem to change shape during the month? → We see different amounts of its lit side" (two variants; distractors 'It grows and shrinks', 'Clouds cover part of it'); "Which moves around the Earth? → The Moon"; "What do we see in the sky on a clear night? → Stars and the Moon"; "What is the closest star to the Earth? → The Sun".06AUG2026
earth-science
2.ESS1.C.1
PASSBoth of DESE's own timescale examples are in the bank — earthquake (quick) and erosion/weathering (slow) — so the DCI is genuinely exercised. Unpracticed: 'Use information from several sources', and no single item ever asks the child to CONTRAST fast vs slow; the contrast exists only across separate questions. PARTIAL correct. EVIDENCE: scienceQ("earth-science"): "Which natural event suddenly shakes the ground? → An earthquake" (vs A rainbow, A sunset); "Slow wearing away of rock by wind and water is called… → Erosion"; "What slowly breaks big rocks into tiny pieces of soil? → Weathering by water, wind, and ice"; "Hot melted rock that flows out of a volcano is called… → Lava".06AUG2026
earth-science
2.ESS2.C.1
PASSBest-supported science claim in the batch. Both halves are covered — where water is found (oceans, clouds, underground) and that it can be solid or liquid (snow, hail, rain). 'Identify' is recognition-compatible; only 'Obtain information' keeps it from being fuller. EVIDENCE: scienceQ("earth-science"): "Where does most of Earth's water live? → In the oceans"; "Most of Earth's surface is covered by… → Water"; "Which one is a natural resource that comes from underground? → Water"; "What do we call frozen water that falls from clouds in winter? → Snow"; "What do we call frozen rain that falls as small balls of ice? → Hail"; "What falls from the clouds when it rains? → Water".06AUG2026
earth-science
3.ESS2.D.1
PASSREMAPPED to 1.ESS2.D.1. The whole verb of 3.ESS2.D.1 is representing data ('Represent data in tables and graphical displays') and the bank contains no table, no graph and no seasonal weather DATA — 'graph' and 'percent' return 0 hits in the science bank region. The single item behind the claim, 'Which season is usually the coldest? → Winter', does not amount to 'typical weather conditions expected during a particular season' (DESE names average temperature, precipitation AND wind direction). What the generator actually practices is weather-phenomena relationships and measurement vocabulary, which is 1.ESS2.D.1 — currently unclaimed. Remap there at PARTIAL (still capped: the app identifies patterns in pre-written statements, it observes no weather data). If Craig prefers to keep the 3.ESS2.D.1 row, it must be labeled seasonal-conditions-DCI-only on one item, which is thinner than any other science claim we make. EVIDENCE: scienceQ("earth-science"): the only seasonal item is "Which season is usually the coldest? → Winter" (distractors Summer, Spring). The weather items that DO exist map to 1.ESS2.D.1: "Where does rain come from? → Clouds"; "What falls from the clouds when it rains? → Water"; "What do we call frozen rain that falls as soft white flakes? → Snow"; "…as small balls of ice? → Hail"; "What instrument measures air pressure to help predict weather? → A barometer"; "Whic06AUG2026
earth-science
4.ESS1.C.1
PASSSurvives, but on ONE item and only half the evidence base. 'Fossils in rock layers' is not practiced anywhere — I searched the full science bank region for 'fossil' and the single hit is the phrase 'fossil fuels' in a renewable-energy why-string, not a fossil-record item. The strata item does carry the rock-layers-record-landscape-change DCI in its own prompt wording, so PARTIAL rather than REMOVE — but the claim should be presented as rock-layer vocabulary only. EVIDENCE: scienceQ("earth-science"): "Layers of rock that show how the land formed long ago are called… → Strata" (distractors Clouds, Rivers). Supporting rock-type items exist ("Which kind of rock forms from cooled lava or magma? → Igneous rock") but carry no layering or time-sequence content.06AUG2026
earth-science
4.ESS2.A.1
PASSStrong DCI coverage — DESE's own two named processes, weathering and erosion, are each asked in multiple forms, plus the soil-formation product. Unpracticed clause is 'Plan and conduct scientific investigations or simulations'. PARTIAL correct as recorded. EVIDENCE: scienceQ("earth-science"): "What slowly breaks big rocks into tiny pieces of soil? → Weathering by water, wind, and ice"; "Erosion is best described as… → Wind or water wearing away land"; "Slow wearing away of rock by wind and water is called… → Erosion"; "What is soil mostly made of? → Tiny bits of rock and old plants".06AUG2026
earth-science
5.ESS1.A.1
PASSBorderline — flagging it rather than passing it quietly. The standard is about apparent BRIGHTNESS varying with distance, and brightness never appears as content: the two 'bright' hits in the bank are both distractor text ('A single bright planet', 'To make the Sun brighter'). What is practiced is the antecedent fact — the Sun is our closest star — which is genuinely half the DESE DCI, so PARTIAL survives, but this claim must never be described as covering the brightness comparison, and 'Support an argument' is production anyway. EVIDENCE: scienceQ("earth-science"): "What is the closest star to the Earth? → The Sun" (distractors The Moon, Mars); "What is at the center of our solar system? → The Sun"; "What is a galaxy? → A huge group of stars held together by gravity". No item compares the Sun's apparent brightness to another star's.06AUG2026
earth-science
5.ESS1.B.2
PASSOne of the standard's three listed patterns — day and night — is squarely and repeatedly practiced, so PARTIAL is earned. Two are not: 'daily changes in length and direction of shadows' (searched 'shadow' — 3 hits, all distractor options, no shadow item exists) and 'the seasonal appearance of some stars in the night sky' (no item). 'Represent data in graphical displays' is unpracticed. Keep PARTIAL, describe it as the day/night rotation DCI only. EVIDENCE: scienceQ("earth-science"): "What causes day and night? → Earth spinning on its axis" and "What causes day and night on Earth? → Earth spinning on its axis" (three variants; distractors 'The Sun turning off', 'The Sun moving around Earth', 'Clouds covering the Sun'); "What do we call the yearlong path Earth travels around the Sun? → Its orbit".06AUG2026
earth-science
5.ESS2.A.1
PASSReal but indirect. The water-cycle and weathering items ARE hydrosphere-atmosphere and atmosphere-geosphere interactions, and the soil item is a geosphere-biosphere interaction — those are DESE's own example category. However the four sphere terms never appear in any prompt, answer or why-string, and 'Develop a model' is production. PARTIAL, and it should be sold as water-cycle/weathering interaction content, not as sphere-systems vocabulary. EVIDENCE: scienceQ("earth-science"): "The water cycle step where vapor becomes clouds is… → Condensation"; "In the water cycle, what is it called when water rises into the air as vapor? → Evaporation"; "What part of the water cycle happens when water vapor rises and cools to form clouds? → Condensation"; "What slowly breaks big rocks into tiny pieces of soil? → Weathering by water, wind, and ice"; "What is soil mostly made of? → Tiny bits of rock and old plants".06AUG2026
earth-science
5.ESS2.C.1
PASSEverything that distinguishes this grade-5 expectation from the grade-2 water standard is absent, and the one item left over is already the evidence for 2.ESS2.C.1, which we legitimately claim. Searched the science bank region: 'fresh water' 0 hits, 'reservoir' 0 hits, 'percent' 0 hits, 'graph' 0 hits. The child never meets the salt/fresh contrast, never sees an amount or a percentage, and never graphs. A curriculum director reading 'Describe and graph the amounts and percentages of water and fresh water in various reservoirs' and then watching a child tap 'In the oceans' would not credit this. Double-claiming one item at two grade levels is what makes a crosswalk look padded. Remove; keep 2.ESS2.C.1. EVIDENCE: scienceQ("earth-science") — the entire evidence base is two items: "Where does most of Earth's water live? → In the oceans" (distractors 'In swimming pools', 'In water towers') and "Most of Earth's surface is covered by… → Water" (distractors Forests, Deserts). Both are already cited under 2.ESS2.C.1.06AUG2026
earth-science
5.ESS3.C.1
PASSThe resource-protection DCI is genuinely practiced — recycling rationale plus renewable-vs-nonrenewable resources. Unpracticed clauses: 'Obtain and combine information' and the 'individual communities' framing (items are addressed to the child, never to a community's practices). PARTIAL correct. EVIDENCE: scienceQ("earth-science"): "Why should we recycle paper, cans, and bottles? → To save resources and make less trash" (distractors 'To make the Sun brighter', 'To make it rain'); "Which one is a renewable natural resource? → Trees" (vs Oil, Coal); "Which natural resource do we get from moving wind? → Wind energy"; companion item in the physical-science bank "Which is renewable energy? → Sunlight".06AUG2026
economics
1.E.4.A.b
PASSPARTIAL is correct and stays. The goods/services distinction is genuinely and repeatedly practiced, and one item is explicitly community-framed (doctor/teacher/bus driver → services for their community). The verb "Describe" is a production clause — a child tapping one of three pre-written options has produced no description — so FULL is unavailable, and "within your school" is never exercised (no school-context item exists in the bank). CAUTION for the district-facing doc: the crosswalk's sampleEvidence string for this row quotes opportunity-cost, scarcity and budget items, none of which support a goods-and-services claim. The claim is sound; the evidence string is not. It should be replaced with the four items quoted above. EVIDENCE: content.ts ECONOMICS bank (line 6972-7037), served via fromBank() as 3-choice tap. Real items: "Things people make or grow to sell are called… → Goods"; "A haircut or a bus ride is an example of a… → Service"; "A doctor, a teacher, and a bus driver all provide what for their community? → Services"; "Things people make and sell, like toys or food, are called… → Goods".06AUG2026
economics
2.E.4.A.b
PASSPARTIAL is correct and stays. The money-for-goods-and-services concept is directly practiced, including a buy/sell transaction with real dollar amounts. "Demonstrate" is a production clause — the Missouri intent is a child enacting a purchase (play money, classroom store), which a tap-to-select item cannot do — so this is capped at PARTIAL by the house rule. Same evidence-string problem as the row above: the recorded sampleEvidence cites opportunity cost and saving-vs-spending, not money-in-exchange items. EVIDENCE: content.ts ECONOMICS bank. Items: "What do people use to buy goods and services? → Money"; "A place where people buy and sell goods is a… → Market"; "What do you call the amount of money something costs? → Its price"; "Coins and paper bills are kinds of… → Money"; "A lemonade stand spends $4 on supplies and sells $10 of lemonade. Its profit is… → $6".06AUG2026
elapsed-time
3.GM.B.4
FAIL -> REMAPPEDREMAPPED to 3.GM.B.6. Mis-seeded code, and it is the clearest one in this batch. Kansas 3.MD.1 fuses telling time to the minute AND solving interval problems into a single standard; Missouri splits that into three GLEs — 3.GM.B.4 (tell/write to the nearest minute), 3.GM.B.5 (estimate intervals), 3.GM.B.6 (add/subtract minutes). Statement-similarity seeding grabbed the wrong half. What elapsedTimeQ actually practices is 3.GM.B.6, 'Solve problems involving addition and subtraction of minutes' — currently UNCLAIMED by any skill. Remap tier is PARTIAL, not FULL: the added interval is always a multiple of 30 minutes, and no item ever asks for a duration expressed in minutes (the duration question at L2 is answered in whole hours), so the subtraction-of-minutes half is not evidenced. EVIDENCE: content.ts::elapsedTimeQ (lines 1658-1706). Not one item asks the child to tell the time shown on a clock. L1: "It is 3:00. Tap the clock that will show the time in 2 hours" (clockpick) or "What time will it be in {1..4} hours?"; L2: "Class starts at 4:00 and ends at 7:00. How many hours long is it?"; L3: "It is 7:30. What time will it be in {30|60|90} minutes?" The clock visual only displays the GIVEN start time; the answer is always the result of an interval computation.06AUG2026
equations
4.RA.A.2
FAIL -> MAPPING REMOVEDFour of this GLE's five elements are absent: multi-step (every item is one step), the four operations (three, and division is never the posed operation), estimation, and interpreting reasonableness. What remains is 'variables', which the ❓ placeholder satisfies — one word out of a 28-word expectation. A teacher would not accept '❓ + 7 = 15' as evidence of 4.RA.A.2. Not a coverage loss: the equations skill already holds 3.RA.A.5 ('Determine the unknown number in a multiplication or division equation relating three whole numbers') at FULL, which is what this generator actually is. Note MO's real home for the multi-step/estimation expectation is 3.RA.D.9 and 3.RA.D.10, and 3.RA.D.10 is already claimed by the word-problems skill. EVIDENCE: equationsQ (content.ts:5463), the sole generator for skillId 'equations' (buildSession, content.ts:7815). Every item is a single-step missing-number equation — '❓ + 7 = 15', '20 − ❓ = 13', '❓ × 6 = 42' — with `opsForLevel` limited to add/sub/mul (division never appears as the equation's operation; it appears only inside the `explain` string). One operation, one unknown, one step. No word problem, no estimation, no reasonableness item.06AUG2026
fact-flash
3.RA.E.11
FAIL -> REMAPPEDREMAPPED to 3.RA.C.8. Fourth and last landing site of the mis-seeded 3.RA.E.11 (patterns, multiplication, division, fact-flash all inherited it from the Kansas 3.OA.9 row). Nothing here is a pattern. The code this generator actually earns is 3.RA.C.8, 'Demonstrate fluency with products within 100': at L2 the × branch draws a,b from 1..5 and at L3 from 1..12, served as rapid single-fact recall — the same generator and the same claim shape as fact-flash's existing 2.RA.A.1 'Demonstrate fluency with addition and subtraction within 20', which was audited FULL on 03AUG2026. FULL for consistency with that precedent, with one caveat a director may raise: the app is deliberately untimed ('no clock, no stress', catalog.ts:62), so 'fluency' here means accurate recall, not timed automaticity. 3.RA.C.8 is currently unclaimed by any skill. EVIDENCE: factFlashQ (content.ts:1712), the sole generator for skillId 'fact-flash' (buildSession, content.ts:7820). It emits one bare fact per item — '7 × 8 = ?', '13 − 6 = ?', '56 ÷ 7 = ?' — with `nearby(ans, 2)` distractors and `why` = the restated fact. No sequence, no pattern, no properties.06AUG2026
figurative
4.R.1.B.d
PASSPARTIAL is correct. 'identifying' is recognition-compatible so the figurative-language half is fully exercised, but the standard's other named half — 'common idioms' — is not in this bank at all (it lives in the separate IDIOMS bank). One clause unpracticed = PARTIAL, not FULL. EVIDENCE: The figurative case (content.ts:7821) serves bankPairsQ over FIGURATIVE (content.ts:5857, 34 items) ~1 serve in 5 as a phrase↔meaning tap-match, otherwise fromBank. Items identify the meaning of similes, metaphors, personification and hyperbole: "\"Time crawled during the long assembly\" means…" → "The assembly felt very slow"; "\"Her words were a warm blanket on a cold day\" means her words…" → "Comforted and calmed". I read all 34 items; none is an idiom.06AUG2026
first-letter
K.RF.2.A.a
PASSPARTIAL is correctly recorded. The child does isolate the initial sound of a spoken/pictured word, which is real phonemic-awareness practice; the clause left unpracticed is the rest of "sounds" — only the INITIAL sound is ever isolated, medial and final never, and the child answers with a letter (orthography) rather than with the sound, so this is closer to letter-sound correspondence than to pure oral phonemic awareness. Correctly capped. EVIDENCE: content.ts::firstLetterQ (line 7411) — mc("What letter does 🍎 start with?", "A", sample(A-Z minus correct, 3)), speak = "What letter does apple start with?", hint "Say the word slowly and listen to the first sound." Ten emoji items, language-aware (🍎 -> A in English, manzana -> M in Spanish).06AUG2026
first-letter
K.RF.3.A.a
PASSOf the three skills that claim this code, this is the only one that legitimately touches it — sound-to-letter correspondence is genuinely the object of the item, and the "producing and writing" clause (a production verb, capped at PARTIAL by house rule) is already conceded by the recorded tier. PASS, but the row should carry an honest coverage caveat: the bank offers seven distinct initial letters, which is nowhere near "most short vowel and consonant sounds," and short VOWEL sounds are essentially untouched (only word-initial A). If Craig wants a stronger claim here the bank needs widening; the tier is right as it stands. EVIDENCE: content.ts::firstLetterQ — the child hears/sees a word and taps the LETTER that matches its first sound, from a full A-Z distractor pool. The ITEMS array is ten entries: apple, dog, sun, cat, balloon, fish, moon, car, bee, bear -> initial letters A, D, S, C, B, F, M (seven distinct: six consonants and one vowel).06AUG2026
fractions
3.NF.A.5
PASSRecognize-with-visual-model is squarely practiced (the fracpick item). The 'justify why the fractions are equivalent' clause is a child selecting one of three pre-written reasons — selection is not production, so it caps at PARTIAL under the house rule. Recorded tier is right. EVIDENCE: nfEquivVisualQ (content.ts:2161) — 'Tap the picture that shows a fraction EQUAL to 1/2', rendered as three `fracpick` figures, distractors deduped by VALUE so no two pictures show the same amount. nfEquivMultQ (content.ts:2194) — '1/2 = ?/6 — which number is missing?' with `numpad: true`, and a 1-in-3 variant 'Why does 1/2 = 2/4?' whose correct option is the pre-written string 'multiply top and bottom by 2'.06AUG2026
fractions
4.NF.A.2
PASSThis is the closest thing in the batch to an UPGRADE candidate — there is no justify/explain clause in the MO text, and the numpad item does have the child produce the missing numerator. I am holding it at PARTIAL because 'generate' is on the house list of production verbs, and what the child produces is one number inside a scaffolded equation, not an equivalent fraction from scratch. PASS. EVIDENCE: nfEquivVisualQ (content.ts:2161) for recognize; nfEquivMultQ (content.ts:2194) for generate — '2/3 = ?/9 — which number is missing?', answer 6 entered on a numpad, with the added-instead-of-multiplied value seeded and named ('You added instead of multiplied. The bottom was multiplied by 3, so the top must be too: 2 × 3 = 6').06AUG2026
fractions
4.NF.A.3
PASSCompare-with-symbols is exactly what the child does — the answer IS the symbol, not a computed value. The 'justify the solution' clause is written for them in `why` ('Use 1/2 as a benchmark: 3/8 is LESS than half and 2/3 is MORE than half'). Production clause -> PARTIAL. Recorded tier is right. EVIDENCE: nfCompareSymbolQ (content.ts:2096) and nfBenchmarkQ (content.ts:2230): 'Compare: 3/8 ? 2/3 — pick >, =, or <. (Same whole.)' with the three choices literally >, <, =; correct sign computed from the values by `signOf`; the bigger-denominator-means-bigger error seeded and named on same-numerator pairs; nfBenchmarkQ keeps '=' live via equivalence pairs.06AUG2026
fractions
4.NF.B.5
PASSThe child recognizes a valid same-denominator decomposition, which is the mathematical core. Two clauses are not practiced: 'record each decomposition with an equation' — the equation is pre-written and tapped, nothing is recorded — and 'and justification'. Both are production. PARTIAL is correct. EVIDENCE: nfDecomposeQ (content.ts:2315): 'Which sum shows 5/8 broken into parts?', correct '2/8 + 3/8', distractors '2/8 + 4/8' (wrong total) and '2/8 + 3/4' (changed piece size, with the note 'You changed the size of the pieces… the parts must stay 8ths').06AUG2026
fractions
5.NF.B.5a
PASSThis is the best-built item in the batch for its standard — estimating the product's size from the factor's relation to 1, explicitly without computing. It still caps at PARTIAL twice over: the parent clause verb is 'Justify', and the sub-clause says 'based on the size of the two FACTORS' while nfScaleQ only ever varies one factor's relation to 1 (the other is always a whole number). Recorded tier is right. EVIDENCE: nfScaleQ (content.ts:2601): 'WITHOUT multiplying: 3/4 × 24 is ___ 24', choices 'greater than' / 'less than' / 'equal to'; three kinds (proper fraction, improper fraction, b/b = 1); the multiplying-always-makes-bigger belief seeded and named ('Multiplying doesn't always make bigger. ×3/4 means taking 3/4 OF 24: it shrinks').06AUG2026
fractions
5.NF.B.6
PASSUnlike-denominator addition and subtraction, including word problems, is solidly practiced. Unpracticed: 'justify the solution' (the common-denominator derivation is handed to the child in `steps`), and — worth naming to a director — 'mixed numbers with unlike denominators' as OPERANDS never occurs: nfUnlikeQ's inputs are always proper fractions (mixed only appears in the ANSWER via fMixed), and nfMixedQ, which does mixed ± mixed, is like-denominator only by construction. PARTIAL stands. EVIDENCE: nfUnlikeQ (content.ts:2470): pairs from [[2,4],[2,6],[2,8],[3,6],[4,8],[2,3],[3,4],[2,5]], both add and subtract modes, half of the add items rendered as word problems ('Ana walked 3/4 of a mile in the morning and 2/5 of a mile in the afternoon. How far in all?'); the mediant error (a+c)/(b+d) is seeded and named — 'You added straight across the tops and bottoms'.06AUG2026
geography
3.EG.5.D.a
FAIL -> REMAPPEDREMAPPED to 2.EG.5.C.a. REMAP. Human-environment interaction — the whole substance of 3.EG.5.D.a — is not practiced at all, and the standard's subject ("people of Missouri") has no representation; the bank still carries the Kansas-era item "Kansas is in which region of the United States? → The Midwest", which is what a Missouri curriculum director will notice first. Remap to 2.EG.5.C.a, "Identify and describe physical characteristics of the world", which this bank practices heavily and accurately; PARTIAL because "describe" is a production clause while "identify" is recognition-compatible. I also filed 4.EG.5.B.a as a missed claim for the named-US-features items. Separate content flag, not a tier issue: for a Missouri deployment the Kansas region item should be paired with or replaced by a Missouri equivalent before this crosswalk is shown. EVIDENCE: content.ts GEOGRAPHY bank (line 6710-6798), all 88 entries read. Content is physical geography and map vocabulary only: landforms ("A very tall landform with steep sides is a… → Mountain"; "What do we call a large area of land surrounded by water on most sides? → A peninsula"; "A large area of flat land covered mostly in grass with few trees → A plain"), water bodies, continents, the equator and Prime Meridian, climate regions, the Sahara, Everest, the Rockies. NO item asks how people are affected by, depend on, adapt to, or chang06AUG2026
geometry
3.GM.A.1
PASSPARTIAL holds, but only on the first half of the sentence. The items do compare shapes ACROSS categories on a shared attribute (parallel sides, right angles), which is genuine practice of 'shapes in different categories may share attributes.' The unpracticed clause is the second half — 'the shared attributes can define a larger category.' I searched the whole 8,055-line file for quadrilateral/rhombus/category language: 'quadrilateral' appears exactly once (consPolyQ's draw-a-4-sided-shape prompt) and 'rhombus' twice (a symmetry figure and a draw target). No item ever asks a child to place two different shapes into one larger category (the canonical 'a square and a rhombus are both ___'). A MO third-grade teacher would say the raw material is practiced but the categorization move is not. EVIDENCE: content.ts::geometryAdvancedQ form 5 FACTS bank (lines 4810-4828): "Which shape has TWO pairs of parallel sides?" (a rectangle, vs trapezoid/triangle); "Which shape has exactly ONE pair of parallel sides?"; "Which shape has four RIGHT angles?"; "Which shape has NO parallel sides at all?"; "In a square, two sides that touch are... perpendicular." Plus consPolyQ (line 7735) which names the 4-corner category "quadrilateral" and has the child tap out its corners.06AUG2026
grammar
1.RF.1.A.a
FAIL -> REMAPPEDREMAPPED to 1.RF.1.A.b. Mis-seeded, and the source code says so out loud. The comment above the items that carry this claim reads 'Components Kansas folds into W.x.10 … plus the RF.1.1.c sentence-features clause' — a KANSAS code about sentence FEATURES. Missouri splits that idea in two, and the port grabbed the wrong half: 1.RF.1.A.a is word-space print awareness, 1.RF.1.A.b is sentence features. Nothing in the app asks about words separated by spaces (grepped 'separated by spaces' and 'how many words' across app/src — zero hits), and the tapword UI pre-segments the sentence into chips, so it hands the child the very segmentation the standard asks them to notice. The items on hand hit 1.RF.1.A.b exactly. FULL because 'recognizing' is recognition-compatible and both features (capital first word, ending punctuation) are covered with no clause left over; a conservative reviewer could hold it at PARTIAL on the grounds that the child never marks the features in their own text. EVIDENCE: GRAMMAR bank l.5657–5658 (the 01AUG2026 conventions block): 'Which sentence is written the right way?' → 'We like to play tag.' vs 'we like to play tag' / 'we Like to play tag.', why 'A sentence starts with a capital letter and ends with an end mark'; and 'Which end mark completes: "What time is it__"' → '?'. tapWordSentenceQ (l.5710) only ever asks 'Tap the noun/verb/adjective/adverb' over pre-toke06AUG2026
grammar
2.L.1.A.a
PASSCorrectly capped. Nouns and pronouns are heavily evidenced in both the MC bank and the tap-the-word mode; 'in writing' is production, so PARTIAL. EVIDENCE: GRAMMAR: 'Which word is a noun in: "The dog barked loudly"? → dog'; 'Which word is a pronoun? "He kicked the ball." → He'; 'Which subject pronoun replaces "Maria and I"? → we'; 'Which word is a pronoun (takes the place of a noun)? → they'. tapWordSentenceQ additionally renders 'Tap the noun:' over real sentences such as ['My','sister','laughed','loudly.'] (POS_SENTENCES l.5685).06AUG2026
grammar
2.L.1.B.a
FAIL -> REMAPPEDREMAPPED to 2.L.1.B.d. Mis-seeded — this is handwriting. A tap app produces no handwriting at all, print or cursive, so the clause is the whole standard and nothing touches it. This is the classic statement-similarity failure ('…when writing' ↔ 'write legibly'). Remapping to 2.L.1.B.d, which the bank evidences directly. 2.L.1.B.c ('use apostrophes correctly for contractions') is an equally strong alternative target if Craig prefers it — both are genuinely practiced. EVIDENCE: GRAMMAR bank: 'Which word should be capitalized? → monday', why 'Days of the week, like Monday, are always capitalized' (appears at l.5593 and l.5626); 'Which sentence capitalizes correctly? → We visited Kansas in July.' why 'Names of places and months are always capitalized' (l.5661). Nothing in content.ts, and nothing in the tap/drag/select interaction model, involves the child forming letters.06AUG2026
grammar
3.L.1.A.a
PASSCorrectly capped. Regular verbs, irregular verbs and simple tenses are all directly evidenced; 'use … in speech and written form' is production, so PARTIAL. EVIDENCE: GRAMMAR bank (content.ts:5566ff): irregular — 'Pick the past tense of "go". → went' (distractors goed/gone), 'What is the past tense of "run"? → ran' (why: '"Run" is irregular'), 'Yesterday, Sam ___ his grandma a story. → told' (not telled); regular/simple tense — 'Which sentence is in the past tense? → She walked to school.', 'Which sentence uses the past tense? → Yesterday we played outside.', 'She ___ to school every day. → walks'.06AUG2026
grammar
3.L.1.B.d
FAIL -> REMAPPEDREMAPPED to 3.L.1.B.c. Mis-seeded. I grepped the entire app/src tree for 'dialogue' — zero hits outside an unrelated read-aloud comment. The nearest item is a quotation item where capitalization is NOT the discriminator: all three options capitalize 'Let's' identically, so a child can answer it correctly without ever thinking about capitalizing dialogue. What that item actually teaches is commas and quotation marks in dialogue = 3.L.1.B.c verbatim. Remap there, PARTIAL ('in written text' is production). EVIDENCE: GRAMMAR bank l.5596: 'Pick the correctly punctuated quote.' correct '"Let's go," she said.' distractors '"Let's go" she said.' / 'Let's go, she said."', why: 'A comma goes inside the quotation marks before the speaker tag.' That is comma-and-quotation-mark placement. No item in GRAMMAR, POS_SENTENCES or REVISIONS turns on capitalizing the first word of a quotation.06AUG2026
grammar
4.L.1.A.a
PASSCorrectly capped and cleanly evidenced — this is the skill that legitimately owns the progressive-tense claim (unlike the revise skill's copy of the same code, which I remapped). 'Use … in speech and written form' is production, so PARTIAL. EVIDENCE: GRAMMAR bank l.5662: 'Which sentence shows an action that was ONGOING (progressive tense)?' → 'She was running to school.' vs 'She ran to school.' / 'She runs to school.', why 'The progressive tense uses was/were + -ing for an action in progress.' Also l.5574/5611: 'Which sentence uses the correct verb? → The birds were singing.'06AUG2026
grammar
4.L.1.B.a
FAIL -> REMAPPEDREMAPPED to 4.L.1.B.c. Mis-seeded handwriting claim, same failure as 2.L.1.B.a. Remapping to 4.L.1.B.c, which the 01AUG2026 conventions block evidences word-for-word — the item's own `why` string restates the standard. EVIDENCE: GRAMMAR bank l.5665: 'Which sentence uses the comma correctly before the joining word?' → 'The rain stopped, and the game began.' vs 'The rain stopped and, the game began.' / 'The rain, stopped and the game began.', why 'In a compound sentence, the comma goes BEFORE the joining word (and, but, or).'06AUG2026
grammar
5.L.1.A.a
PASSCorrectly capped, and PARTIAL is doing real work here on two counts: 'explain' is production, and one of the eight named parts of speech is missing outright. I grepped the whole app/src tree for 'interjection' — the only hits are an unrelated read-aloud comment in echoMe.ts; there is no interjection item in GRAMMAR or POS_SENTENCES. Seven of eight are covered. Worth a footnote in the district doc rather than a tier change. EVIDENCE: GRAMMAR bank covers noun ('Which word is a noun? → dog'), pronoun ('→ she'), verb ('Which word is an action verb? → jump'), adjective ('Which word is an adjective in "the tall tree"? → tall'), adverb ('Which word is an adverb in: "The turtle moved slowly…"? → slowly'), preposition ('Which word is a preposition (it shows position)? → under', l.5651), conjunction ('Which word is a conjunction? → because'). No interjection item exists. (reviseQ has 'Wow, that fireworks show was amazing!' but that is a comma item in a different skill and never names the part of speech.)06AUG2026
grammar
5.L.1.B.a
FAIL -> REMAPPEDREMAPPED to 5.L.1.B.g. Mis-seeded handwriting claim, third of three. Remapping to 5.L.1.B.g, evidenced verbatim by the story-title item. 5.L.1.B.d ('use a comma to set off the words yes and no') and 5.L.1.B.b ('comma before a coordinating conjunction when writing compound sentences') are equally well evidenced in the same block — any of the three is honest; I picked the one the sampleEvidence string already names. EVIDENCE: GRAMMAR bank l.5670: 'Which sentence punctuates the story title correctly?' → 'We read "The Lost Kite" in class.' vs 'We read the lost kite in class.' / 'We read The Lost Kite, in class.', why 'Titles of short works go in quotation marks, with the important words capitalized.' Compare l.5669: 'Which sentence sets off "Yes" correctly? → Yes, I finished my homework.'06AUG2026
history
1.H.3.B.a
FAIL -> REMAPPEDREMAPPED to 1.H.3.C.a. REMAP to 1.H.3.C.a ("Describe the contributions of people typically studied in K-5 programs associated with national holidays.") at PARTIAL — same grade, same history strand, and it is the code this bank actually earns, by a wide margin. The recorded code fails the teacher test on its central noun: a Missouri first-grade teacher whose GLE is comparing OUR COMMUNITY past and present would find zero community content here; "people in general used candles" is not her standard. The remap tier is PARTIAL, not FULL, because "Describe" is a production clause. I have separately filed the surviving then-and-now items against 3.EG.5.E.a as a missed claim, so nothing evidenced is lost by this remap. EVIDENCE: content.ts HISTORY bank (line 6886-6970) read in full. The then-and-now items are national/generic, never local: "How did people send messages far away before phones and the internet? → By written letters"; "Before cars, how did many people travel long distances across land? → By horse and wagon, then by train"; "What did people use to light their homes before electricity? → Candles and lamps". There is no item about any community — the words "our community" / "your town" appear nowhere in the bank. What the bank overwhelmingly IS: national figures and holidays — Washington (7 items), Lincoln, Dr. King (4), Rosa Parks (3), Columbus, Jefferson, Franklin, Edison06AUG2026
human-body
4.LS1.A.1
PASSCorrect at PARTIAL, and the DCI coverage here is the densest in the batch. Every internal structure DESE names in its own clarification list — heart, stomach, lung, brain, skin — has at least one dedicated item pairing the organ with its function, and the bank adds skeleton, muscles, kidneys, skull, blood vessels and nerves. Several items ship a rendered 'humanbody' diagram. Two clauses keep it at PARTIAL: 'Construct an argument' is production, and 'plant reproduction' is structurally impossible for a human-body bank (the plant side of this standard is carried by life-science and animals-nature). No inflation to FULL is available here: these items support the knowledge clauses by recall, not a representable on-screen build. EVIDENCE: scienceQ('human-body') → SCIENCE['human-body'], content.ts:4435-4480, read in full. :4437 'Which organ pumps blood around your body? → The heart' (visual diagram 'humanbody'); :4439 'Which organs help you breathe? → The lungs'; :4442 'Where does food go to be broken down (digested)? → The stomach'; :4445 'Your largest organ, which covers your whole body, is your… → Skin'; :4477 'What do your bones do besides help you stand up? → Protect organs and make blood cells'; :4454 'Which organs clean your blood and make urine? → The kidneys'; :4443 'What do muscles help your body do? → Move' (why: 'Muscles pull on bones').06AUG2026
human-body
4.LS1.D.1
PASSCorrect at PARTIAL. The standard's stated emphasis is 'System of information transfer', and that specific idea — not just sense-organ naming — is practiced by two items that put nerves and the brain in the signal path ('carries messages BETWEEN your brain and the rest of your body'; the brain as 'control center that SENDS messages everywhere'). All five senses are covered by dedicated items. Unpracticed clauses, which is why PARTIAL is right: 'Use a model' is production, and the final link — 'respond to the information in different ways' — has no item that asks the child to connect a specific input to a specific behavioral response. The senses→brain half is genuine; the brain→response half is essentially unevidenced. Do not describe this claim to the district as covering the full stimulus-response loop. EVIDENCE: scienceQ('human-body') → SCIENCE['human-body']. content.ts:4456 'What carries messages between your brain and the rest of your body? → Nerves' (distractors: Bones, Hair); :4476 'What is the body's control center that sends messages everywhere? → The brain' (why: 'The brain sends and receives signals through your nerves'); :4438 'How many senses do people have? → 5'; :4441 'Which organ helps you think and remember? → The brain'; :4436 eyes/see, :4446 ears/hear, :4459 nose/smell, :4444 tongue/taste.06AUG2026
idioms
4.R.1.B.d
PASSPARTIAL is correct and is the exact complement of the figurative row: the 'common idioms' half is fully exercised, the 'figurative language' half is not in this bank. Neither skill alone earns FULL on this code. EVIDENCE: The idioms case (content.ts:7827) serves bankPairsQ over IDIOMS (content.ts:5896, 35 items) as a saying↔meaning tap-match ~1 serve in 5, otherwise fromBank: "\"Barking up the wrong tree\" means…" → "Looking for the answer in the wrong place" (distractors "Training a dog", "Climbing too high"). I read all 35 items; they are idioms and adages, with no simile/metaphor/personification items.06AUG2026
inference
4.R.1.A.a
FAIL -> DOWNGRADEDUnpracticed clause, verbatim: 'by referencing textual evidence of what the text says explicitly'. The child taps a conclusion; the app writes the evidence line. Note also an internal inconsistency the port left behind: comprehension claims this SAME code at PARTIAL while inference claims it at FULL. After this downgrade both read PARTIAL, which is the defensible state. EVIDENCE: inferenceQ (content.ts:6500) renders a one-or-two-sentence scenario as `passage` plus a 3-choice question, e.g. 'Marco's boots were by the door, soaked, next to a dripping umbrella — but the sky outside was bright blue.' / 'What can you tell about the weather?' → 'It rained earlier and cleared up' (l.6458). The app then emits `why: 'The clues point to: …'` itself. The scenarios are also deliberately short on explicit content — the skill's whole design is what ISN'T said — so the 'says explicitly' half is thin as well.06AUG2026
letters
K.RF.1.A.a
PASS"Identifying" is expressly recognition-compatible under the house rules, and both the upper-case branch and the lower-case branch are genuinely served from a full A–Z pool, so no clause is unpracticed. Two accuracy caveats that do NOT change the tier but should be fixed in the row text: (1) sampleEvidence says "Name the letter" — the child never names anything, they tap; (2) sampleEvidence cites "RF.K.1.d", which is a CCSS/Kansas code and does not exist anywhere in the Missouri standards list. EVIDENCE: content.ts::lettersQ (line 7116) — draws `up` from the full A–Z string. Level 1 (and half of L2+): mc("Tap the letter A", up, sample(others,3)) with three uppercase distractors. Level >= 2, half of serves: mc('Which is the little "A"?', lo, sample(others,3).map(lowercase)) — three lowercase distractors. Both cases are drawn from the complete alphabet, and the child must discriminate the target from three near neighbors.06AUG2026
life-science
2.LS2.A.2
PASSCorrect at PARTIAL. The interdependence DCI underneath the PE — plants depend on animals to move pollen so they can make seeds — is squarely practiced, with a why-string that states the dependency explicitly. Two clauses go unpracticed and PARTIAL is exactly the right encoding of that: (a) 'Develop a simple model that mimics' is a production-and-materials clause a tap app cannot perform, and (b) I searched the whole life-science array and found no SEED-DISPERSAL item at all — only the pollination half of the 'dispersing seeds or pollinating plants' disjunction is evidenced. Since the standard is a disjunction, the pollination half alone sustains a PARTIAL. EVIDENCE: scienceQ('life-science') → SCIENCE['life-science']. content.ts:4320 'How do bees help flowers? → They carry pollen from flower to flower' (why: 'Bees move pollen so plants can make seeds and fruit — pollination'); :4311 'Bees moving pollen from flower to flower so plants can make seeds is called… → Pollination'; :4289 'What do bees collect from flowers to make honey? → Nectar'. The child selects a fact; nothing is built or mimicked.06AUG2026
life-science
3.LS1.B.1
PASSCorrect at PARTIAL. Animal life cycles are practiced concretely, including one item that shows the ordered stages as the answer text itself ('Egg → tadpole → frog') and one that ships a rendered lifecycle diagram (visual: {kind:'diagram', id:'lifecycle'}). Two clauses go unpracticed, and both are real: 'Develop a model' is production, and — worth flagging to the curriculum director — I read the entire life-science array and found NO plant life-cycle item (no seed→sprout→plant sequence), so the standard's 'different plants and animals' compare-and-contrast is evidenced on the animal side only. PARTIAL is the honest tier; this claim should not be talked about as if it covers plant life cycles. EVIDENCE: scienceQ('life-science') → SCIENCE['life-science']. content.ts:4275 'Which is an example of a life cycle? → Egg → tadpole → frog' (distractors: Rain → puddle → cloud, Rock → sand → glass); :4285 'What does a caterpillar turn into? → A butterfly' with visual diagram 'lifecycle'; :4297 'What is the big body change from caterpillar to butterfly called? → Metamorphosis'; :4279 'A baby frog is called a… → Tadpole'.06AUG2026
life-science
3.LS3.A.1
PASSCorrect at PARTIAL, and both halves of the standard are genuinely evidenced — which is not true of most science rows. The 'inherited from parents' half has a direct item whose distractors ('Learned', 'Invented') force the inherited-vs-acquired discrimination the standard is about. The 'influenced by the environment' half has an item that is structurally the clarification statement's own example: DESE offers 'normally tall plants grown with insufficient water are stunted'; the app asks about a plant grown in a dark closet turning pale and weak. Capped at PARTIAL solely by 'Construct scientific arguments', a production verb — the child selects one of three pre-written options and constructs nothing. EVIDENCE: scienceQ('life-science') → SCIENCE['life-science']. content.ts:4283 'A trait passed from parents to offspring is… → Inherited' (distractors: Learned, Invented); content.ts:4314 'A plant grown in a dark closet with no light will most likely… → Turn pale and weak' (distractors: Grow greener and stronger, Make more flowers).06AUG2026
life-science
3.LS3.C.1
PASSSurvives, but it is the thinnest surviving life-science claim and I want that on the record. The DCI (a structural adaptation or behavior bears on whether an organism survives) IS genuinely touched — camouflage appears twice as an explicit adaptation-for-survival item, leaf-drop as a survive-the-winter item, 'Habitat' with a why-string naming food/water/shelter, and 'Extinct' touching the 'some cannot' end. What is NOT evidenced anywhere in SCIENCE['life-science'] is the standard's comparative core: no item places several organisms in ONE particular ecosystem and asks which survives well, less well, and not at all. Combined with the production verb 'Construct an argument with evidence', that keeps it capped at PARTIAL — which is where it already sits. animals-nature carries this same code far more strongly (polar-bear-vs-desert habitat matching, migration, hibernation, acorn caching, feathers). EVIDENCE: scienceQ('life-science') → SCIENCE['life-science'] (content.ts:4271-4322), read in full. content.ts:4273 'Why do many animals have camouflage? → To blend in and hide from predators or prey'; :4281 'What do we call an animal's blending-in coloring? → Camouflage'; :4293 'Why do some trees drop their leaves in the fall? → To save water and energy in winter'; :4305 'The natural place where an animal lives is its… → Habitat'; :4303 '…completely died out, like the dinosaurs? → Extin06AUG2026
life-science
4.LS1.A.1
PASSCorrect at PARTIAL, and this is one of the strongest DCI matches in the batch. The standard's own clarification list names 'stems, roots, colored petals' as example structures; the bank practices roots (anchor + absorb, twice), stem (carries water up), leaves (capture sunlight), flower (makes seeds — the 'plant reproduction' clause specifically), and on the animal side gills (breathe underwater) and fins/tail (swim). There is also a genuinely non-multiple-choice item here: scienceQ routes ~1-in-3 low-level rounds into a tap-the-labelled-part-on-a-drawn-plant task (content.ts:4494-4503), which is closer to real structure identification than a text option. Capped at PARTIAL only by 'Construct an argument', a production verb. EVIDENCE: scienceQ('life-science') → SCIENCE['life-science'] plus the PLANT_PARTS interactive. content.ts:4272 'What do plant roots do besides drink water? → Hold the plant steady in the soil'; :4306 'Which part of a plant carries water up from the roots? → The stem'; :4295 'Which part of a plant takes in sunlight to make food? → The leaves'; :4284 'Which part of a plant makes seeds? → Flower' (with 'plantparts' diagram); :4277 'Which body part helps a fish breathe underwater? → Gills' (distractors: Lungs, Fins); :4313 'How do most fish move through the water? → They use fins and a tail'. Interactive branch at :4494-4503 prompts 'Tap the {flower|leaf|stem|ro06AUG2026
life-science
5.LS1.C.1
PASSCorrect at PARTIAL. The standard's stated emphasis — 'plant matter comes mostly from air and water, NOT from the soil' — is carried by the distractor design, not just the key: two separate items offer 'Only soil' as the wrong answer, which is exactly the misconception DESE is targeting, and a third item names carbon dioxide from the air as the intake. Capped at PARTIAL by 'Support an argument', a production verb. One honest caveat for the curriculum director: the standard says '[Do not assess photosynthesis]', and while no ITEM asks the child to identify or explain photosynthesis, several of the app's post-answer why-strings name it (e.g. 'Photosynthesis uses sunlight, water, and carbon dioxide'). That is feedback text, not an assessed item, so the claim stands — but do not present this skill as photosynthesis-free instruction. EVIDENCE: scienceQ('life-science') → SCIENCE['life-science']. content.ts:4276 'What do plants need to make food? → Sunlight, water, and air' (distractors: Only soil, Other plants); :4316 'What do green plants use to make their own food? → Sunlight, water, and air' (distractors: Only soil, Meat and bones); :4299 'What gas do plants take in from the air to make their food? → Carbon dioxide' (distractors: Oxygen, Helium).06AUG2026
life-science
5.LS2.B.1
PASSCorrect at PARTIAL. The standard is about matter MOVING among plants, animals, decomposers and the environment, and the decomposer items state that movement explicitly in the answer text — 'break down dead things AND return nutrients to the soil' is the return leg of the cycle, not just a definition of 'decomposer'. Gas-exchange items (plants take in carbon dioxide, give off oxygen) supply the plant↔environment leg, and the food-chain arrow item supplies the direction-of-flow idea with a rendered diagram. Capped at PARTIAL by 'Develop a model', a production verb; no item asks the child to assemble or trace a full matter cycle. EVIDENCE: scienceQ('life-science') → SCIENCE['life-science']. content.ts:4274 "What is a decomposer's job in a food web? → Break down dead things and return nutrients to the soil"; :4294 'In a food web, what role do decomposers like mushrooms and bacteria play? → They break down dead plants and animals'; :4280 'In a food chain, the arrow points… → From the food to the eater (energy flow)' with visual diagram 'foodchain'; :4288 'What gas do plants give off that we breathe? → Oxygen'; :4299 'What gas do plants take in from the air…? → Carbon dioxide'.06AUG2026
life-science
5.PS3.D.1
PASSCorrect at PARTIAL. There is one item that states the standard's central claim almost word for word, and its why-string completes the chain DESE describes ('Plants capture the Sun's energy, and it passes up the food chain to animals'). Two clauses are unpracticed and PARTIAL is the right encoding: 'Use models to describe' is production, and the parenthetical enumeration — energy in food used for body repair, growth, motion and maintaining body warmth — is not itself assessed by any item I found in the life-science array. It is a single-item claim; do not oversell its depth to the district. EVIDENCE: scienceQ('life-science') → SCIENCE['life-science']. content.ts:4321 'In a food chain, where does almost all the energy first come from? → The Sun' (distractors: The soil, The Moon; why: "Plants capture the Sun's energy, and it passes up the food chain to animals"). Supported by :4280, the food-chain arrow item with a rendered 'foodchain' diagram.06AUG2026
life-science
K.LS1.C.1
PASSCorrect at PARTIAL, and unusually well-matched to the clarification statement. Two of the three clarification examples are hit head-on: 'all living things need water' by an item whose correct answer is literally Water, and 'animals need to take in food but plants do not' by the distractor design on the plant-food items ('Only soil', 'Meat and bones', 'Other plants' as wrong answers to what plants use to make food). The unpracticed clause is the verb pair 'Use observations to describe' — the child observes nothing first-hand and produces no description, only taps a pre-written option. That is a textbook production clause, so PARTIAL, not FULL. EVIDENCE: scienceQ('life-science') → SCIENCE['life-science']. content.ts:4312 'Which of these is something ALL living things need? → Water' (distractors: A television, A toy); :4276 'What do plants need to make food? → Sunlight, water, and air' (distractors: Only soil, Other plants); :4316 'What do green plants use to make their own food? → Sunlight, water, and air' (distractors: Only soil, Meat and bones).06AUG2026
make-ten
1.RA.C.7
PASSPARTIAL is right for this skill. The arithmetic is inside 20 and both operations appear, but only in unknown-part form — make-ten never deals a straight 'a + b = ?' or 'a − b = ?' computation, which is the plain reading of the expectation. The addition and subtraction skills carry that at FULL. EVIDENCE: makeTenQ levels 2-3 (content.ts:589-620): '8 + ❓ = 15', '❓ + 6 = 17' with targets 10/15/20 and 10..20, plus the missing-subtrahend form '14 − ❓ = 9' (a in 8..17).06AUG2026
make-ten
K.RA.A.3
PASSPARTIAL is right. Ten is decomposed many ways across items, but the only number ≤ 10 the generator ever decomposes is 10 itself — 5, 6, 7, 8 and 9 are never split — and each item asks for one missing part rather than for more than one decomposition of the same number. EVIDENCE: makeTenQ level 1 (content.ts:568-587): a = rnd(9)+1, missing = 10−a, dealt as '7 + ❓ = 10' with a ten-frame filled to 7, or as a build widget prefilled to a that the child taps up to 10. Level 2 targets are [10,15,20]; level 3 targets 10..20.06AUG2026
map-skills
1.EG.5.A.b
PASSPARTIAL is correct and stays, and it is the ceiling. Two clauses are unpracticed: "construct" (the child never draws or assembles a map — a production clause, capped by the house rule) and, more quietly, "read… and use maps" (no map is ever rendered; the row type cannot carry a visual, so every item is verbal knowledge ABOUT map parts rather than reading a map in front of you). What the child genuinely practices is the title-and-key vocabulary that map reading rests on, which is a real part of the expectation — hence PARTIAL rather than REMOVE. If the doc footnotes clauses, "construct" should be named explicitly, because a first-grade teacher will ask about it. EVIDENCE: content.ts mapSkillsQ() (line 4215-4225) drawing on MAP_BANK (line 4173-4214), all 41 entries read. Title/key items: "The name at the top of a map that tells what it shows is the… → Title"; "What part of a map tells you what the symbols mean? → The key (legend)"; "What does a map's key (legend) explain? → What the symbols mean". Note the MAP_BANK row type is `{ lvl, q, qEs, c, cEs, w, wEs }` — it has no `visual` field at all, so no item in this skill can ever display a map.06AUG2026
map-skills
K.EG.5.A.c
PASSPARTIAL is correct and stays. I considered UPGRADE and rejected it. The verb "Match" is recognition-compatible and the tree→park and star→capital items are exactly symbol-to-feature matching, so on verbs alone FULL was available — but the expectation as written presumes a legend and a map in front of the child, and this skill can never show either (the MAP_BANK row type has no visual field, confirmed by reading the type declaration at line 4173). The child matches a symbol DESCRIBED IN WORDS to a feature, which is a real but thinner version of the kindergarten task of pointing between a legend and a map. PARTIAL is the honest tier. EVIDENCE: content.ts MAP_BANK via mapSkillsQ(). Items: "On a map of your town, a tiny picture of a tree most likely marks… → A park or forest"; "A tiny picture that stands for something real on a map is called a… → Symbol"; "On a map, the color blue usually shows… → Water"; "On a map, the color green usually shows… → Land or grass"; "A star or dot inside a circle on a state map usually marks… → The capital city".06AUG2026
measurement
2.GM.B.4
PASSPARTIAL is right. Reading a drawn ruler is an honest measure register and tool-appropriateness is quizzed, but 'selecting and using appropriate tools' means the child picks up and applies a physical tool — a physical-materials clause, which caps at PARTIAL by house rule. The tool is pre-selected and pre-aligned in every item. EVIDENCE: consRulerQ (content.ts:7703), dealt from measurementQ at level ≥2: an object drawn lined up with 0 on a 0-8 cm ruler, 'Measure with the ruler: how many centimeters long is it? Tap the number where it ends', hint 'count the spaces, not the tick marks'. MEASURE_TOOLS supplies the tool-choice items ('Which tool measures the length of your foot?' → ruler).06AUG2026
measurement
2.GM.B.6
PASSPARTIAL is right, and the reason is a units gap the district should hear plainly: I read the whole MEASURE_EST bank. Only inches and feet are ever the estimated unit. Yards and meters appear nowhere in the bank; centimeter appears once, as a WRONG option in 'Which is longer? 1 foot / 1 inch / 1 centimeter'. Three of the standard's five named units are not estimated in. EVIDENCE: MEASURE_EST bank (content.ts:777-800), served by measurementQ level 3: 'About how long is a school bus?' → 35 feet; 'A new pencil is about 7 ___ long.' → inches; 'About how tall is a door?' → 7 feet.06AUG2026
measurement
K.GM.A.1
PASSPARTIAL is right. Length, height, weight and capacity are all named and attached to objects, so the attribute vocabulary is exercised — but 'Describe' is the child producing the description, and here the description is always a pre-written option to select. EVIDENCE: measurementQ level 1 (content.ts:898-911) over MEASURE_PAIRS (740-754): 'Which is LONGER? 🚌 bus · ✏️ pencil', 'Which is TALLER?', 'Which is HEAVIER?', 'Which holds MORE water?'. Level 2 uses MEASURE_TOOLS (756-776): 'What do we use to measure how LONG something is?' → ruler.06AUG2026
measurement
K.GM.A.2
PASSPARTIAL is right — and this row is stronger than the sort-size row on the same code, because the attribute is named and exactly two objects are compared. It stays short of FULL because nothing on screen carries the attribute: the two emoji render at the same size, so the child compares remembered real-world objects rather than the presented objects' measurable attributes, which is what 'compare the measurable attributes of two objects' asks a Kindergartner to do. EVIDENCE: measurementQ level 1: exactly two objects per item, the attribute named in the prompt (LONGER / TALLER / HEAVIER / holds MORE), both objects shown in the prompt so the item is self-contained.06AUG2026
multiplication
3.RA.A.1
PASSPARTIAL is the right ceiling and is what is recorded. The groups-of interpretation is real content — the seeded add-instead-of-multiply distractor means a child who has not separated the two operations gets caught — but the child taps a product, not an interpretation; the interpretation is delivered in feedback. There is no item of the form 'which picture/expression shows 4 × 3?'. Do not let this be presented to a director as more than 'the interpretation is taught in the feedback layer'. EVIDENCE: multiplicationQ (content.ts:1881). `why` on every item reads '6 × 8 means 6 groups of 8 (8 + 8 + 8 + 8 + 8 + 8 = 48)' (the repeated-addition expansion is emitted when a<=6), and `withMistake` seeds the value a+b as a distractor with the note 'That's 6 + 8. Multiplying means 6 groups of 8, not adding them.'06AUG2026
multiplication
3.RA.E.11
FAIL -> REMAPPEDREMAPPED to 3.RA.C.7. No item asks the child to identify a pattern — the place-value structure in the ×10 branch is narrated to them in `steps`/`why`, and the answer tapped is a product. The recognition half of 3.RA.E.11 (which would be PARTIAL-eligible) is absent, so the row cannot stand. What multiplicationQ does practice is 3.RA.C.7 — 'Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers': L1 (2–5 × 2–5) and L2 (2–9 × 2–9) are exactly one-digit products within 100, and the ×tens branch is an explicit place-value strategy. PARTIAL because the 'divide' half of that GLE is not in this skill. EVIDENCE: multiplicationQ (content.ts:1881). Items are bare products ('6 × 8 = ?') plus, at level>=3 with a 1-in-4 roll, one-digit × multiple-of-10 ('7 × 40 = ?') with steps ['40 = 4 tens','7 × 4 = 28','28 tens = 280']. Every prompt asks for a product; none asks the child to identify or extend a pattern.06AUG2026
multiplication
4.NBT.A.6
PASS'Multiply two two-digit numbers' is fully evidenced at level 5. Two clauses are not: 'up to four digits by a one-digit whole number' tops out at two digits (a is capped at 99), and 'justify the solution' is production — the partial-products decomposition is written FOR the child in `steps`, never produced by them. PARTIAL is correct. EVIDENCE: multiplicationQ (content.ts:1881), levels 4 and 5 (catalog maxLevel 5, catalog.ts:43). Level 4: a = 11..99, b = 2..9 with a partial-products worked solution ['70 × 6 = 420','3 × 6 = 18','420 + 18 = 438']. Level 5: a = 11..99, b = 11..99 with ['47 × 3 = 141','47 × 20 = 940','141 + 940 = 1081'].06AUG2026
order-ops
5.RA.B.3
PASS'Evaluate' is exercised exactly as written, and the two canonical order-of-operations errors are seeded as distractors with targeted feedback — this is real practice. Two of the three verbs are not: 'Write' (no item asks the child to compose an expression) and 'interpret' in the 5.OA.2 sense (no item asks about an expression's meaning without evaluating it, e.g. 'is 3 × (18932 + 921) larger than 18932 + 921?'). PARTIAL is correct. EVIDENCE: orderOpsQ (content.ts:1272), the sole generator for skillId 'order-ops' (buildSession, content.ts:7814). L1 'a + b × c = ?' with the left-to-right value (a+b)*c seeded and named ('You went left to right and added first. Do × before +'); L2 'a × b − c = ?'; L3 '(a + b) × c = ?' with the parentheses-ignored value a + b*c seeded and named.06AUG2026
patterns
3.RA.E.11
PASSIdentify is genuinely practiced on the number-sequence branch (constant-difference sequence, child supplies the next term). The clause 'explain the patterns using properties of operations' is never asked of the child — the app writes the explanation into `why` ('The pattern counts up by 5'). Production clause -> capped at PARTIAL, which is what is recorded. Caveat a director should hear: at L1 the branch is 100% repeating EMOJI patterns (AB/ABC/AAB), which are not arithmetic patterns at all, and even at L2/L3 only ~half the items are numeric. EVIDENCE: patternsQ (content.ts:510). At lvl>=2 with a 1-in-2 roll it builds an arithmetic sequence: step from [1,2,5,10] (L2) or [2,3,5,10] (L3), terms = start + k*step, prompt 'What number comes next? 3, 6, 9, 12, ❓', answer start+4*step, distractors next+step / next±1.06AUG2026
patterns
4.RA.C.6
FAIL -> MAPPING REMOVEDThe standard runs rule -> pattern; the app runs pattern -> next term. That is the inverse task, and 'generate' is a production verb on top of it. A Missouri teacher reading 'Generate a number pattern that follows a given rule' and then watching a child tap '15' under '3, 6, 9, 12, ❓' would not sign off. This has the signature of the mis-seeding: it is a statement-similarity match on the word 'pattern'. Note also patterns has maxLevel 3 and is catalogued as a grade-1 skill (catalog.ts:36) — a grade-4 GLE claim on it was implausible before the text was even read. EVIDENCE: patternsQ (content.ts:510) is the only generator dispatched for skillId 'patterns' (buildSession, content.ts:7795). Every item runs pattern -> next term: the sequence is printed and the child taps one of three numbers. No item states a rule and asks for terms. I grepped content.ts for 'rule'/'Rule'/'regla' across all 8,055 lines — the only hits are the civics hint string (line 90) and 'ruler' in the measurement bank; no generator anywhere presents a rule to be followed.06AUG2026
phonics
1.RF.2.A.a
PASSPARTIAL is right and the unpracticed clauses are real: "producing" (the child selects, never produces a sound) and "syllables" (phonicsQ has no syllable work at all — that lives in syllablesQ). The "identifying sounds" half is genuinely practiced. Correctly capped. EVIDENCE: content.ts::phonicsQ — L1 identifies initial sounds (BEGIN_SOUNDS), L2 identifies rhymes (RHYME_FAMILIES, 13 families), L3 blends CVC phonemes. No item in the function touches syllables, and every response is a tap.06AUG2026
phonics
1.RF.3.A.a
PASSPARTIAL correctly records this. "[U]sing letter sound knowledge" is genuinely practiced; the unpracticed clause is "in context" — the generator never places a word in connected text, so decoding-in-context is not evidenced by this skill (it is by decodableQ). EVIDENCE: content.ts::phonicsQ level 3 blends c-a-t to "cat" using letter-sound knowledge; vowelSoundQ ties letters to vowel sounds ("Which letters make the LONG E sound in 'team'?"). Every word served is an isolated word — there is no sentence, passage, or `passage` field anywhere in phonicsQ.06AUG2026
phonics
2.RF.3.A.a
FAIL -> REMAPPEDREMAPPED to 2.RF.3.A.b. The head clause of this expectation — "decoding multisyllabic words in context" — is practiced zero times by this generator, and two of the four named correspondence types (consonant blends, vowel diphthongs) are absent from the banks entirely. That is not a PARTIAL, it is the wrong code. The item vowelSoundQ actually serves is Missouri 2.RF.3.A.b verbatim: "distinguishing long and short vowels when reading regularly spelled one syllable words" — "Which word has a LONG A sound?" with correct=cake/gate/rain/day and the same-vowel SHORT word as the near distractor, all regularly spelled one-syllable words, printed (so the child must read them). No clause of 2.RF.3.A.b is unpracticed, so FULL. 2.RF.3.A.a itself should be re-homed on decodable (see missedClaims). EVIDENCE: I read every bank phonicsQ can reach. CVC_WORDS: 31 words, all one syllable. SHORT_VOWEL_WORDS / LONG_VOWEL_WORDS: 40 words, all one syllable. VOWEL_TEAMS: rain/day/boat/team/feet/light/goat/play — all one syllable. BEGIN_SOUNDS: single consonants only, no blends. No word in any phonics bank is multisyllabic, no consonant blend is ever the object of a question, no diphthong (oi/ou/ow) appears, and nothing is presented in context.06AUG2026
phonics
K.RF.2.A.a
PASSPARTIAL is the honest tier and is correctly recorded. The child genuinely identifies an initial sound, but Missouri's expectation is phonemic awareness "in spoken words" — a purely oral skill — while every option here is presented in PRINT, so a child who can already read can answer without listening. Medial and final sounds are never isolated by this generator either. Part practiced, part beyond the item shape: PARTIAL. EVIDENCE: content.ts::phonicsQ level 1 (line 3073) — mc("Which word starts with the B sound?", correct, distractors) over the BEGIN_SOUNDS bank (10 consonants x 5-6 words), with speak rendering the real phoneme from SOUND_SAY ("Which word starts with the buh sound?"). The child isolates and matches an initial sound.06AUG2026
phonics
K.RF.3.A.a
FAIL -> REMAPPEDREMAPPED to K.RF.3.A.c. Same Kansas-lumping error as the sight-words row: phonicsQ never produces or writes anything, so the recorded code cannot stand. What it DOES do at level 3 is precisely Missouri K.RF.3.A.c, "Develop phonics in the reading process by: blending letter sounds to decode simple words" — currently unclaimed by any skill. FULL is warranted there: the segmented letter sounds are given, the child blends them and lands on the word, distractors are other CVC words, and no clause of that expectation is left unpracticed. (A conservative reader could argue PARTIAL because the child never voices the blend aloud; the expectation does not say "orally," and decoding is what a reader does silently, so I set FULL.) EVIDENCE: content.ts::phonicsQ level 3 (line 3110) — mc("Sound it out: c-a-t. What word is it?", word, sample(CVC_WORDS,2)) over the 31-word CVC_WORDS bank, speak = "Sound it out. c, a, t". Nowhere in phonicsQ or vowelSoundQ (line 3026) does the child produce or write a letter; every response is a tap on a pre-written option.06AUG2026
physical-science
1.PS4.A.1
PASSHalf the DCI is genuinely practiced (vibration → sound). The reciprocal clause 'and that sound can make materials vibrate' is entirely absent — I searched the whole science bank region for 'vibrat' (6 hits, all vibration-makes-sound) and for 'sound can make' (0 hits); no paper-near-a-speaker or tuning-fork item exists. Plus 'Plan and conduct investigations' is beyond a tap app. PARTIAL is correct. EVIDENCE: scienceQ("physical-science"): "Sound is made when something… → Vibrates" (two variants, distractors Freezes/Glows and Freezes/Shines) and "Sound is made by… → Vibrations" (distractors Light waves, Still air). Child selects a pre-written cause; no investigation, no reverse case.06AUG2026
physical-science
2. PS1.A.1
PASSGenuine partial: the child does sort materials by an observable property (magnetic/not, transparent/opaque, floats/sinks). But note honestly for the district that none of DESE's four named observations appear — 'texture', 'hardness', 'flexib' all return 0 hits in the bank — so the classification practiced is not the one the clarification statement describes, and 'Plan and conduct an investigation' is unpracticed. EVIDENCE: scienceQ("physical-science"): "Which of these will a magnet pull? → A steel paper clip" (vs rubber band, wooden block); "Which of these can a magnet pull toward itself? → A metal paperclip" (vs plastic spoon, paper napkin); "Which of these lets light pass through it? → A clear glass window" (vs wooden door, brick wall); "Which of these will float in a bowl of water? → A cork" (vs steel spoon, glass marble).06AUG2026
physical-science
3.PS1.B.1
PASSThe strongest physical-science claim in the batch: the reversible/irreversible DCI is asked directly, twice, with the exact contrast DESE intends. Capped at PARTIAL only by 'Construct an argument with evidence' — the child selects an answer, produces no argument. Correct as recorded. EVIDENCE: scienceQ("physical-science"): "Which change can be reversed? → Melting ice" (distractors Burning paper, Baking a cake); "Which change can be undone: melting an ice cube or baking a cake? → Melting the ice cube" (why: 'Melting is a physical change — refreeze it; baking changes the ingredients forever').06AUG2026
physical-science
3.PS2.B.1
PASSWell evidenced at the DCI level for BOTH branches the standard offers — magnetic interaction between two magnets not in contact, and an electric (static) force acting at a distance. Unpracticed clauses: 'Plan and conduct investigations' and the clarification's cause-and-effect variables (distance between objects, orientation of magnets) — no item varies distance or orientation. PARTIAL is right. EVIDENCE: scienceQ("physical-science"): "What happens when opposite poles (N and S) of two magnets meet? → They pull together (attract)" with visual {kind:'diagram', id:'magnet'} (distractors They push apart, Nothing happens); "When you rub a balloon on your hair and it sticks to a wall, what has built up on it? → Static electricity"; "Which of these will a magnet pull? → A steel paper clip".06AUG2026
physical-science
4.PS2.A.2
FAIL -> MAPPING REMOVEDMIS-SEEDED, ported from Kansas. The words 'balanced' and 'unbalanced' do not occur anywhere in the science banks — I searched the full SCIENCE record region (content.ts L4270-4491) for 'balanc' and got 0 hits, and read all 54 physical-science items individually. Not one item puts two forces on one object, contrasts a net force, or asks what happens when forces are equal. The only force items are single-word vocabulary (force / friction / gravity), and those are already the evidence behind K.PS2.A.1 and 5.PS2.B.1. A Missouri teacher watching a child answer 'Friction' to 'What makes a ball roll to a stop?' would not agree the child practiced balanced vs unbalanced forces. Nothing in the bank supports a remap inside 4.PS2 either — 4.PS2.A.1 (measure motion to predict future motion), 4.PS2.B.1 (spring-scale fair test) and 4.PS2.B.2 (predict effect of changing force or mass) are equally unevidenced. EVIDENCE: scienceQ("physical-science") — every force-related item in SCIENCE["physical-science"]: "A push or a pull is a… → Force"; "What makes a ball roll to a stop? → Friction"; "Why does a ball rolling on grass slow down and stop? → Friction"; "What slows a ball rolling across the floor? → Friction"; "Which pulls objects toward Earth? → Gravity"; "What pulls a dropped ball down to the ground? → Gravity". None involves two opposing forces or the balanced/unbalanced distinction.06AUG2026
physical-science
4.PS3.B.1
PASSOne item is a real energy transformation (motion → heat) and matches the standard's 'temperature change' example; light and sound energy are named in other items. Capped at PARTIAL by 'Provide evidence to construct an explanation' — the transformation reasoning lives in the app's why-text, not in anything the child produces. Thin but honest at PARTIAL. EVIDENCE: scienceQ("physical-science"): "Rubbing your hands together makes them warm because of… → Friction" (why: 'Friction between surfaces turns motion into heat'); "What do we call energy that we can see, like from the Sun or a lamp? → Light"; "In a simple electric circuit, what is needed for the bulb to light up? → A complete, unbroken loop for the electricity to flow".06AUG2026
physical-science
5.PS1.A.1
PASSWeakest of the physical-science PASSes and should be labeled as such. The evidenced item is exactly one of DESE's clarification examples (dissolving in water), so the claim is not fabricated — but the proposition itself, 'matter is made of particles too small to be seen', is never what the child selects; the word 'particle' appears once in the entire bank and only inside a why-string on a sound item. Plus 'Develop a model' is production. PARTIAL, knowledge-adjacent only. EVIDENCE: scienceQ("physical-science"): "When you mix salt into water and it seems to vanish, the salt has… → Dissolved" (distractors Melted, Evaporated; why: 'Dissolving spreads the salt evenly through the water; it isn't melted or gone'); supporting: "What happens to most objects when they get hotter? → They expand and take up a little more space"; "Sound travels fastest through which of these? → A solid" (why mentions particles packed tightly).06AUG2026
physical-science
5.PS2.B.1
PASSFour items practice the gravity DCI directly, so the claim is real. The standard's distinguishing clause — 'directed toward the planet's center' — appears only in a why-string ('Gravity pulls everything toward the center of Earth'), never as the thing the child chooses; every prompt is answerable with 'gravity pulls things down'. Combined with the 'Support an argument' production verb, PARTIAL is correct and should not be read as center-directedness coverage. EVIDENCE: scienceQ("physical-science"): "Which pulls objects toward Earth? → Gravity"; "Which force pulls everything toward the ground? → Gravity"; "What force pulls everything down toward the Earth? → Gravity"; "What pulls a dropped ball down to the ground? → Gravity" (distractors Friction, Magnetism, Sound).06AUG2026
physical-science
K.PS2.A.1
PASSMarginal but defensible at PARTIAL. The bank names the concept but NEVER compares strengths or directions — 'different strength or different directions' is nowhere in the 54-item physical-science bank (grep for 'balanc', 'stronger', 'direction' returns nothing in this bank). What survives is force vocabulary. Keep PARTIAL, but the better-fitting Missouri code for these items is K.PS2.A.2 (reported in missedClaims). EVIDENCE: scienceQ("physical-science") deals from SCIENCE["physical-science"] (content.ts ~L4323-4378). Force items: "A push or a pull is a… → Force" (distractors Mass, Volume); "What do we call a push or a pull that can make things move? → A force"; "What do we call a push or a pull that can move something? → A force"; "A push or a pull is called a… → force". The child taps a vocabulary word; nothing varies force magnitude or direction.06AUG2026
place-value
1.NBT.A.2
PASSPARTIAL is right and I considered upgrading it. The composition idea is well practiced and the swap misconception is exactly targeted, but the generator only ever offers the recognition form; it never asks 'how many tens and how many ones are in 47?', never decomposes a two-digit number the child names, and the branch fires only at level ≤2 on a 40% roll. One representation is not the whole understanding. EVIDENCE: placeValueQ basepick branch (content.ts:1742-1760), level ≤2 behind rollInteractive(4): 'Tap the blocks that show 47' with three base-ten block groups — the correct one, the digit-swap (74, the place-value misconception), and one extra rod; why 'four tens rods and seven ones cubes: 40 + 7 = 47'.06AUG2026
place-value
4.NBT.A.2
PASSPARTIAL is right, with two limits worth naming to the district: the number-name and expanded-form registers exist only for three-digit numbers, and the largest numeral the skill ever shows is four digits — nowhere near 'up to one million'. 'Write' is also selection-only here. EVIDENCE: placeValueQ (content.ts:1799-1852): number-name → numeral ('Which number is "three hundred forty-seven"?'), numeral → expanded form, expanded form → numeral — all generated from n3 = rnd(900)+100, i.e. 100-999 only. The digit-value branch uses digits = [2,3,3,4,4][level-1], so numerals top out at 9,999.06AUG2026
place-value
4.NBT.A.4
FAIL -> MAPPING REMOVEDNot practiced at all. No item in this generator ever relates a digit's value in one place to the SAME digit's value in the place to its right — the 10-times relation, which is the entire content of this expectation. I grepped the full 8,055-line content.ts for '10 times', 'ten times' and 'diez veces' and found no hit in any generator. The items that exist are place-value identification, which this skill already claims correctly under 2.NBT.A.1 (FULL) and 4.NBT.A.2 (PARTIAL), so there is no code left to remap to. EVIDENCE: placeValueQ's terminal branch (content.ts:1854-1878) asks 'In 4728, what is the value of the tens digit?' → 20, with the face-value miss named. Its other branches are base-ten block picking, mental ±10/±100, expanded form and number names — all on a single number at a time.06AUG2026
place-value
5.NBT.A.3
FAIL -> MAPPING REMOVEDNot practiced at all — the harder of the two place-relationship removals, because this standard is about places to the RIGHT of the ones place and this generator has none. I searched the whole file for the tenths idea: the only hits ('décimas'/'tenths', content.ts:1198-1208 and 2462) are inside the decimals generator, a different skill that does not claim this code. Nothing to remap to inside place-value. EVIDENCE: placeValueQ has no decimal register at all: its place-name array is ['ones','tens','hundreds','thousands'] (content.ts:1860) and digits = [2,3,3,4,4][level-1], so no item ever shows a decimal point, and no item relates any place to the place on its left.06AUG2026
plurals
1.L.1.A.a
FAIL -> REMAPPEDREMAPPED to 1.RF.3.A.h. MIS-SEEDED KANSAS PORT — the Missouri statement is grade-1 verb tense in sentences; the generator is noun pluralization. Best honest grade-1 target is 1.RF.3.A.h, 'Develop phonics in the reading process by: reading root words with inflectional endings', which the regular half of the bank (cherry→cherries, box→boxes, dish→dishes, bench→benches, glass→glasses) genuinely exercises. PARTIAL because the bank's irregular half (man→men, mouse→mice) carries no inflectional ending and because the words are read in isolation rather than in the reading process. Flagging honestly: after this remap 1.L.1.A.a has no claimant in the crosswalk (I checked — the grammar skill claims 2.L.1.A.a through 5.L.1.A.a but not 1.L.1.A.a), which is the correct outcome, since no word-study generator practices past/present/future verbs in sentences. EVIDENCE: pluralsQ (content.ts:4004) asks only "What is the plural of \"cherry\"?" → cherries, with near-miss distractors built as sing+'s', plural+'s', sing+'es' (cherrys, cherriess). The PLURAL_WORDS bank (content.ts:3995, 36 pairs) is deliberately restricted to -es/-ies and irregular forms. No verb, no tense, no sentence appears anywhere in the generator.06AUG2026
plurals
2.L.1.A.a
FAIL -> REMAPPEDREMAPPED to 2.L.1.B.h. MIS-SEEDED as a nouns-and-pronouns grammar claim — pluralsQ never touches pronouns and never has the child write. The precise Missouri expectation the generator practices is 2.L.1.B.h, 'In written text: use nouns that change their spelling in plural form'. PARTIAL, not FULL, because the standard frames it as production in written text and the child only selects a pre-written option. 2.L.1.A.a keeps its legitimate claimant (grammar), so the standard is not orphaned. EVIDENCE: Same generator. The irregular rows of PLURAL_WORDS are man→men, woman→women, child→children, foot→feet, tooth→teeth, mouse→mice, goose→geese, ox→oxen, person→people, moose→moose, plus the -f/-fe shifts knife→knives, leaf→leaves, wolf→wolves, half→halves, life→lives, calf→calves. The child selects the correct plural against the naive 'mans'/'mens' distractors.06AUG2026
poetry
2.R.2.B.a
PASSCorrectly capped. Rhythm, rhyme, repetition and imagery are each identified in the bank, but no item asks how they CREATE imagery — the causal clause — and 'describe' is production. PARTIAL is right. EVIDENCE: POETRY bank (content.ts:5936–5969) served via fromBank/bankPairsQ: rhythm — 'The beat you can clap along to in a poem is its… → Rhythm'; rhyme — 'Which word rhymes with "night"? → Light'; repetition — 'when the same line repeats at the end of every stanza, it's called a… → Refrain' and the alliteration items; imagery — '"The fog crept in on little cat feet." This line paints a picture using… → Imagery'. Each is a separate naming item; none links the devices to the image they produce.06AUG2026
poetry
4.R.2.B.a
PASSCorrectly capped and well evidenced. Structural elements are genuinely covered at recognition level; 'explain' is a production verb the child never performs. EVIDENCE: POETRY bank items on structure: 'What is a poem's "stanza"? → A group of lines, like a poem's paragraph'; 'One single row of words in a poem is called a… → Line'; 'Two lines ending in rhyme, right next to each other, are called a… → Couplet'; 'A haiku is a short poem with… → Three lines'; 'A poem with no set rhyme or rhythm is called… → Free verse'; 'Unlike most stories, a poem does NOT have to have… → Complete sentences on every line' (content.ts:5938–5960).06AUG2026
prefixes
2.R.1.B.a
PASSPARTIAL is correct and should not be inflated: two of the standard's three named word parts ('root words, and suffixes') are absent, and the payoff clause 'to determine the meaning of words' is only reached indirectly (the child uses the prefix meaning to pick the word, never to state the word's meaning). Worth flagging alongside the compound-words verdict: this same code was also being claimed by compound-words, where it is plainly wrong — prefixes is the legitimate holder. EVIDENCE: Same generator and bank. Every item is about the affix itself — the meaning of un-/re-/pre-/mis-/over-/under-/bi-/tri-/dis-/non-/sub-/super-/inter-/uni-, or which example word carries a prefix of a given meaning. No item asks the meaning of the whole word, and no root or suffix item exists.06AUG2026
prefixes
3.R.1.B.a
PASSPARTIAL is right. The prefix half of 'identifying the meaning of common prefixes and suffixes' is squarely practiced, but this generator contains no suffix at all, and the 'knowing how they change the meaning of root words' clause is only implicit — the child is shown the example word but is never asked what the affixed word means. The generator that closes both gaps is word-machines. EVIDENCE: prefixesQ (content.ts:4030) serves three forms over the PREFIXES bank (content.ts:4022, 20 entries with meaning + example): "What does the prefix \"mis-\" mean? (as in \"misspell\")" → wrongly; "Which prefix means \"again\"?" → re-; "Which word uses a prefix meaning \"before\"?" → preview. Meaning-level dedupe prevents under-/sub- collisions.06AUG2026
revise
4.L.1.A.a
FAIL -> REMAPPEDREMAPPED to 4.L.1.A.i. Mis-seeded. I read all 40 REVISIONS entries: there is no be+-ing / progressive item in this skill at any level. 'was' appears only as a rejected weak-verb distractor ('Lightning ___ across the night sky' — wrong: 'was'). What reviseQ DOES do, squarely, is fragment and run-on correction, which is 4.L.1.A.i verbatim. Remapping there; PARTIAL because 'in writing' is production and the child selects rather than repairs their own text. (The progressive-tense claim is legitimately held by the grammar skill, which has the actual item.) EVIDENCE: REVISIONS fragments: 'Which sentence is a complete sentence?' → 'The little boat drifted across the lake.' vs fragments 'Drifted across the lake.' / 'The little boat across the lake.' (content.ts:6343), repeated at l.6347 and l.6370. Run-ons: 'Combine: "The rain stopped. We went outside."' → 'When the rain stopped, we went outside.', with the run-on 'The rain stopped we went outside.' as a distractor and `why` reading '…connects the two ideas smoothly — no run-ons' (l.6351).06AUG2026
revise
4.W.1.C.a
PASSCorrectly capped and the best-evidenced production claim in the batch — reviseQ genuinely touches four of the ten bullets (word choice, sentence structure, main idea, transitions). Still PARTIAL: no draft is reread or revised, and sequence, focus, beginning/middle/end, details from sources, audience and purpose, and voice are untouched. EVIDENCE: reviseQ (content.ts:6379) draws from REVISIONS by level: word choice — 'Pick the strongest word: "The tired hikers ___ up the last hill." → trudged'; sentence structure/transitions — 'Combine: "We wore coats. It was freezing." → We wore coats because it was freezing'; main idea — 'A paragraph tells how bees make honey, guard the hive, and feed the queen. Pick the best topic sentence. → Honeybees do many important jobs inside their hive.' Every item is a 3-choice tap; no learner text exists to revise.06AUG2026
sequencing
2.R.1.A.d
FAIL -> REMAPPEDREMAPPED to 2.R.3.A.f. Mis-seeded. There is no story. sequencingQ never displays a text — it shows a theme title and four scrambled step-strings. And 'determining their central message, lesson or moral' is absent from the skill entirely: no SEQUENCES entry has a message, moral or lesson field, and no sequencing item asks for one. Remapping to 2.R.3.A.f, whose 'state the order of, the events or ideas' is what the drag-to-order interaction actually does; 'describe the connection between' stays unpracticed, hence PARTIAL. If Craig prefers not to add a code, REMOVE is the alternative — but not PARTIAL on 2.R.1.A.d as written. EVIDENCE: sequencingQ (content.ts:6434–6448) shuffles `steps_en` and returns `mc('Put in order: ' + theme, 'seq:…', ['seq:x'], { order: { items: scramble, correct } })`. The SEQUENCES bank (l.6393–6432) is procedures and cycles: 'Washing your hands' → Turn on the water / Add soap and scrub / Rinse them clean / Dry with a towel; 'The water cycle'; 'From wheat to bread'; 'Getting ready for school'. Not one is a narrative, and no passage is rendered.06AUG2026
sequencing
2.R.3.C.b
PASSCorrectly capped, and the better of the skill's two claims. The child genuinely reconstructs a sequence (that is stronger than picking an option). 'Describe the connection between events' is unpracticed production. Worth flagging in the district doc that the ordered items are app-supplied procedural steps, not events from a text the child read. EVIDENCE: sequencingQ presents four scrambled steps the child must drag/tap into order, e.g. 'A frog's life cycle' → Eggs float in the pond / Tadpoles hatch and swim / Legs grow and the tail shrinks / The frog hops onto land (content.ts:6424). The correct order is checked; no item asks why one step follows another.06AUG2026
shapes-basic
2.GM.A.3a
PASSPARTIAL is right, and for two reasons. 'Describe the shares and the whole' is production — the child selects the share name. Sub-item a is absent: I grepped content.ts for 'need not', 'same shape', 'misma forma' and 'different shape' and found no hit; the only diagonal-halving items (5362, 5383) live in the symmetry generator inside `geometry` and are about folding to match, not about two identical wholes cut into equal-but-differently-shaped shares. EVIDENCE: partBasicQ (content.ts:5182): n ∈ {2,3,4} on circle|rect — name the shares, equal-or-not with the unequal figure actually drawn, 'How many of the shares make the WHOLE?', and more-shares→smaller. consCutStripQ (7476) / consCutCircleQ (7500): the child taps to CUT a bar or pie into n equal shares, scored by construction.06AUG2026
shapes-basic
K.GM.C.6
PASSPARTIAL is right. The orientation-and-size clause is fully and literally practiced by the drawn-SVG pathway. The unpracticed clause is 'describe objects in the environment using names of shapes' — the child selects a pre-written name for a named object, never produces a description of something in the room. EVIDENCE: shapeSvgQ (content.ts:7228): rot = rnd(360) and s = 0.55–1.0×, prompt 'What is the most precise name of this shape?', with the tilted-square-is-a-diamond miss named ('Turning a shape does NOT change its name'). flatSolidQ (7149) offers 'A soup can is shaped like a…' → cylinder.06AUG2026
shapes-basic
K.GM.C.8
PASSPARTIAL is right. Attribute identification and comparison are practiced. The sorting clause is not: the only `sort:` bin widget in the whole 8,055-line file is at content.ts:637 inside evenOddQ (even/odd bins); no shapes item ever sorts a collection into attribute bins. 'Describe' is also production — the child picks a pre-written likeness statement. EVIDENCE: shapesBasicQ (content.ts:7287-7325): 'Tap the shape with the MOST sides' over three drawn shapes from {3,4,5,6,8} sides, plus the verified alike/different bank ('How are a square and a rectangle ALIKE?' → 'Both have 4 sides and 4 corners').06AUG2026
sight-words
K.RF.3.A.a
FAIL -> REMAPPEDREMAPPED to K.RF.3.A.b. Mis-seeded from Kansas/CCSS RF.K.3.c ("read common high-frequency words by sight"), which the sampleEvidence still names verbatim. Missouri splits what CCSS RF.K.3 lumps: the letter-sound-production item is K.RF.3.A.a and the high-frequency-word item is K.RF.3.A.b, "Develop phonics in the reading process by: reading high frequency words" — which is currently UNCLAIMED by any skill in the whole crosswalk (I checked every ELA claim in all 80 mappings). Remap there. Tier stays PARTIAL, not FULL, because the task is same-string matching: the child can succeed by visual shape-match without ever knowing the word, so "reading" is supported but not fully evidenced. EVIDENCE: content.ts::sightWordsQ (line 2954) — the ONLY item shape is mc("Read and tap this word: the", w, sample(SIGHT_WORDS.filter(x=>x!==w),2)): one Fry/Dolch word is printed at the top and the child taps the identical word among two other sight words. speak is deliberately non-revealing ("Read the word at the top, then find it below."). No letter is ever produced, written, or matched to a sound anywhere in the function or in the 230-word SIGHT_WORDS bank.06AUG2026
sort-size
K.DS.A.1
FAIL -> MAPPING REMOVEDMis-seeded. No category is ever GIVEN to the child, nothing is placed into a category, and no count of any category is ever taken — the count clause is the second half of the standard and is completely untouched. Odd-one-out is a same/different task. I read the full generator, confirmed the skill dispatcher routes 'sort-size' only to sortSizeQ (content.ts:7788), confirmed the only category-bin widget in the file belongs to evenOddQ (line 637), and read all 28 Missouri Kindergarten math codes looking for a better home for odd-one-out; there is none, so REMOVE rather than REMAP. The size-comparison half of this skill keeps its K.GM.A.2 claim. EVIDENCE: sortSizeQ has exactly two forms (content.ts:7358-7386). Form 1 is 'Tap the BIGGEST/SMALLEST' of a trio. Form 2 is GROUPS odd-one-out: 'Which one does NOT belong?' with three same-family emoji and one outlier, why 'The others go together.'06AUG2026
sort-size
K.GM.A.2
PASSPARTIAL is right, and it is the weakest surviving row in this batch. The child does compare size, but: the item shows three objects, not two; the attribute is the generic 'biggest/smallest' rather than a named measurable attribute (length, height, weight, capacity); and because the emoji all render at the same glyph size, the comparison is made from world knowledge, not from anything measurable on screen. Genuine part of the expectation, well short of it. EVIDENCE: sortSizeQ (content.ts:7358-7374): TRIOS ordered big→small (['🐘','🐕','🐭'], ['🌳','🌿','🌱'], …), prompt 'Tap the BIGGEST' or 'Tap the SMALLEST', why 'That's the biggest!'.06AUG2026
spelling
3.RF.3.A.e
FAIL -> REMAPPEDREMAPPED to 2.L.1.B.f. This is encoding, not decoding — the child writes/chooses a spelling, never reads an unknown word — and the bank is dominated by IRREGULAR words, the opposite of "by spelling patterns." A Missouri teacher reading 3.RF.3.A.e and watching a child pick "beautiful" over "beautifull" would not agree. The honest Missouri home is the language/encoding strand: 2.L.1.B.f, "In written text: spell words using irregular spelling patterns" (unclaimed). PARTIAL because 60% of serves are recognition among misspellings rather than production, and "in written text" (spelling inside the child's own writing) is never practiced. Flagging one genuine uncertainty: Missouri publishes no generic grade-3-to-5 spelling expectation (3.L.1.B is compound words / doubled consonant / y-to-ies / consult references only), so 2.L.1.B.f is the closest true text match even though spellingQ's level 3-5 banks are harder than grade 2 — the grade band is approximate and Craig should say so if asked. EVIDENCE: content.ts::spellingQ (line 3932) — 40% of serves are look-cover-spell-from-memory letter tiles ({spell:{word, scramble}}, prompt deliberately omits the word); the other 60% are mc("Which spelling is correct?", "friend", sample(["freind","frend"],2)). The SPELLING_LEVELS banks are spelling demons, not pattern families: friend, because, Wednesday, weird, believe, necessary, rhythm, lieuten06AUG2026
subtraction
4.NBT.A.5
PASSPARTIAL is right. Minuends stop at 3 digits, the format is untimed 3-choice multiple choice, and the borrow misconception — the thing fluency at this grade actually tests — is only diagnosed below 100. Genuine computation practice, short of grade-4 multi-digit fluency. EVIDENCE: subtractionQ (content.ts:309-333): max = [10,20,99,99,999][level-1]; at level 4 a subtract-in-parts worked solution, and the smaller-from-larger borrowing miss is named — but only for 2-digit operands (the code comment at 320-322 explains the 3-digit formula diverges, so 3-digit items fall back to near-misses).06AUG2026
subtraction
K.RA.A.1
PASSPARTIAL is right, same reasoning as the addition row: the take-away counters and backward hops are genuine within-10 representations, but the expectation's fuller registers (physical objects, fingers, acting out a situation, verbal explanation) are outside a tap app, and the child selects a representation rather than producing one. EVIDENCE: subtractionQ level 1 (content.ts:289-308): a take-away build widget that starts full at a (3..10) and the child taps to remove b, plus the number-line hop-backward widget (max 10) and a numberline visual.06AUG2026
suffixes
3.R.1.B.a
PASSPARTIAL stands, for the exact complementary reason as the prefixes row: the suffix half of the standard is fully practiced, the prefix half is absent from this generator, and 'knowing how they change the meaning of root words' is shown in the explanation ('-ful means full of, like in joyful') rather than asked of the child. EVIDENCE: suffixesQ (content.ts:4072) mirrors prefixesQ over the SUFFIXES bank (content.ts:4064, 20 entries): "What does the suffix \"-ness\" mean? (as in \"kindness\")" → the state of being; "Which suffix means \"without\"?" → -less; "Which word uses a suffix meaning \"one who\"?" → actor.06AUG2026
syllables
1.RF.3.A.a
FAIL -> REMAPPEDREMAPPED to 1.RF.3.A.f. Neither branch decodes a word, uses letter-SOUND knowledge, or shows a word in context — the word is already printed and readable, and the child marks a boundary. Missouri has an exact home that is currently unclaimed: 1.RF.3.A.f, "Develop phonics in the reading process by: using syllabication patterns to decode words." PARTIAL there, not FULL, because the child chooses among pre-written splits of a word already given rather than using the pattern to decode an unfamiliar word, and the split item only fires from level 2 on ~1 serve in 3. EVIDENCE: content.ts::syllableSplitQ (line 3198) — mc('Which shows how to break "rabbit" into syllables?', "rab-bit", wrongs) where the wrong options slide the break one letter left/right (ra-bbit, rabb-it), over the 17-entry hand-checked SYLLABLE_SPLITS bank (rab-bit, nap-kin, ti-ger, ro-bot, mu-sic — VC/CV and open-syllable patterns). syllablesQ otherwise just counts beats.06AUG2026
syllables
2.RF.3.A.a
FAIL -> REMAPPEDREMAPPED to 2.RF.3.A.h. Wrong code for this generator — the expectation is about letter-sound correspondences, which syllable work does not touch. The right Missouri home is 2.RF.3.A.h, "using common syllable patterns to decode words including r-controlled vowels" (unclaimed). PARTIAL, not FULL, for two reasons I want on the record: the r-controlled clause is only incidentally present (gar-den, chap-ter, pa-per, ti-ger, spi-der are in the bank but r-controlled vowels are never the object of a question), and the child splits rather than decodes. EVIDENCE: syllablesQ/syllableSplitQ apply no letter-sound correspondence of any kind — the hint is "Every syllable needs its own vowel sound" and the scoring is purely where the hyphen falls. I checked SYLLABLE_SPLITS and SYLLABLE_WORDS for the four named correspondence types: no item ever asks about a blend, a digraph, or a diphthong, and nothing appears in context.06AUG2026
syllables
3.RF.3.A.a
PASSPARTIAL is correctly recorded and the unpracticed clause is nameable: "in context" — no syllables item ever embeds a word in text. Also worth stating plainly to the district: SYLLABLE_SPLITS tops out at two syllables, so the "multisyllabic" demand is met only at its floor, and the child marks a split rather than arriving at a decoded word. Genuine partial practice of the pattern-application half. EVIDENCE: content.ts::syllableSplitQ applies VC/CV and open-syllable division patterns to two-syllable words independent of context (rab-bit vs ra-bbit; ti-ger vs tig-er); syllablesQ counts syllables in words up to five (hippopotamus).06AUG2026
syllables
K.RF.2.A.a
FAIL -> REMAPPEDREMAPPED to 1.RF.2.A.a. Mis-seeded. A syllable is not a sound, and Missouri's K.RF.2.A list contains NO syllable expectation at all — I read all eight sub-items (a rhymes, b producing rhymes, c rhyming pairs, d alliteration, e onset-rime blending, f phoneme blending, g isolating sounds, h segmenting into phonemes). Kansas/CCSS RF.K.2.b ("count, pronounce, blend, and segment syllables") has no kindergarten equivalent in Missouri; Missouri first names syllables at grade 1 in 1.RF.2.A.a, "producing and identifying sounds and syllables in spoken words." Remap there at PARTIAL — the "identifying syllables" half is exactly what the generator does, while "producing" is unpracticed and the words are printed rather than spoken-only. EVIDENCE: content.ts::syllablesQ (line 3217) — mc("How many syllables in 'banana'?", String(count), [count-1, count+1]) over SYLLABLE_WORDS (55 hand-counted words), hint "Clap as you say it — one clap for each beat"; plus syllableSplitQ from L2. The child counts or splits syllables. No item asks for a sound.06AUG2026
synonyms
2.R.1.B.d
PASSMirror image of the antonyms row and correctly tiered: the synonym half is fully practiced, the 'antonyms' half of the standard is not touched by this generator. PARTIAL stands. EVIDENCE: synonymsQ (content.ts:3284) serves "Which word means the SAME as \"damp\"?" over the SYNONYMS bank (content.ts:3273, 44 meaning-distinct pairs) or a 3-pair "Match the synonyms!". No antonym item exists in this generator.06AUG2026
time
3.GM.B.4
PASSPARTIAL is right, but it is a thin PARTIAL and the district should hear the caveat plainly. The unpracticed clause is the whole of what grade 3 adds over grade 2: 'to the nearest minute.' The app's own prompt text says 'to the nearest five minutes' — that is 2.GM.D.10 (claimed FULL elsewhere), not 3.GM.B.4. 'write' is also unpracticed (the child taps a pre-written time string). I did not REMOVE it because the standard's core act — reading hour and minute hands off an analog face — is genuinely exercised; only the precision is short. EVIDENCE: content.ts::timeQ. Finest granularity anywhere in the function is five minutes: L1 m=0 only; L2 m in [15,30,45]; L3 branch 0 draws m from [5,10,20,25,35,40,50,55] and the prompt literally says "What time does the clock show, to the nearest five minutes?" (line 4623). The clockpick reverse item (line 4571) uses m in [0,15,30,45]. No code path ever generates a non-multiple-of-5 minute.06AUG2026
timelines
K.H.3.B.b
FAIL -> MAPPING REMOVEDREMAP. The recorded code is unevidenced end to end: not one of the 20 themes concerns a family, the app never collects any family information, and no theme contrasts a past state with a present state ("A person's life" and "Growing up" are life-stage sequences, not then-vs-now comparisons). A kindergarten teacher whose GLE is the child's OWN family then and now would get nothing from this generator. Best available Missouri home: 4.TS.7.B.b, "Create products such as maps, graphs, timelines, charts and models, diagrams etc. to communicate information and understanding" — the child does order historical events into a timeline (1776 → 1861 → 1903 → 1969), which is the intellectual core of that expectation; PARTIAL because "create products… to communicate" is a production clause and the child arranges pre-written events rather than authoring an artifact. Stated plainly: I read all 256 Missouri K-5 social studies statements looking for a pure chronological-sequencing GLE and there is none — Kansas had one, which is why this row was seeded. If 4.TS.7.B.b reads as too tenuous for a curriculum director, the honest alternative is to leave timelines with no social studies claim; I would not defend K.H.3.B.b under questioning. EVIDENCE: content.ts timelinesQ() (line 4250-4265) and its TIMELINES bank (line 4228-4249), all 20 entries read. The interaction is drag-to-order: the child arrange06AUG2026
tracing
K.RF.1.A.a
FAIL -> REMAPPEDREMAPPED to K.L.1.B.a. There is no identification act anywhere in this skill: the letter is named in the prompt AND drawn on the canvas, and the child is never asked to distinguish it from any other letter (the only "distractor" is the sentinel "trace:·none"). A teacher watching a child trace a G that is already shown to them would not say the child practiced identifying upper and lower case letters. What the child DOES do is form the letter — Missouri K.L.1.B.a, "In speech and written form, apply standard English grammar to: print in upper and lower case letters" (unclaimed, and both cases are in the pool). PARTIAL, not FULL: this is finger-tracing over a provided guide rather than unassisted printing with writing materials, and TraceCanvas offers a "traced on paper" button that marks the item correct with no strokes at all (an accessibility fallback, but it means the production is not always evidenced). Also note the row's sampleEvidence cites "W.K.10.a", which does not exist anywhere in the Missouri standards list. EVIDENCE: content.ts::tracingQ (line 4105) — mc("Trace the letter: G", "trace:G", ["trace:·none"]) with {trace:{glyph}}; pool is numbers+uppercase at L1, lowercase at L2, all three at L3. TraceCanvas.tsx renders the target glyph as a faint guide behind the ink canvas and scores coverage (>=45%), precision against a dilated glyph mask (>=55%), and stroke count/ord06AUG2026
unit-conversion
4.GM.C.6a
PASSTIER CORRECT. The FULL survives. What must change is the sampleEvidence string, which currently says the items run "over exactly the Kansas-listed units." Missouri's 4.GM.C.6a names NO units at all — it says only "within one system of units." The Kansas phrasing must go. REPLACEMENT sampleEvidence: "'Which unit is BIGGER: a liter or a milliliter?' and 'How many grams are in 1 kilogram?' (the relative-sizes clause), '3 meters = ? centimeters' with a wrong-factor misconception (the larger-to-smaller conversion clause), '2 hours 30 minutes = ? minutes', '500 cm = ? m', decimal metric conversions ('250 grams = ? kilograms' → 0.25), and two-step stories ('A ribbon is 2 m; you cut 45 cm — how many cm are left?'). Every factor comes from one table (km/m/cm, kg/g, lb/oz, L/mL, hr/min/sec) and every answer is computed from it, so the item and its answer cannot disagree. Missouri's 4.GM.C.6a names no units — it says 'within one system of units' — and no item in this generator crosses between the metric and customary systems." EVIDENCE: unitConversionQ (content.ts:937-1100+) over UNIT_TABLE (content.ts:927-935: km/m, m/cm, kg/g, lb/oz, L/mL, hr/min, min/sec — factors 1000, 100, 1000, 16, 1000, 60, 60). Clause 1, 'know relative sizes': L1 form A "Which unit is BIGGER: a kilometer or a meter?" and form B "How many meters are in 1 kilometer?" with a wrong-scale misconception fired on the o06AUG2026
unit-conversion
4.GM.C.7
PASSPARTIAL is correct. Three of the five named contexts get true four-operation problems, weight gets conversion-only, and money is entirely absent from this generator. (Money problems do exist elsewhere — wordProblemQ's change and cost templates and moneyQ — but that is a different skill and this claim row is about unit-conversion.) The 'four operations' side is satisfied: multiply (big to small), divide (small to big), and the two-step stories convert then subtract or add. EVIDENCE: content.ts::unitConversionQ two-step story branch (lines 1080-1098) hard-codes exactly three contexts: `const pick = (["m","hr","L"])[rnd(3)]` — "A ribbon is 2 meters long. You cut off 45 centimeters. How many centimeters are left?" (distance), "The trip takes 2 hours. 30 minutes have already passed. How many minutes are left?" (interval of time), "A jug holds 3 liters. You pour out 750 milliliters. How many milliliters are left?" (liquid volume). Weight appears only as bare conversions from UNIT_TABLE (kilogram/grams, pound/ounces), never as a problem; there is no money row in UNIT_TABLE and no dollar sign anywhere in the function.06AUG2026
us-symbols
2.PC.1.F.b
PASSPARTIAL is correct and stays. "Recognize" is recognition-compatible and richly evidenced (landmarks and memorials both), but "explain" is a production clause and caps this at PARTIAL. One further gap worth being honest about in the doc: the "national parks" clause of this GLE is not practiced at all — I read every entry in the bank and there is no national park item (the only park-adjacent string in the whole file is "The Gateway Arch" appearing as a distractor at line 7075). PARTIAL already covers it, but if the crosswalk shows a clause-level footnote, that clause should be named. EVIDENCE: content.ts US_SYMBOLS bank (line 7039-7100). Landmarks: "Which famous statue stands in New York Harbor as a symbol of freedom? → The Statue of Liberty"; "Which building in Washington, D.C. is where Congress meets to make laws? → The Capitol". Memorials: "Which monument honors President Abraham Lincoln? → The Lincoln Memorial"; "What is the tall, pointed monument in D.C. that honors George Washington? → The Washington Monument"; "Which mountain has the faces of four presidents carved into it? → Mount Rushmore". Significance items: "What do the 13 stripes on the U.S. flag stand for? → The first 13 colonies"; "On the eagle symbol, the olive branch stands for… → Peace"; "The words 'E Pluribus Unum' on U.S. coins mean… → Out of many, one".06AUG2026
vocabulary
3.R.1.B.a
FAIL -> REMAPPEDREMAPPED to 3.R.1.B.b. MIS-SEEDED. The generator practices sentence-level context, not affix morphology — the correct grade-3 code is 3.R.1.B.b, 'using sentence level context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words'. PARTIAL at the new code, not FULL, for two honest reasons: only about a third of serves carry a context sentence at all, and the 'distinguish among multiple meaning words' clause has no items (no homograph/multiple-meaning entries in CONTEXT_CLUES). The affix code 3.R.1.B.a is legitimately held by prefixes, suffixes and word-machines, so nothing is lost by removing it here. EVIDENCE: vocabularyQ (content.ts:3900) serves one of three things: a whole-word gloss MC ("What does \"gleaming\" mean?") over the VOCAB bank (content.ts:3691, ~190 rows, all whole-word meaning, no morphology field), a 3-pair word↔meaning match, or (1 in 3 serves) contextCluesQ (content.ts:3883) — "Use the clues in the sentence: what does \"rickety\" mean?" with the sentence "The old bridge was rickety; it wobbled and creaked with every step." I read the full VOCAB and CONTEXT_CLUES banks: neither ever names a prefix, suffix, or root, or asks how an affix changes a base word.06AUG2026
vocabulary
4.R.1.B.a
FAIL -> REMAPPEDREMAPPED to 4.R.1.B.b. MIS-SEEDED. Containing Latinate words is not practicing derivation. A Missouri teacher reading 'derived from Latin, Greek, or other linguistic root words and their prefixes and suffixes' and then watching a child pick 'giving off light' for luminous would not agree the child analyzed a root. The generator's real grade-4 match is 4.R.1.B.b, 'using the context of the sentence to determine the meaning of unfamiliar words or multiple-meaning words' — PARTIAL because only ~1/3 of serves show a sentence and no multiple-meaning-word items exist. 4.R.1.B.a is genuinely earned by word-machines (see missedClaims), so the standard keeps a claimant. EVIDENCE: vocabularyQ/VOCAB does contain Latin-derived academic words (luminous, monotonous, gregarious, plausible, versatile, inevitable), but the item is always a flat gloss — "What does \"luminous\" mean?" → "giving off light" — with no reference to the root or its affixes. contextCluesQ carries the lvl-4 rows ("The instructions were so convoluted that nobody could follow them past the first step." → convoluted = confusing and twisted).06AUG2026
vocabulary
5.R.1.B.a
PASSREMAPPED to 5.R.1.B.b. MIS-SEEDED, same pattern as the grade-3 and grade-4 rows: the seed put all three vocabulary claims on the '.a' (morphology) sub-item when the generator's content is the '.b' (context) sub-item. Correct target is 5.R.1.B.b, 'using context to determine meaning of unfamiliar or multiple-meaning words'; PARTIAL because the multiple-meaning-word clause has no items and only about a third of serves supply the context sentence. EVIDENCE: Same generator. The lvl-5 CONTEXT_CLUES rows are hand-written definition/consequence-clue sentences ("Her explanation was so lucid that even the youngest students understood it at once." → lucid = clear and easy to understand; also arid, candid, quarrel). The lvl-5 VOCAB rows are gloss-only. No root/affix analysis appears in either bank.06AUG2026
volume
5.GM.B.4a
PASSPARTIAL survives, but barely, and I want the tightness on the record. What IS practiced is the tail clause, 'can be used to measure volume' — the child counts how many unit cubes fill a box. What is NOT practiced is the clause that gives the sub-item its name: 'Describe a cube with edge length 1 unit as a "unit cube"' and that it 'has one cubic unit of volume.' No item ever shows a single unit cube, asks what it is called, or offers 'cubic units' as an answer choice — and 'Describe' is a production verb that would cap at PARTIAL regardless. Practical caveat for the district: the item is served on roughly half of level-3 volume questions only. EVIDENCE: content.ts::volumeQ (lines 5442-5458) is 17 lines and has exactly two prompt forms. The only one that touches this GLE fires at level 3 on a coin flip (`cubes = lvl === 3 && rnd(2) === 0`): "How many unit cubes fill a {l} x {w} x {h} box?" The answer options are bare numbers from nearby(v,2) with no unit attached; the phrase 'cubic units' appears only in the post-answer `why` string. There is no figure — no drawn cube, no stacked layers, no visual of any kind on this question.06AUG2026
weather
K.ESS2.D.1
PASSweatherQ is a six-emoji vocabulary matcher, and every clause of the standard is unpracticed: 'use ... observations' (the app observes nothing — it shows fixed emoji), 'share' (no production), 'local' (no location), 'patterns over time' (no time dimension, no day counting, no morning/afternoon comparison). What remains is naming a weather word from a picture, which the clarification statement lists as an example of what an observation might sound like, not as the expectation itself. I looked for any other weather-observation surface in content.ts — the only other weather content is the earth-science bank's tools/precipitation items (barometer, thermometer, meteorologist, snow, hail), which sit in a different skill and support 1.ESS2.D.1, not K.ESS2.D.1. My verdict: pull the claim; a curriculum director who taps through this skill will see a picture-vocabulary game and will conclude the crosswalk overreaches. If Craig disagrees, the ONLY defensible framing is 'weather vocabulary prerequisite to K.ESS2.D.1', never a coverage claim — and that is a marketing sentence, not a crosswalk row. EVIDENCE: weatherQ (content.ts L7431-7448): WX = six {emoji, en, esa} rows (☀️ sunny, 🌧️ rainy, ❄️ snowy, 💨 windy, ☁️ cloudy, ⛈️ stormy; the sixth unlocks at level ≥ 2). The single question shape is mc(`Which one is ${desc}?`, target.emoji, three other emoji) — the child taps the emoji matching an06AUG2026
word-machines
3.R.1.B.a
PASSUPGRADE to FULL. Both word classes named in the standard are present, and the PREDICT form directly asks the clause every other affix generator only implies — what the new word means once the affix is attached. No clause is left unpracticed and there is no production verb in the statement. The one soft spot I want on record: 'decoding' is a reading-process verb, and what the app does is morphological word-part analysis and tile assembly rather than sounding out; I judge a Missouri teacher would accept that as decoding affixed words in this vocabulary cluster, but if the reviewer reads 'decoding' strictly as phonics, this row reverts to PARTIAL. That is the only thing standing between FULL and PARTIAL here. EVIDENCE: wordMachinesQuestion (wordMachines.ts:593) draws from MATRICES_EN (37 matrices; prefixes un-, re-, pre-, dis-, mis-, over-, under-, non-, bi-, tri-, semi-, tele-, sub-; suffixes -ful, -less, -ly, -ness, -er, -or, -able, -est, -ion) and serves four forms, three of which map one-to-one onto the standard's clauses: BASE — "In misspell, misbehave, mislead, what does the prefix \"mis-\" mean?" → 'wrongly; badly' (identifying the meaning of common prefixes and suffixes); PREDICT — "You built \"hopeless\" (hope + less). What do you think it means?" → 'without hope', distractors 'full of hope', 'hoping again' (knowing how they change the meaning of root words); BUILD — tap06AUG2026
word-problems
2.NBT.C.11
PASSPARTIAL is correct. The SOLVE half is fully exercised (add, subtract, compare, missing-addend, all within 100), but the WRITE half — 'Write ... problems' — is a production clause the app never touches: the closest item (the L3 letter-equation template at line 2912) has the child SELECT a pre-written equation ('24 ÷ 4 = n') from three options, which is not writing a problem. Under the house rule, production caps at PARTIAL. EVIDENCE: content.ts::wordProblemQ base templates (lines 2888-2891): "A basket has {5..24} apples. You add {5..24} more. How many now?"; "There were {10..29} acorns. {n} blew away. How many are left?"; "Ana has {a} stickers and Beto has {b}. How many more does Ana have?"; "You need {n} balloons and already have {m}. How many more do you need?" All sums/differences fall inside 100. The child taps one of three numbers produced by nearby().06AUG2026
word-problems
3.RA.A.4
UPGRADE (held pending refutation)Missouri's text is bare: 'Use multiplication and division within 100 to solve problems.' There is no unpracticed clause — no representation, drawing, equation-writing or justification requirement. The PARTIAL almost certainly ported from Kansas 3.OA.3, whose text adds 'using drawings and equations with a symbol for the unknown to represent the problem' — a production clause Missouri does NOT put in this GLE (Missouri houses it separately in 3.RA.A.3, 'Describe in words or drawings a problem that illustrates a multiplication or division situation', which is correctly left unclaimed). Multiplication and division within 100 are both genuinely served across a dozen distinct story templates, so FULL is honest here. EVIDENCE: content.ts::wordProblemQ level>=2 templates (lines 2894-2897): "{2..7} bags hold {2..7} marbles each. How many marbles in all?" (max product 49); "Each dog has 4 legs. How many legs do {2..6} dogs have?"; "{tot} cookies are shared equally by {2..6} friends. How many each?" (division, tot = q x d <= 42); "A garden has {2..6} rows with {2..6} plants each." L3 adds "Pencils cost ${2..9} each. How much for {2..6} pencils?" (max 60) and a round-UP remainder item (line 2904). Every product and quotient is inside 100.06AUG2026
mathematics FULL claims — grouped verdict covering 1.GM.A.3, 1.GM.C.8, 1.NBT.B.6, 1.RA.A.1, 1.RA.A.4, 1.RA.C.7, 2.DS.A.3, 2.GM.A.1a, 2.GM.A.2, 2.GM.D.10, 2.GM.D.12, 2.NBT.A.1, 2.NBT.A.4, 2.NBT.A.5, 2.NBT.B.10, 2.NBT.B.6, 2.RA.A.1, 2.RA.B.2b, 3.DS.A.2, 3.GM.A.3, 3.GM.B.7, 3.GM.C.10, 3.GM.C.11, 3.GM.C.12, 3.GM.C.9, 3.GM.D.15, 3.NBT.A.1, 3.NBT.A.3, 3.NBT.A.4, 3.NF.A.1, 3.NF.A.3c, 3.NF.A.4, 3.RA.A.5, 3.RA.D.10, 4.DS.A.1, 4.GM.A.1, 4.GM.A.2, 4.GM.A.3, 4.GM.C.6a, 4.GM.C.8, 4.NBT.A.1, 4.NF.B.8, 4.NF.C.9, 4.RA.A.2, 4.RA.B.5, 5.GM.B.4b, 5.GM.B.5, 5.GM.C.6b, 5.NF.B.7a, 5.NF.B.7b, 5.NF.B.7c, 5.NF.B.8a, K.NS.B.9, K.NS.C.11
1.GM.A.3, 1.GM.C.8, 1.NBT.B.6, 1.RA.A.1, 1.RA.A.4, 1.RA.C.7, 2.DS.A.3, 2.GM.A.1a, 2.GM.A.2, 2.GM.D.10, 2.GM.D.12, 2.NBT.A.1, 2.NBT.A.4, 2.NBT.A.5, 2.NBT.B.10, 2.NBT.B.6, 2.RA.A.1, 2.RA.B.2b, 3.DS.A.2, 3.GM.A.3, 3.GM.B.7, 3.GM.C.10, 3.GM.C.11, 3.GM.C.12, 3.GM.C.9, 3.GM.D.15, 3.NBT.A.1, 3.NBT.A.3, 3.NBT.A.4, 3.NF.A.1, 3.NF.A.3c, 3.NF.A.4, 3.RA.A.5, 3.RA.D.10, 4.DS.A.1, 4.GM.A.1, 4.GM.A.2, 4.GM.A.3, 4.GM.C.6a, 4.GM.C.8, 4.NBT.A.1, 4.NF.B.8, 4.NF.C.9, 4.RA.A.2, 4.RA.B.5, 5.GM.B.4b, 5.GM.B.5, 5.GM.C.6b, 5.NF.B.7a, 5.NF.B.7b, 5.NF.B.7c, 5.NF.B.8a, K.NS.B.9, K.NS.C.11
PASS — 14 downgraded, 1 mis-seeded code corrected03AUG2026 claims-level pass: all 60 mathematics FULL claim rows read against the full official DESE expectation text. 14 were downgraded to PARTIAL under the production-clause rule (justify / explain / write / generate are student production a tap app cannot claim), physical-tool selection (2.GM.B.4), un-evidenced frequency tables (3.DS.A.1) and nearest-minute time (3.GM.B.4 — the app reads to five minutes) were also capped, and one mis-seeded code was corrected (shapes-basic cited arithmetic 1.RA.A.1 -> 1.GM.A.3 orientations). 'Recognize / interpret with visual models' was kept FULL-eligible as recognition-compatible.03AUG2026
animals-nature
2.LS2.A.2
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. I tried to kill this and could not. Unlike the other science proposals I rejected, the standard's content noun phrase — an animal's function in pollinating plants — is what the child is literally asked in the prompt at :6201, not something buried in a why-string: the stem is 'Bees are important because they help PLANTS by…' and the keyed answer is the animal's pollination service. That is the LS2.A interdependence DCI stated as the question, and the standard is a disjunction ('dispersing seeds OR pollinating plants'), so the pollination branch alone can carry the DCI. PARTIAL is the ceiling and is not close: 'Develop a simple model' is a production-plus-materials clause with no on-screen build interaction for it in the bank, so PARTIAL is the ceiling for this row. Caveat for the report: this rests on essentially one item out of 66 (plus one supporting recall item), so it should not be presented as substantial coverage — and it is the same DCI already claimed under life-science's existing 2.LS2.A.2 row, so the two rows are not additive practice.06AUG2026
physical-science
3.PS1.A.1
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. This survives refutation on the first branch of the standard's disjunction. The statement is structured 'liquid→solid (freeze), and back again (melt), OR liquid→gas (evaporation), and back again (condensation)', and the freeze/melt branch is completely and repeatedly asked inside this skill's own bank, with the temperature driver named in the item stems themselves ('left in the sun', 'when it is heated enough'), not merely in a why-string. That is the strongest DCI match in the physical-science bank. I explicitly REFUSED one leg of the proposal's argument: it supplies condensation from the earth-science bank ('water vapor rises and cools to form clouds → Condensation', content.ts:4399). That evidence is inadmissible here — the mapping row is skill-scoped to scienceQ("physical-science"), a child in the physical-science skill is never served an earth-science item, and importing evidence across generators is precisely how a coverage table becomes untrue. PARTIAL is correct and is the ceiling: 'investigate' is unreachable on a tap screen, and this row has no on-screen build interaction that could perform its practice clause.06AUG2026
earth-science
1.ESS1.A.1
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. This one I could not refute on content, only on tier and on redundancy. Unlike K.PS2.A.2, the item stems here ask exactly the standard's noun content: which celestial objects are present in the sky, split by time of day. :4415's distractor set is doing real work — the wrong answer 'The Sun and rainbows' is wrong precisely because the Sun is NOT in the night sky, which is the day/night presence contrast the standard is about, and :4425 asks the daytime complement. That is genuine, if thin, practice of the presence-of-Sun-Moon-stars content, so REJECT would be an overstatement. PARTIAL is the ceiling and FULL is impossible: the standard's verb is 'Describe' (production) and 'over time' is unreachable in a single-question tap format. Two honesty caveats that must travel with this row if it is added: (a) earth-science ALREADY claims 1.ESS1.A.2 ('Use observations of the sun, moon, and stars to describe patterns that can be predicted'), whose DESE clarification statement literally names the example 'stars other than our sun are visible at night but not during the day' — i.e. the same :4415/:4425 pair. This row therefore adds a code, not additional practiced content, and the coverage report must not present it as incremental. (b)06AUG2026
fractions
3.NF.A.6
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. Verified against the verbatim DESE text, not the proposal's quote. The generator is a word-for-word match on the comparison clause: same numerator OR same denominator, recorded with >, =, <. The '=' symbol is never the keyed answer in this generator, but that is a mathematical consequence (two distinct fractions sharing a numerator or a denominator cannot be equal), not a coverage gap. FULL is impossible: 'justify' is a production verb and a child selecting one of three pre-written symbols has justified nothing. PARTIAL is the correct and lowest defensible tier. Note for the report: 4.NF.A.3 (the generic compare-and-justify code) is already claimed PARTIAL by this skill, so this addition overlaps an existing row rather than covering new practice - it is the tighter grade-3 match, not new capability.06AUG2026
fractions
4.NF.B.6
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The proposed FULL is refuted by the generators' own guard comments. 'Adding and subtracting fractions and mixed numbers with like denominators' at grade 4 unavoidably includes the regrouping cases - they are the hard half of the expectation and the reason the standard exists as a separate code from 4.NF.B.4. The code paths make those cases unreachable: `c = 1 + rnd(den-1-a)` mathematically forbids a+c >= den, and `c = 1 + rnd(a-1)` mathematically forbids a fractional-part borrow. A curriculum director who ran twenty items and never saw a regrouping problem would be right to call a FULL claim inflated. What IS practiced - like-denominator addition and subtraction of proper fractions in bare and story form, and no-regroup mixed +/- - is real and substantial, so the claim survives at PARTIAL. Downgraded from the proposed FULL.06AUG2026
fractions
4.NF.B.4
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. This is a comprehension standard, not a production standard, so PARTIAL is not forced by a production verb - it is forced by evidence quality. The child taps a numeric answer; the joining/separating framing lives in `why` and `hint` text and in the seeded misconception, all of which are app-authored feedback. That is genuine instructional alignment but it is not the child demonstrating the understanding. I held at the proposed PARTIAL rather than considering FULL because a district reviewer opening the generator sees arithmetic items with good explanatory text, not items that probe the composing/decomposing idea directly. Accepted at the lowest tier proposed.06AUG2026
fractions
4.NF.A.1
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. I came close to rejecting this one and want that on the record. The entire standard is a production act: the non-production content underneath it (recognizing that two fractions are equivalent) is 4.NF.A.2, which this skill ALREADY claims at PARTIAL, so what 4.NF.A.1 uniquely adds is precisely the part the app cannot do. What saves it at PARTIAL is that the 1-in-3 nfEquivMultQ branch is not a recognition item - its stem is literally 'Why does 1/2 = 2/4?' and its distractors are the two canonical wrong mechanisms, so the child must discriminate the correct reason, not merely spot the equal fraction. That is recognition-level reasoning about why, which is what PARTIAL is for. Per the tie-break rule I return PARTIAL rather than inflating or over-rejecting, but the coverage report must say plainly: the child selects an explanation, never writes or draws one, and only about a third of equivalence draws take the why-form at all.06AUG2026
fractions
5.NF.A.2
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The proposed FULL is refuted on grade drift and scope. What nfTenthsQ actually implements is 4.NF.C.9, 'Use decimal notation for fractions with denominators of 10 or 100' - a code this skill already claims at FULL, and whose text matches the generator exactly. Promoting the same items to the grade-5 conversion code and calling it FULL would tell a district the app converts fractions and decimals generally, when it converts only the two power-of-ten denominators in one-and-a-half directions. Both directions being present is why this is not a REJECT: there is real, correct practice of the standard's core act at a grade-4 ceiling. PARTIAL, with the tenths/hundredths ceiling stated in the note field, is the honest tier. Downgraded from the proposed FULL.06AUG2026
fractions
4.NF.C.10
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. This is a grade-4 code and the generator sits at grade-4 difficulty, so unlike 5.NF.A.2 there is no drift here. 'Understand' is not a production verb, so FULL is not structurally barred - I considered it and declined. The reason is that the app demonstrates the equivalence to the child through conversion and a shared number-line figure rather than asking the child to assert or recognize it as an equivalence, and the number-line form is one of four draws. Per the standing rule that doubt resolves downward, PARTIAL. Accepted at the proposed tier.06AUG2026
fractions
5.NF.B.5c
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The kind-0 branch is a purpose-built match for clause c's content: the child must predict the direction of the product from the size of the factor relative to 1, without computing, and the canonical misconception is trapped and named. That is the reasoning the standard is about, exercised at selection level. FULL is impossible twice over - production verb in the parent stem and again in the sub-clause - so PARTIAL is both the ceiling and the correct tier. Note that 5.NF.B.5a is already claimed PARTIAL from this same generator, so this adds a sibling clause row rather than new practice. Accepted at the proposed tier.06AUG2026
fractions
5.NF.B.5b
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The branch exists, is correctly constructed (the improper-fraction guarantee is arithmetic, not a comment I took on faith), and exercises exactly the direction-of-product reasoning clause b describes. That earns a claim. It cannot earn FULL - a child who taps 'greater than' has explained nothing, and the parent stem's 'Justify' is unpracticed for the same reason. Weight 0.10 at level 5 only means a child sees this rarely, which is a further argument against any tier above PARTIAL. Accepted at the proposed tier.06AUG2026
fractions
3.NF.A.3b
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. This is the strongest proposal in the batch and I could not refute it. The clause is 'understand the whole is partitioned into equal parts', and the child physically produces the equal partition of the 0-to-1 interval, scored on even spacing - not a selection. It is held to PARTIAL rather than FULL for three concrete reasons: the interaction is tapping preset cut positions rather than free placement, the construct is unavailable in plain mode, and the constructed denominators stop at 4. Accepted at the proposed tier.06AUG2026
idioms
2.R.1.B.g
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The proposal's FULL rests on an inference the child never makes. The item stem is always "X means…" — the child selects a meaning; the literal reading is merely a wrong answer to be discarded. Nothing asks the child to RECOGNIZE the duality itself (no "which of these has both a literal and a non-literal meaning?", no "which reading is the literal one?"). The literal/non-literal contrast is the auditor's framing of the distractors, not the task. Two further gaps forbid FULL: (1) the standard says "some words" — the grade-2 DESE wording is word-level, and DESE separately adds "and phrases" only at grade 3 (3.R.1.B.d), so the word-level clause is deliberate and the bank has no single-word item; (2) grade drift — the skill is catalogued grade 4, band "3-5", so a Missouri 2nd grader is never served it. Genuine partial practice of the underlying concept survives, so PARTIAL, not REJECT.06AUG2026
idioms
3.R.1.B.d
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. I confirmed the proposal rather than refuting it, and the tier it asked for is the tier the evidence supports. Distinguishing literal from non-literal IS the choice the child makes across the whole bank. But "in context" is a real unpracticed clause — the ~30% bankPairsQ mode makes it worse, reducing the item to a bare phrase↔meaning drag with no sentence at all — and "words" (word-level polysemy) has no item. PARTIAL is correct; FULL would have been wrong.06AUG2026
idioms
5.R.1.B.d
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. Three unpracticed clauses, so FULL was never available and the proposal did not ask for it. What survives is real: two of the six named categories (idioms, adages/"other sayings") are exercised at meaning level. I considered REJECT on scope-inflation grounds — 2 of 6 named categories, no text, and a production verb is a thin fraction of a grade-5 expectation — but the two categories the bank does carry are the first two the standard names, and the meaning-selection is substantive. PARTIAL stands, with this caveat for the report: the idioms skill already claims 4.R.1.B.d ("identifying the meaning of common idioms and figurative language"), which is the identification-verb home for exactly these items; 5.R.1.B.d credits the same items a second time in a higher grade band. The proposal's own evidence concedes it is splitting one standard across two skills.06AUG2026
figurative
3.R.1.B.h
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The proposal's FULL fails on two counts. First, "the author's use" is unpracticed: these are quiz-stem sentences with no author, no text, and no surrounding passage — the child never determines what a figure means AS a writer's choice inside a work. Second, the "to produce imagery" clause is met only by one category-level definition item; the one item that actually analyzes imagery effect is personification, outside the standard's named forms. Strip those and what remains — the child reads an isolated simile or metaphor and picks its meaning — is genuine but is a fraction of the expectation. PARTIAL.06AUG2026
decodable
1.RF.3.A.k
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. This is the one decodable proposal I could not refute. Unlike 2.RF.3.A.a, this statement carries no content clause the bank misses — it is simply "demonstrate decoding when reading", and presenting controlled, deliberately un-narrated connected text with a sound-it-out instruction is exactly that opportunity. But it caps hard at PARTIAL and must be reported that way: "demonstrating" is a performance verb and the app assesses nothing about the demonstration. A child can reach the right answer by spotting the answer string in the passage ("In a box" appears verbatim in "The hen naps in a box"), and the Echo Me toggle lets the app speak the passage aloud, which substitutes for decoding entirely. PARTIAL with the observability caveat stated on the face of the report; anything higher would be false.06AUG2026
poetry
3.R.2.B.b
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. FULL is wrong on the standard's own stem. DESE files this under "Read, infer, and draw conclusions to" — the child is meant to encounter a poem and identify what form it is. Not one item in the bank shows a poem; all three are vocabulary recall ("a haiku is a short poem with…"), and two of them are the same free-verse fact worded twice, so the effective breadth is haiku / free verse / couplet — three form names, one of which (couplet) is a structural unit rather than a poetic form. Scope is thin and the reading task is absent. PARTIAL. Separately: the proposal's parenthetical "(5.R.2.B.b 'identify forms of poems' rests on the same items)" is a second claim smuggled into an evidence field with no evidence of its own — it should not ride along on this verdict, and I return no verdict for it.06AUG2026
poetry
3.R.2.C.b
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The "graphic visual experience" half is genuinely and well practiced — l.5969 is a clean discrimination between vivid and flat language. But the standard is conjunctive and the second half, "appeals to the senses", is unpracticed: I read all 34 POETRY items and every imagery item is sight-only. Two-and-a-half items is also thin coverage for a full expectation. FULL requires no unpracticed clause; there is one. PARTIAL.06AUG2026
make-ten
K.RA.A.4
ADDED — FULL, survived two independent refutersNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. I tried three refutation routes and all failed. (1) PRODUCTION VERB: "Make" is a production verb, which normally caps at PARTIAL — but here the build register is not a selection. TenFrameBuilder is prefilled to a and the child taps counters until the frame holds 10; submitBuild grades the built value. The child physically composes the ten. That is the standard's action performed, not recognized. (2) RANGE / SCOPE: the standard names 1 to 9 and rnd(9)+1 is exactly 1..9 with every case reachable — no truncation, no favored subset. (3) CLAUSE GAP: I read the DESE statement verbatim from the crosswalk; Missouri dropped the CCSS K.OA.A.4 tail ("...and record the answer with a drawing or equation"). There is no recording clause, no manipulative clause, no tool-selection clause in the Missouri text to leave unpracticed. Grade fit is clean: catalog.ts:32/37 places make-ten at grade 0, and level 1 is the K level the ladder starts on. This is the one proposal in my batch where the generator's item space and the standard's text are the same set. Currently unclaimed by make-ten (which holds only K.RA.A.3 PARTIAL and 1.RA.C.7 PARTIAL).06AUG2026
addition
1.NBT.B.5
ADDED — FULL, survived two independent refutersNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. I hunted for a clause to hang a downgrade on and there is none IN THE MISSOURI TEXT. I checked the crosswalk for sub-codes (1.NBT.B.5a/b/c, which is how the CCSS-derived version spells out 'a two-digit number and a one-digit number / a multiple of 10 / using concrete models and drawings'); the file contains exactly one row, statement 'Add within 100.', with no lettered sub-standards — so those sub-bullets are not in the audited text and I will not invent them to justify a tier I could not otherwise defend, nor use them to inflate. Read as written, this is a bare single-clause computational expectation with no production verb, no manipulative requirement, and no tool selection. Levels 1-3 cover the whole 0-100 band and both grade-1 forms (two-digit + one-digit at L2, two-digit + two-digit at L3). Levels 4-5 exceed 100, but overshoot does not unpractice a standard the lower levels fully exercise. NO CLAIMANT verified: the addition mapping row holds 1.RA.C.7, 2.RA.A.1, 2.NBT.B.6, 3.NBT.A.3, K.RA.A.1, 4.NBT.A.5 — 1.NBT.B.5 appears on no mapping row.06AUG2026
division
3.RA.C.7
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. PARTIAL survives but only barely and only for the divide half. What is genuinely practiced: division within 100 at levels 1-2 (divisor ≤9 × quotient ≤9 ⇒ dividend ≤81, always inside 100) with every dividend constructed from a multiplication fact, and the multiplication-division relationship named in the feedback. What is NOT practiced, and I want this on the record because a coverage report will not show it: this generator never multiplies, never asks a product, and never touches the second sentence of the standard — which is a standalone knowledge clause, not a decoration. Two further drifts I confirmed rather than assumed: divisors 10/11/12 at level 3+ are outside the grade-3 one-digit-divisor world, and level 3+ dividends can exceed the standard's stated 100 ceiling. Additionally, the strategy clause is delivered as post-hoc feedback text, not required of the child — the child taps a quotient and is then TOLD the inverse fact. That is the app teaching the strategy, not the child using it, which is another reason FULL was never available here. I am accepting PARTIAL only because exact-fact division within 100 is unambiguously the level 1-2 item.06AUG2026
addition
1.RA.C.8
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The FULL is refuted on three independent grounds and I reject it. First, the operations clause: mapping an 'addition and subtraction' standard onto the addition generator alone leaves the subtraction half unpracticed by definition — an unpracticed clause forbids FULL outright. Second, the range: only the two interactive branches guarantee sums ≤10; the plain level-1 path draws both addends from 1..10 and routinely produces sums of 11-20, so a meaningful share of level-1 items sit outside 'within 10'. Third, 'demonstrate fluency' is a performance clause about automaticity, and nothing in additionQ measures or pressures speed. I specifically reject the proposal's tier argument, which is that this row should inherit whatever tier the existing 2.RA.A.1 row holds because the two standards are analogues. That is precedent, not evidence — an existing FULL on a neighboring code is not a finding about this generator, and 'match the other row' is exactly the reasoning that produces inflated crosswalks. PARTIAL is defensible because addition within 10 with concrete counter and number-line registers is unambiguously present; nothing above PARTIAL is.06AUG2026
make-ten
1.RA.A.4
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. I decline the FULL for two reasons. First, on the merits: the Missouri text does not enumerate positions, so this is a scope judgment rather than a hard clause gap — and my instruction on a genuinely close call is to return PARTIAL and say why rather than resolve doubt upward. makeTenQ hits three of the five equation shapes (missing addend in either slot, missing subtrahend); it never places the unknown in the minuend or the result. Second, on what this proposal actually buys: the proposer concedes the code is ALREADY claimed at FULL by the `equations` skill, which I verified in the mappings (equations → 1.RA.A.4 FULL, 3.RA.A.5 FULL, 4.RA.A.2 PARTIAL). So this row adds no standard to the coverage set — it adds a second skill's name under a code that is already covered by a generator with strictly broader position coverage. Adding a FULL here would assert that make-ten independently exercises the whole expectation, which is more than the generator does. PARTIAL is the honest record of a genuine but narrower second evidence path. REJECT would be wrong: levels 2-3 literally are missing-number equations over three whole numbers.06AUG2026
counting
1.NS.A.2
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. PARTIAL is right and FULL was never on the table, but I want the reasons recorded precisely because this code is a near-duplicate of one already claimed. 'Read numerals' is genuinely practiced (pick and build both start from a numeral the child must read). 'Represent a number of objects with a written numeral' is practiced by selection or numpad typing over a ten-frame. 'Write' is not: typing 12 on a number pad is entering a numeral, not writing one, and there is no formation register in this generator. The range point is the one that keeps this honestly below any stronger tier — the grade-1 codes sit in a 120 world (1.NS.A.1 verbatim) and this generator's ceiling of 20 is exactly the ceiling of the KINDERGARTEN twin K.NS.A.4 ('Read and write numerals and represent a number of objects from 0 to 20'), which the counting row ALREADY claims at PARTIAL. So this is grade drift in the strict sense: the same items are being offered a second time under a higher grade's code whose distinguishing feature — the larger number range — is the thing the app does not reach. I accept at PARTIAL because the items do address the grade-1 expectation for the 0-20 slice, but a reader of the coverage report should not take this row as evidence t06AUG2026
inference
1.R.1.A.a
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The evidence is real and the grade band is right (lvl 1-3 items for a grade-1 code), so this is not a REJECT. But the proposed FULL is wrong on two counts. (1) The standard predicates the prediction on 'reading text and read alouds' — a text with events the child follows. What the app supplies is an isolated one-sentence stimulus ('Leo put on his pajamas and brushed his teeth.'). Predicting the next action after one sentence is not predicting what happens next in a text; the narrative context clause is unpracticed. Note this is precisely the clause the app COULD have met — comprehensionQ has real passages — but inferenceQ does not use them. (2) 'Predicting' in MC form hands the child a menu of three candidate futures, two of them implausible ('Go to school', 'Eat lunch'). Generating a prediction and eliminating two absurd options are different acts; the child produces nothing. That is enough doubt to bar FULL by the stated rule (if not certain, PARTIAL). The underlying skill — using prior knowledge to project a likely next event — is genuinely and repeatedly practiced, so PARTIAL stands. FULL is refused.06AUG2026
comprehension
3.R.2.A.b
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. Cannot refute the core: four bank rows ask directly for a character trait inferred from the passage, which is the substance of this standard, at the right grade band (lvl 3-5 for a grade-3 code). Two real gaps cap it well below FULL and are worth recording in the crosswalk note. First, 'describe' is a production verb — selecting 'Generous and kind' from a three-option menu is not describing a trait. Second, the standard names three evidence sources, 'thoughts, words, and actions', and I checked each cited passage: Priya cheers and passes (action), Kira shares her sandwich (action), Tomas spends his savings (action), the townspeople climb and clean and light the lamp (action). None require reading a character's stated thoughts or dialogue. So the app practices roughly one third of the standard's evidence base, in recognition form. PARTIAL — the lowest tier the proposal offered, and the correct one.06AUG2026
comprehension
3.R.3.A.a
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. Accept at PARTIAL, but the proposal's evidence is partly bad and I am correcting it rather than repeating it. The third cited item, l.3504 ('Why did the teacher ask for evidence?' → 'To base the decision on facts, not just opinions'), is NOT author's purpose — the teacher is a character inside the passage and the question asks her motive. Citing character motivation as author's purpose is the kind of padding that inflates a coverage report; struck. What survives is two verified items (l.3486, l.3475), and they are squarely on the standard: one asks the global purpose, one asks the purpose of a specific authorial choice. That is genuine practice, so REJECT is not defensible. But 'explain' is a production verb — picking 'To show how remarkable octopuses are' from three options is not explaining a purpose — and two rows out of the whole bank means a child can complete many sessions never meeting this standard. PARTIAL, with the thinness noted.06AUG2026
comprehension
2.R.2.A.d
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The claim survives, but not on the evidence offered. 2.R.2 is Missouri's LITERARY/fiction strand — every sibling code reads 'describe the main characters in works of fiction', 'compare and contrast different versions of the same story', 'explain how the story changes based on who is telling the story'. All three items the proposal cited (l.3483 closet bean plant, l.3506 duck feathers, l.3509 volcanic ash) are informational/expository passages; those belong to the 2.R.3 informational strand, not 2.R.2. Had that been the only evidence I would have rejected. I checked the rest of PASSAGES and there are genuine grade-2-band FICTION cause-effect items (l.3520, l.3499, l.3544, l.3515 above), so the standard is really practiced at the right grade and in the right strand. Capped at PARTIAL because 'describe' is production — the child taps a supplied cause rather than describing the relationship — and because the items ask for a single cause behind a single effect, not a described relationship.06AUG2026
comprehension
2.R.3.A.a
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. Two of the standard's three demands are unpracticed, and the proposal concedes the second. Worse than it concedes: the two grade-2-level items it leans on ask 'What is this text mostly about?', which is a TOPIC/gist prompt — the very thing the standard asks children to distinguish the main idea FROM. So those rows evidence the topic side without the discrimination. What legitimately survives is main-idea identification on informational passages (l.3495, l.3473, l.3474), and 'identify' is a recognition verb the MC format can actually meet. That is a real, if partial, match, so I will not reject. PARTIAL, and the crosswalk note should say plainly: main idea of a whole short text only; no section-level work; the topic-vs-main-idea distinction is not practiced.06AUG2026
grammar
2.L.1.B.c
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. Cannot refute the substance. Five distinct bank rows, two of them at lvl 2 matching this grade-2 code, and — importantly — the distractors are apostrophe-PLACEMENT errors (do'nt, dont', ca'nt, its'), so choosing correctly requires applying the rule that the apostrophe stands where letters were removed, not just recognizing the word. That is the standard's actual content. The only bar to a higher tier is the production frame: 'in written text: use' means the child produces the contraction inside their own writing, and a tap produces nothing. PARTIAL is exactly right and is the tier proposed.06AUG2026
grammar
3.L.1.B.b
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. No refutation available on content. Three rows, and between them they cover both singular ('s) and plural (s') possessive formation, with distractors that are precisely the wrong apostrophe placements — so the item cannot be answered without applying the possessive rule. Grade band fits (lvl 3 rows for a grade-3 code). The one bar is the production frame 'In written text: use an apostrophe' — the child taps a pre-formed possessive rather than forming one while writing. That single unpracticed clause forbids FULL and lands this exactly at PARTIAL, as proposed.06AUG2026
grammar
3.L.1.A.e
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The best-evidenced proposal in this batch and I could not refute its substance. Five rows spanning plural-subject/were, singular-she/-s, plural-they/are — the full core of grade-3 subject-verb agreement, with every distractor an agreement error so the rule must actually be applied. Grade band fits. The ceiling is the production frame, which is doubled here ('in speech AND written form'): a child selecting 'The birds were singing.' has neither spoken nor written it. That unpracticed clause forbids FULL. PARTIAL confirmed.06AUG2026
grammar
3.L.1.A.d
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. I verified the concession rather than taking it on faith: grep -i for 'demonstrative', 'this/that', 'these/those' across all 8,055 lines of content.ts returns zero hits. So one of the two categories the standard names is entirely unpracticed app-wide — that alone forbids FULL and would forbid any claim if it were the whole standard. It is not: the comparative/superlative half is genuinely practiced across three rows and, notably, covers both the adjective form (heavier, best) and the adverb form (played better), which is the harder half. Combined with the production verb 'use ... in speech and written form', PARTIAL is the ceiling and is defensible. The crosswalk note must state that demonstratives are not covered, so no district reads this claim as the whole standard.06AUG2026
grammar
3.L.1.A.c
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. On the proposal's own evidence this was close to a reject: one row, asking only for the predicate, when the standard names a pair. What saves it is a row the proposal did not find — l.5592, whose two distractors are precisely a bare subject and a bare predicate, so answering requires recognizing that a sentence needs BOTH parts. That is genuine, if minimal, practice of the paired concept. So REJECT is not defensible, but the claim is thin and must be recorded as such: two rows in a ~105-row bank that is itself served only ~50% of grammar turns (content.ts:7848), the term 'complete subject' never appears anywhere in the codebase, and 'use ... in speech and written form' means the child never builds a sentence — only identifies parts of pre-built ones. PARTIAL, at the low end of PARTIAL.06AUG2026
grammar
3.L.1.B.f
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. Refutation attempted and failed on one point that matters: the item is a compound place+month test, so I checked whether a child could answer it knowing only the month rule. They cannot — distractor 1 fails only on the place ('kansas') and distractor 2 only on the month ('july'), so rejecting both requires applying the place-capitalization rule specifically. That makes it honest evidence for this code. But the claim rests on a SINGLE bank row containing a SINGLE place name, in a bank served roughly half of grammar turns, and the standard's verb is production in written text. So: real practice, minimal exposure, no production. PARTIAL, and the crosswalk note should say it is one item. If the reviewers want this claim to carry weight for a district, the fix is more place-capitalization rows, not a higher tier.06AUG2026
us-symbols
1.PC.1.F.a
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. This is the best-matched proposal in the batch and I could not refute the recognition half. All four symbols the statement names by name are in the bank, repeatedly, and significance is carried in the item itself (Liberty Bell -> Freedom and eagle olive branch -> Peace are the ANSWERS, not just rationale text). PARTIAL is correct and cannot go higher: 'explain' is a production verb and a child tapping a pre-written option has explained nothing. Minor grade note, not disqualifying: this is a grade-1 statement and us-symbols is catalogued grade 2 / band 3-5 (catalog.ts:110), but the supporting items include lvl:1 rows, so the content does reach down to the grade the code belongs to.06AUG2026
us-symbols
K.PC.1.F.a
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. REFUTED AT FULL. I grepped every correct answer in US_SYMBOLS and CIVICS: not one item has the flag as the answer. The bank knows how to write an identify-the-symbol item - 'Which bird is a symbol of the United States?' -> 'The bald eagle' - and simply has no flag equivalent. In every flag item the flag's status as our national symbol is given in the stem and the child selects a detail (a color, a count, a shape, a nickname). The operative act the statement names is therefore never posed. What IS genuinely practiced is the flag's elements standing for the nation (50 stars = 50 states, 13 stripes = 13 colonies), which is real engagement with the flag as national symbol - so PARTIAL, not REJECT. The proposal's claim that this 'meets and exceeds the kindergarten expectation as written' is advocacy: answering how many stripes there are is not identifying the flag as a symbol of our nation. Secondary point against FULL: this is a kindergarten expectation and us-symbols is catalogued grade 2 / band 3-5 with lvl:3 items like 'E Pluribus Unum' and Franklin's turkey - the register overshoots K.06AUG2026
civics
4.GS.2.D.a
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The identify half and two of three branch functions are genuinely practiced, so I could not reject. Two findings cap it at PARTIAL. First, 'explain' is production. Second - a clause gap the proposal missed - the EXECUTIVE branch's function is never asked. I enumerated every branch item: the executive appears only as identification ('The President leads which branch?' -> 'Executive'; 'Which branch of government is led by the President?' -> 'The executive branch'). That it carries out the laws appears only in the post-answer why text ('The President leads the executive branch, which carries out the laws'), which the child reads after tapping, never as the demanded response. So 'the functions of the three branches' is exercised for two of three. That alone forbids FULL independent of the production verb.06AUG2026
civics
1.PC.1.B.a
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. My weakest accept, and I nearly rejected it. The distinguishing content of this grade-1 code against the K twin already claimed (K.PC.1.B.a, 'Identify reasons for making rules within the school') is the shift to the CITY as lawmaker - and that shift never happens in the bank. No item attributes lawmaking to a city, a mayor, or a city government; the bank says communities HAVE laws, never that cities MAKE them, and note that gap is a content gap, not a modality limit - an item 'Who makes the laws for a city?' is trivially writable and simply does not exist. I land on PARTIAL rather than REJECT solely because one item ('Why do communities have rules and laws?' -> 'To keep people safe and treat everyone fairly') is a direct, local-scope exercise of the reasoning the statement targets. 'Explain' is production and caps it there regardless. WARNING FOR THE COVERAGE REPORT: if K.PC.1.B.a is retained, the same generic 'why do we have rules' items will sit under two codes at two grade levels. This should be treated as a candidate REPLACEMENT for K.PC.1.B.a, not as an addition on top of it.06AUG2026
economics
1.E.4.A.c
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. Could not refute. Unlike the scarcity proposal I rejected, all three of this statement's substantive elements are actually exercised: the producer/consumer roles, the relationship to goods and services (which is embedded in the stems - producers MAKE goods, consumers BUY goods or services, not merely two isolated vocabulary words), and the school/community setting clause (the doctor/teacher/bus-driver item is explicitly 'for their community'; the teacher item is set at a school). PARTIAL is the ceiling: 'describe' is production, and the items are structurally inverted - the description is supplied in the stem and the child taps the label, which is recognition, not description.06AUG2026
economics
K.EG.4.A.b
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. Accepted, and I verified it is not a double-count: the economics row currently claims 1.E.4.A.b ('Describe examples of goods and services within your school and community') and 2.E.4.A.b ('Demonstrate how people use money to buy and sell goods and services') - neither is opportunity cost, so this concept is genuinely unclaimed even though the existing row miscites the opportunity-cost items as its evidence. This clears PARTIAL where 1.E.4.A.a does not for one concrete reason: the recess/homework item situates the example in a school, which is half of this statement's setting clause. The family half is unpracticed - I checked the whole bank and the only home-flavoured item ('If you don't spend your allowance now so you can buy a bike later, you are... -> Saving') is a saving item, not an opportunity-cost item. 'Describe' is production, and the child selects a pre-written classification rather than producing an example, so PARTIAL is the ceiling.06AUG2026
economics
2.E.4.A.c
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The thinnest accept in the batch and I considered rejecting it. 'Demonstrate' is the strongest production verb in the Missouri economics set - the child never enacts, simulates, or even selects an example of a barter transaction; there is no trading interaction anywhere in this generator. Worse, the four items are functionally ONE item repeated: each supplies the barter scenario in the stem and asks for the label, so the child can answer on the phrase 'without using money' as pure vocabulary, and fromBank's dedupeKey (content.ts:5556) keys on base+correct so the fact surfaces at most once per round. A second clause gap the proposal missed: services are never bartered - the only concrete illustration is 'like trading apples for bread' in post-answer why text. I land on PARTIAL rather than REJECT because the underlying idea (barter = direct exchange without money) is genuinely conveyed, and because the crosswalk's own established convention already treats the sibling code 2.E.4.A.b ('Demonstrate how people use money to buy and sell goods and services') as PARTIAL-eligible. It must never be presented as anything above the floor of PARTIAL.06AUG2026
geography
4.EG.5.B.a
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. Accepted at PARTIAL only, and the label needs to be read narrowly. Naming is genuinely practiced for mountain ranges (twice, with the Appalachians named as a contrast), for the longest US river, and for one region. Four separate clauses are not. (1) 'Locate' is structurally impossible here - I checked every visual: field in the entire bank and the only diagrams are 'landforms' and 'compass'; no US map is ever rendered anywhere in this app, so the child never locates anything. (2) 'Based on historical or current topics' is entirely absent - the items are free-standing recall with no topical anchor. (3) 'Capitals' is met only by the national capital ('What is the capital of the United States?' -> 'Washington, D.C.'); this bank has no state capitals. (4) 'River systems' is one river name. There is also real scope inflation to flag: roughly five items in a ~90-item bank are US-specific; the bank is overwhelmingly world geography (Nile, Sahara, Everest, equator, continents). The claim is defensible as naming-only and must not be reported as more.06AUG2026
history
3.EG.5.E.a
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. Could not refute the core. The 'before X, people used Y' frame is a genuine change-over-time exercise in exactly the two technology domains the statement names, and the answers are about how people actually lived (how they sent messages, how they travelled), so the effect on daily life is carried in the item content. Two things cap it at PARTIAL. 'Describe' is production. And the analytic clause - how the change AFFECTED lives - is never the demanded response; the items ask which older technology was used, not what changed for people as a result. One item the proposal cited does not support this code and should be dropped from the evidence string: 'What did people use to light their homes before electricity?' -> 'Candles and lamps' is domestic lighting, neither communication nor transportation.06AUG2026
map-skills
1.EG.5.A.d
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. Accepted at PARTIAL but the proposal understates the gap by half. It concedes only that no map is shown; in fact NO COMPASS ROSE IS SHOWN EITHER. The MAP_BANK row type is declared at content.ts:4173 as {lvl,q,qEs,c,cEs,w,wEs} - it has no visual field at all - and mapSkillsQ passes no visual to mc(). The child is asked to 'picture a compass rose' in a hint string. So two of the statement's three elements (use the tool, on a map) are unpracticed, and this is a tool-use benchmark in Missouri's Tools of Social Science Inquiry strand, where the tool is the point. Note the app does own a compass-rose SVG (components/Diagram.tsx:22, labelled N/S/E/W) but it is attached to exactly one GEOGRAPHY item and is a standalone rose, not a rose on a map - it is not in this generator and cannot be cited for this claim. PARTIAL survives only because the learning outcome the compass rose exists to serve - identifying cardinal directions - is drilled heavily and verbally across roughly fifteen items. Report it as cardinal-direction knowledge, never as map or tool work.06AUG2026
coordinate-grid
5.GM.C.6c
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The underlying idea is genuinely practiced — the L1 item is literally 'from (0,0), go right x' with the swapped-order error seeded as the live distractor — so this is not a REJECT. But the standard's verb, twice, is "Define," and a child tapping "(4, 6)" from three pre-written options has defined nothing. The proposal anticipates this and argues 'Define' is only DESE's framing of the system, citing that the audited pass already granted 5.GM.C.6b FULL on this same generator. That is the advocate reinterpreting the one word that blocks the tier, and precedent from the process under audit is not evidence. Two further limits cap it: the "distance from the origin" language survives only at level 1 (L2 and L3 drop it entirely), and the strongest item — tapping the point on a rendered grid — sits behind rollInteractive(5), which returns false outright in plain/accessibility mode. PARTIAL.06AUG2026
coordinate-grid
5.GM.C.6d
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. Same generator, same refutation. The vertical-distance-from-origin idea is exercised, but only in the L1 branch; the L2 item the proposal leans on ('asks specifically for the y-coordinate on a coin flip') is a position-in-the-pair question, not a distance-from-origin question, so it does not carry the clause the proposal says it carries. Combined with the unperformed production verb "Define," FULL is not available. PARTIAL.06AUG2026
unit-conversion
5.GM.D.8
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. I tried to break this and could not. All three named attributes are genuinely converted in both directions: capacity (L↔mL), length (km↔m, m↔cm), weight (kg↔g and lb↔oz). The within-system constraint holds by construction — METRIC[] is metric-only and every UNIT_TABLE row stays inside one system, so the generator cannot emit a cross-system conversion. There is no production verb, no manipulative, no tool selection, and the L4 gating puts decimal-form conversions at the right grade. The one thing I would flag but cannot count as a clause gap: the customary system appears only as pound/ounce — there are no inch/foot/yard or cup/pint/quart/gallon conversions anywhere, so the unit inventory is narrower than a Missouri grade-5 classroom's. The statement says "within a given measurement system," which is a constraint on each conversion, not a requirement to cover both systems, so that narrowness does not leave a clause of this sentence unpracticed. FULL, with that inventory limit recorded.06AUG2026
unit-conversion
5.GM.D.9
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The items do match the sentence — they cannot be solved without converting first, and the conversion is a genuine prerequisite step rather than decoration. So this is not a REJECT. But FULL asserts to a district that the app practices multi-step measurement-conversion problem solving, and what exists is one template with three interchangeable nouns, always the same two operations in the same order, fired in about a third of top-level items. That is the topic at a fraction of the standard's breadth. I am genuinely torn here rather than confident, and the instruction is that doubt resolves downward. PARTIAL.06AUG2026
data-graphs
2.DS.A.4
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The proposal asserts that both the pictograph and 'the tappable bar display' carry the how-many-more and total items. They do not: grepping `bar: {` returns line 1555 and nothing else, and that line sits inside mode 1. Every solve-a-problem item in dataQ attaches `visual` (pictograph), never `bar`. So one of the three displays the standard names conjunctively never carries a problem to solve. Line plots and picture graphs genuinely do, which is why this is not a REJECT. Secondary limit: line plots reach the child only at level 3 on a 1-in-3 roll, while this is a grade-2 code. PARTIAL.06AUG2026
data-graphs
2.DS.A.5
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. All three displays do carry a conclusion item, so the claim is real and I am not rejecting it. But FULL would tell a district that this grade-2 expectation is exercised across all three displays, and a grade-2 learner working at level 1 or 2 never encounters a line plot, while any learner in plain mode never encounters a bar graph — leaving picture graphs as the only display reliably served. Conclusion-drawing itself is also a single form (most/fewest, most-common); every other item in these generators is computation. Not certain, so PARTIAL.06AUG2026
data-graphs
3.DS.A.3
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. This is real construction, not selection — the child taps + to stack an ✕ per listed measurement and the result is machine-scored against the data, so it clears the bar that kills most 'create' claims. That earns PARTIAL. It does not earn FULL, because choosing the scale and laying out and labeling the axis is the part of 'create a line plot' that distinguishes it from 'fill in a line plot,' and that part is done by the app. Availability compounds it: the item sits behind rollInteractive(2), so it never appears in plain/accessibility mode and is roughly a 1-in-5 roll at level 3 otherwise. The proposal notes 4.DS.A.1 is already claimed FULL on this same generator; that is an argument about an existing claim I was not asked to audit, not evidence about this one. PARTIAL.06AUG2026
data-graphs
3.DS.A.4
ADDED — FULL, survived two independent refutersNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. I looked for a way to knock this down and there isn't one. The sentence is exactly what linePlotQ does and all it does. The scale is halves/fourths of an inch, which is the grade-3 line-plot scale; four distinct question types cover reading a single stack, comparing stacks, aggregating the whole plot, and a threshold count. Unlike the bar-graph and construct items, linePlotQ is not behind rollInteractive — dataQ line 1472 reaches it on a plain `rnd(3) === 0` — so it is served in plain/accessibility mode too, with a full text `alt` describing the data. The only limit is that it is gated to level 3, which for a grade-3 code is the correct level rather than drift. FULL.06AUG2026
geometry
3.GM.C.14
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. Two problems with the proposal. First, apLShapeQ is cited as co-evidence, and it does not fit: an L-shape is not a rectangle, so 'decompose a rectangle... to find the area of the original rectangle' is not what that item does — it is area-is-additive on a non-rectangular figure, a different expectation. That leaves apDistQ as the sole support. Second, apDistQ pre-draws the split and asks the child to recognize the matching sum. The mathematics underneath — that the sub-rectangles' areas add to the original's — is genuinely and well practiced, with the multiply-only-one-part error seeded and named, so PARTIAL is earned. But the standard's verb is an action the child is supposed to take, and here the app takes it. PARTIAL.06AUG2026
geometry
3.GM.D.16
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. I hunted for a gap and found none that survives. The statement is a two-part disjunction and apCompareQ is built on that exact sentence, serving each half about equally; the equal-perimeter branch is generated so the perimeters are provably identical and the areas provably differ, and the equal-area branch runs off a hand-checked table (12=1×12=3×4, perimeters 26 vs 14, etc.). The naive misconception the standard exists to dislodge — that equal one means equal the other — is offered as a live option and explained by name. "Understand" is a comprehension verb, not one of the production verbs that caps a claim, and selecting the correct comparison is the standard assessment form for it. The rectangles are given by dimensions in text rather than drawn, which the statement does not require. FULL.06AUG2026
shapes-basic
1.GM.A.4
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The partition clause is not just touched, it is genuinely performed: the child taps cut slots on a strip and spokes on a pie and the result is scored for equal spacing, with the classic 'same number of cuts, unequal parts' trap constructible by the child. Both named figures — circles and rectangles — are covered, and below level 3 the share counts are exactly the standard's two and four. That is strong PARTIAL evidence. The verbal-description clause is oral production and is beyond a tap app, which forecloses FULL. One limit worth recording: shapesBasicQ gates the whole partition family behind level ≥ 2, so a learner at level 1 — the level a grade-1 child starts at — never sees a partition item at all. PARTIAL as proposed.06AUG2026
shapes-basic
2.GM.A.1b
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The evidence is real but narrow, and narrower than the sub-clause reads. One solid, one three-row table, gated behind level ≥ 3 for a grade-2 code, and the child's task is a count with the face shape already given. That is the topic at a fraction of the clause's breadth, which forecloses any tier above PARTIAL — and I want the narrowness on the record so the claim is not read as 'the app covers faces of 3-D solids.' It does cover the cube. PARTIAL, as proposed.06AUG2026
shapes-basic
K.GM.C.9
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. This one is stronger than most construct claims because the child genuinely produces the figure — the polygon is assembled from their own taps and judged on real geometric properties, not matched against a stored answer, so 'a child selecting a pre-written option has produced nothing' does not apply here. That earns PARTIAL. FULL is out on two counts: the modeling half of the disjunction needs physical materials, and the drawing half is constrained to straight-sided polygons on a fixed lattice. A grade caveat belongs on the record too: shapesBasicQ requires level ≥ 2 and a rollInteractive pass, so a kindergarten learner at level 1, or any learner in plain/accessibility mode, never reaches this item. PARTIAL.06AUG2026
shapes-basic
1.GM.A.1
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The proposal concedes this is its weakest claim, and it is right to. But conceding is not the same as being wrong. The second clause is squarely practiced: consPolyQ has the child build a shape to a specified number of angles, which is a defining attribute, and scores it on whether the corners really bend. The first clause is exercised operationally rather than explicitly — a child who picks 'square' over 'diamond' for a figure rotated by rnd(360) has in fact set orientation aside and attended to sides and corners, which is the behavior the clause is about, even though the app never names that as the question. Half the standard practiced explicitly and half implicitly is PARTIAL, not FULL and not nothing. I am accepting at the proposed tier while recording that the defining/non-defining contrast is never itself the question asked.06AUG2026
measurement
1.GM.B.7
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. What the app practices is the concept under the standard — that a length equals the number of same-size units laid end to end with no gaps and no overlaps, which is stated verbatim in the why-text and is the exact idea the standard is built on. That is genuine and worth PARTIAL. What it does not practice is the demonstration: measuring with objects is a physical, manipulative act, and here the app performs the measurement and asks the child to read the result. Production verb plus physical materials, both capped by definition. PARTIAL, as proposed, and I would not let it drift upward later.06AUG2026
antonyms
K.R.1.B.b
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The antonym content is genuinely there at kindergarten difficulty, so this is not a REJECT. But FULL is not earned. (1) Recognition only: distractors are unrelated pool words (opposite of 'hot' offered against 'night'/'empty'), so an item can be passed by noticing which of the three words is semantically paired with the prompt rather than by understanding oppositeness — the demonstration is weaker than the standard's verb. (2) The generator is not K-bounded: the same antonymsQ widens to ANTONYMS.length at level 3, serving permanent/temporary, victory/defeat, public/private, gather/scatter — so the proposal's 'this is the whole standard, at kindergarten difficulty' only holds at level 1, not for the generator as claimed. (3) Internal consistency: the crosswalk already rates the harder grade-2 sibling 2.R.1.B.d ('using antonyms and synonyms') as PARTIAL on this identical generator; rating the K indicator FULL on the same taps would be inflation. PARTIAL is the honest tier.06AUG2026
word-machines
3.R.1.B.e
ADDED — FULL, survived two independent refutersNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. I tried to refute this and could not. Every element of the statement is present in one item: a known affix (un-), a known base word (lucky), the new word it forms (unlucky), and the child determining its meaning. The distractors are meaning-level near-misses that force actual affix reasoning ('lucky again' is the re- reading, 'very lucky' the intensifier reading) rather than vocabulary recall. 'Determining' is a comprehension verb, not a production verb — selecting the correct gloss is the canonical way this indicator is assessed, so the production cap does not apply. Grade fit is exact: word-machines is catalogued band '3-5' (catalog.ts:92) and this is a grade-3 indicator. Per-word distractors are hand-authored and mc() dedupes, so the three options are always distinct. This is the one FULL in the batch that survives.06AUG2026
word-machines
4.R.1.B.a
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The bank is exactly the Latin/Greek material the indicator names and the etymology is unusually well policed, so this is not a REJECT. FULL fails on a real clause difference from 3.R.1.B.e, which I accepted at FULL: grade 3's statement presupposes 'a known affix ... a known base word', so pre-segmentation is faithful there; grade 4's statement does not, and the whole grade-4 demand is determining meanings of academic words as encountered. Nothing in the generator ever shows a bare academic word and asks what it means — predict pre-splits it, base works from a member list, family asks membership. The child also selects a pre-written child-gloss rather than determining one. Genuine, substantial practice of the morphology underneath; not the expectation as written. PARTIAL.06AUG2026
compound-words
1.RF.3.A.i
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. I could not refute the compound half. Because the correct compound is never spoken aloud and the three options carry no audio, a child genuinely has to read 'rainbow' against 'sunflower' and 'popcorn' to answer — that is reading compound words, which is what the indicator names. Grade fit is fine: compound-words is band 'DK-2' (catalog.ts:69) and this is a grade-1 code. Two clauses keep it off FULL and both are real: the standard couples contractions with compound words and this generator has no contractions at all, and 'in the reading process' means decoding while reading, not word-level isolation. PARTIAL is the correct tier, and the mapping should not be allowed to silently grow into a co-claim with contractionsQ later — that would be a separate proposal requiring its own review.06AUG2026
plurals
2.L.1.B.g
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. Unlike the contractions proposal I rejected, here the thing the standard is about IS the discriminator: the distractors are the exact naive misspellings ('boxs', 'boxess'), so the child must apply the -es rule to answer. That is real orthographic practice, and the standard's full ending set is present at level 1 rather than sampled. It stops short of FULL for the plainly unpracticed production clause: L.1.B is the written-conventions strand, the child never writes the word and never uses it in text. Grade fit is exact (plurals is band 'DK-2', catalog.ts:89; grade-2 code). PARTIAL.06AUG2026
plurals
3.L.1.B.j
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The y→ies change is precisely what separates the correct option from the distractors, so the rule is genuinely exercised rather than incidentally present. I checked the grade question, since plurals is band 'DK-2' while this is a grade-3 code: that is undershoot, not overshoot — a third grader who opens Plurals can do these items without difficulty, and skillsForSubject (catalog.ts:131) applies no band filter to the browsable catalogue, so the skill is reachable. That is materially different from the word-machines/1.R.1.B.a case I rejected, where the item's reading load exceeded the claimed grade so the child could not do it even when reached. Capped at PARTIAL for the written-production clause. PARTIAL.06AUG2026
phonics
K.RF.2.A.c
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The rhyme discrimination itself is real and is not double-counted: the existing phonics mappings (K.RF.2.A.a, K.RF.3.A.a, 1.RF.2.A.a, 1.RF.3.A.a, 2.RF.3.A.a) cover beginning sounds, letter-sound and decoding, none of them rhyme, so this level-2 branch is genuinely uncredited practice. It cannot be FULL, and I verified rather than assumed the reason: I read the choice renderer and confirmed options carry no audio, so the 'orally presented' condition — which is the defining condition of a phonemic-awareness indicator, a construct that is supposed to be print-free — is only half met. PARTIAL, with the print-delivery limitation stated on the record.06AUG2026
phonics
1.RF.3.A.b
ADDED — PARTIAL, survived adversarial refutationNEW CLAIM. This standard had no claimant; it was proposed during the 06AUG2026 audit and then sent to an independent refuter instructed to reject by default. The verb here is 'identifying letters', and that is exactly what the team branch has the child do — this is the one vowel claim in the batch where the item and the standard's verb line up. It is squarely half a standard, though: the statement pairs short and long, and short-vowel spelling identification does not exist in the generator, while the long-vowel half is limited to six teams and omits the silent-e pattern that is the other main long-vowel spelling a first grader must identify. That is precisely what PARTIAL is for. Grade fit is fine (phonics is band 'DK-2', catalog.ts:66). PARTIAL, not FULL, and the proposal was right not to ask for more.06AUG2026
compound-words
1.R.1.B.d
PROMOTION REFUSED, stays PARTIAL — PARTIAL,PARTIAL,PARTIALWITHHELD CLAIM, adjudicated by three independent refuters each instructed to reject by default, with a claim needing two of three votes to reach a tier. Clauses: (a) develop an understanding of vocabulary; (b) recognize that a compound word is made up of shorter words. compoundWordsQ (content.ts:3249-3266) has exactly two forms and both run the SYNTHESIS direction only: 'Put the two words together: rain + coat = ?' and the interactive 'Match the word parts!' — the prompt hands the child the two shorter words already separated. Grepped 'compound' across content.ts: the COMPOUNDS bank (3236) and this one generator are the whole surface; no item ever shows a whole compound and asks which shorter words it contains. The recognition the standard names is performed FOR the child by the prompt. Clause (a) is untouched — the proposer concedes 'the app never asks what the compound MEANS.' Substance present, one direction only: PARTIAL stands, no promotion. (Correction: the crosswalk already records 1.R.1.B.d PARTIAL on this skill, so this is a tier promotion, not the remap the argument describes.)06AUG2026
coordinate-grid
5.GM.C.7
PROMOTION REFUSED, stays PARTIAL — PARTIAL,PARTIAL,PARTIALWITHHELD CLAIM, adjudicated by three independent refuters each instructed to reject by default, with a claim needing two of three votes to reach a tier. Two verbs. PLOT is genuinely served: TapGrid (components/TapGrid.tsx:19) makes every lattice point 0..size tappable, so 'Tap the point (x, y)' (content.ts:5806-5814) and the L3 translate-and-tap (5838-5846) are real plotting, all in quadrant I (x,y >= 1). INTERPRET is not. Every coordinate-reading item is text-only: L2 asks 'For the point (4, 6), what is the x-coordinate?' (5827-5832) with NO plane rendered and the ordered pair already given in the prompt; the L3 interactive likewise TELLS the child the squirrel is at (x, y) rather than making them read it. Nothing in the generator displays a plotted point and asks what pair it is, and nothing interprets a coordinate in a situation. Half the statement is unexercised on the plane. Also note the argument's stated premise is false: the crosswalk already carries 5.GM.C.7 PARTIAL on this very skill, so it is not 'currently UNCLAIMED.'06AUG2026
phonics
K.RF.3.A.c
PROMOTION REFUSED, stays PARTIAL — PARTIAL,PARTIAL,PARTIALWITHHELD CLAIM, adjudicated by three independent refuters each instructed to reject by default, with a claim needing two of three votes to reach a tier. The L3 branch (content.ts:3110-3123) prints 'Sound it out: c-a-t. What word is it?' and offers three CVC words from the same 31-word bank (3004). The segmented cue is spelled in LETTERS and the correct answer is those same letters concatenated, while both distractors are entirely different letter strings — so scanning the prompt and matching characters wins 100% of the time without any sound being blended. The narration reinforces this rather than fixing it: speak = 'Sound it out. ' + letters.join(', ') (3120), which TTS renders as letter NAMES ('see, ay, tee'), not the phonemes /k/ /ae/ /t/. The child never has to blend anything; the decode clause is not required by the task. Substance is adjacent but hollow at the load-bearing verb: PARTIAL. (The argument's claim that K.RF.3.A.c is 'currently unclaimed by any skill' is false — phonics already records it PARTIAL.)06AUG2026
phonics
2.RF.3.A.b
PROMOTION REFUSED, stays PARTIAL — FULL,PARTIAL,PARTIALWITHHELD CLAIM, adjudicated by three independent refuters each instructed to reject by default, with a claim needing two of three votes to reach a tier. Decomposed to three requirements and checked each against vowelSoundQ (content.ts:3026-3050) and its banks. (1) DISTINGUISHING LONG AND SHORT: branch A flips 'const long = rnd(2) === 0', so the target is asked in both directions, across all five vowels (SHORT_VOWEL_WORDS / LONG_VOWEL_WORDS, 3012-3019), and the near distractor is deliberately the OPPOSITE length of the SAME vowel (3035, 3042) — the child cannot answer without making the length judgment, since letter-scanning leaves correct and near-foil tied. (2) WHEN READING: choices are rendered as text and are never narrated — Activity.tsx speaks only q.speak/q.prompt (lines 491-492, 551-552, 1591), and the sight-words comment (2957-2960) confirms the deliberate rule that narration must not reveal answer words. (3) REGULARLY SPELLED ONE-SYLLABLE WORDS: all 20 short words are CVC, all 20 long words are CVCe or a common vowel team, every one is monosyllabic, and the file documents the hand-check plus the exclusion of the inconsistent 'steak'-class ea (3020-3021). No second verb, no production clause, no named context the banks lack. FULL is honest here.06AUG2026
fact-flash
3.RA.C.8
PROMOTION REFUSED, stays PARTIAL — PARTIAL,PARTIAL,PARTIALWITHHELD CLAIM, adjudicated by three independent refuters each instructed to reject by default, with a claim needing two of three votes to reach a tier. Two requirements: demonstrate FLUENCY, and products WITHIN 100. The range is reached (factFlashQ 1724-1726: the x branch draws a,b from 1..5 at L2 and 1..12 at L3, covering the table within 100 — and spilling past it, to 144). Fluency is where it fails. The app is untimed by design — the generator's own header calls it 'deliberately self-paced (no countdown)' (1708-1711) and the hint reads 'No rush' (1734) — so the efficiency half of fluency is never elicited. Delivery is 3-choice recognition roughly 60% of the time; only ~40% of integer-answer items convert to numpad entry (7959), and the x branch itself is one of four interleaved operations, so genuine typed product recall is a minority of a minority. 'Demonstrate' is a performance verb the product cannot satisfy while refusing to observe rate. The proposer concedes the caveat in the argument itself; conceded uncertainty is not FULL. (Also false: 3.RA.C.8 is already recorded PARTIAL on fact-flash, not unclaimed.)06AUG2026
grammar
1.RF.1.A.b
PROMOTION REFUSED, stays PARTIAL — PARTIAL,PARTIAL,PARTIALWITHHELD CLAIM, adjudicated by three independent refuters each instructed to reject by default, with a claim needing two of three votes to reach a tier. The features clause needs both the capital first word AND ending punctuation. Read every item in the GRAMMAR bank carrying this claim (content.ts:5566-5710, comment at 5654-5656). The end-mark items are all interrogative: 'Which end mark completes: "What time is it__"' -> ?, 'Which punctuation mark ends a question?' -> ?, 'Which sentence ends correctly?' -> 'Where are you going?'. The period and the exclamation point appear only as distractors — a child never has to select them, so declarative/exclamatory ending punctuation is unpracticed. The one item that pairs both features, 'Which sentence is written the right way?' (correct 'We like to play tag.'), has both distractors failing on capitalization ('we like to play tag', 'we Like to play tag.'), so it is decidable on the capital alone and the end mark carries no weight. That leaves a finite ~6-item bank in which one of the two named features is never the discriminator. I also confirm the mis-seeding diagnosis is sound (nothing in app/src tests words-separated-by-spaces, and tapWordSentenceQ pre-segments the sentence into chips), but a correct code with a half-served clause is PARTIAL, not FULL — as the proposer's own hedge anticipates.06AUG2026
word-problems
3.RA.A.4
PROMOTED to FULL — FULL,PARTIAL,FULL (2 of 3 independent refuters)WITHHELD CLAIM, adjudicated by three independent refuters each instructed to reject by default, with a claim needing two of three votes to reach a tier. Missouri's sentence is bare — three requirements and no fourth. (1) MULTIPLICATION: four templates at level >= 2 (bags x marbles, dogs x 4 legs, rows x plants, price x quantity) plus multi-step ones at L3/L4 (content.ts:2894-2907, 2934-2945). (2) DIVISION: three genuine division templates — equal sharing '${tot} cookies shared equally by ${d} friends' at level >= 2 (2896), remainder interpretation 'how many are LEFT OVER' (2902), and round-up quotient 'how many packs must you buy' (2904). (3) WITHIN 100: I bounded every template's arithmetic — the largest product is 9 x 6 = 54 (2900) and the largest dividend is 42; nothing exceeds 100. (4) SOLVE PROBLEMS: story contexts throughout, and nearby() distractors are answer +/-1, +/-2 (198-210), so the answer cannot be reached by estimation — the operation must actually be performed. The representation/production clause a reviewer would hunt for is genuinely absent from this GLE: Missouri houses it separately at 3.RA.A.3 ('Describe in words or drawings...'), which the crosswalk correctly leaves unclaimed. Consistent with 1.RA.A.1 and 4.RA.A.2, already FULL on this same generator with the same answer form.06AUG2026
data-graphs
4.DS.A.2
PROMOTED to FULL — FULL,FULL,PARTIAL (2 of 3 independent refuters)WITHHELD CLAIM, adjudicated by three independent refuters each instructed to reject by default, with a claim needing two of three votes to reach a tier. Four requirements, each checked individually against dataQ/linePlotQ/consPlotQ. (1) ADDITION: dataQ mode 3 totals every category, why = '${counts.join(" + ")} = ${total}' (content.ts:1570-1571), and linePlotQ mode 2 sums the stacks (1440-1449). (2) SUBTRACTION: dataQ mode 2 is the how-many-more difference, why = '${counts[hi]} - ${counts[lo]} = ${diff}' (1563-1567). Both modes are live from level 2 up (mode = lvl === 1 ? rnd(2) : rnd(4), 1542). (3) INFORMATION PRESENTED IN A DATA DISPLAY: in those two modes the counts appear ONLY in the pictograph/bar visual and its alt text (1536-1538) — never in the prompt — so the child must read the display; the line-plot path adds a true halves/fourths measurement display (1389-1407). (4) SOLVE PROBLEMS: computed answers with +/-1, +/-2 distractors. No production verb, no manipulative, no tool-selection, no fractional-operand clause in Missouri's sentence (Missouri dropped the CCSS 4.MD.4 'of fractions ... in line plots' wording). Nothing is left over, and 3.DS.A.2 — strictly harder, adding the two-step requirement — is already FULL on this generator.06AUG2026
compare
1.NBT.A.3
PROMOTION REFUSED, stays PARTIAL — FULL,PARTIAL,PARTIALWITHHELD CLAIM, adjudicated by three independent refuters each instructed to reject by default, with a claim needing two of three votes to reach a tier. Two requirements. (1) TWO TWO-DIGIT NUMBERS: the sign-choice branch draws a and b from 1..20 at level 2 and 1..100 at level 3 (content.ts:481-484), so two-digit pairs are the ordinary case (~81% of level-3 serves in that branch), including tens-tie pairs where the ones digit decides. (2) USING THE SYMBOLS >, = OR <: the answer IS the symbol — choices are exactly ['>','<','='] minus the correct one (495), and '=' is deliberately kept a live answer by forcing b = a one time in four (484), so all three symbols are genuinely used rather than two. The reversed-sign misconception is named (487-492). There is no recording, explaining, or justifying clause in Missouri's sentence to leave unpracticed. The identically-worded three-digit standard 2.NBT.A.5 is already FULL on this same generator and same answer form; holding this at PARTIAL was internally inconsistent. Caveat worth printing beside the claim: operand ranges are 1..20 / 1..100, so some served pairs include a one-digit number.06AUG2026
ordinals
K.GM.C.7
NEW CLAIM REFUSED — REJECT,REJECT,REJECT (unanimous)WITHHELD CLAIM, adjudicated by three independent refuters each instructed to reject by default, with a claim needing two of three votes to reach a tier. The substance is absent, so no claim should be added. ordinalsQ (content.ts:716-735) serves exactly one item shape: a row of emoji and 'Counting from the left, which one is third?', answered by tapping one of three pre-written emoji. That tests ordinal-number vocabulary — which the crosswalk's own note establishes Missouri does not carry — not the spatial relationship of one object to another. K.GM.C.7 sits in the geometry cluster beside K.GM.C.6 (shape names regardless of orientation), C.8, C.9 and C.10, and its CCSS ancestor spelled the intent out as above/below/beside/in front of/behind/next to; the generator asks for none of those, and 'from the left' is a counting start point, not a described relation. On top of that the verb is DESCRIBE, a production verb: the child produces nothing, only selects an emoji. Reading a geometry positional-vocabulary expectation as an ordinal-counting expectation is exactly the kind of stretch that would not survive a district's review. Leave ordinals claiming nothing.06AUG2026
states-capitals
4.EG.5.B.a
NEW CLAIM REFUSED — REJECT,REJECT,REJECT (unanimous)WITHHELD CLAIM, adjudicated by three independent refuters each instructed to reject by default, with a claim needing two of three votes to reach a tier. The grade-4 text is character-for-character identical to the grade-5 twin 5.EG.5.B.a that was already rejected, and it runs against the same generator, so there is no basis on which grade 4 survives. Decomposed: NAME — statesCapitalsQ (content.ts:4143-4170) does serve state/capital recall in both directions plus a three-pair match. LOCATE — never: the generator renders no map, no globe, no position task of any kind; the map items live in a different skill (MAP_BANK, 4173+) and would not carry this claim anyway. REGIONS — absent. RIVER SYSTEMS — absent. MOUNTAIN RANGES — absent. BASED ON HISTORICAL OR CURRENT TOPICS — absent; the items are decontextualized flash recall with distractors drawn from other real state-capital pairs. Five of six named requirements unpracticed, and the one that is served is a three-choice selection, not naming produced by the child. Not even PARTIAL-worthy: advertising a claim on this expectation would tell a district the app teaches U.S. physical and regional geography, which it does not. Reject, exactly as grade 5 was rejected.06AUG2026
equations
1.RA.A.3
FULLRounds 1–3 MO lens pass (08 Aug 2026): equal-sign meaning + true/false add/sub equations — the new equationsQ judgment items are this standard verbatim. Item shapes locked by round1Gap/round2Gap/round3Gap tests.08 Aug 2026
equations
1.RA.B.6
PARTIALRounds 1–3 MO lens pass (08 Aug 2026): 'DEMONSTRATE that subtraction can be solved as an unknown-addend problem' — the which-fact-helps items show the relationship at recognition level; demonstrate is a production clause (06 Aug cap precedent). Item shapes locked by round1Gap/round2Gap/round3Gap tests.08 Aug 2026
multiplication
2.RA.B.3
PARTIALRounds 1–3 MO lens pass (08 Aug 2026): arrays ≤5×5 with the total found via the repeated-addition sentence — but the clause says WRITE an equation; picking it is recognition (write = production cap). Item shapes locked by round1Gap/round2Gap/round3Gap tests.08 Aug 2026
money
2.GM.D.13
FULLRounds 1–3 MO lens pass (08 Aug 2026): the coinpick widget is this standard verbatim: tap the coin combination that equals the named amount; distractor groups always sum differently. Item shapes locked by round1Gap/round2Gap/round3Gap tests.08 Aug 2026
counting
K.NS.A.2
FULLRounds 1–3 MO lens pass (08 Aug 2026): count-on runs from any start; the K clause caps at 20 and L2 items strictly contain that range. Item shapes locked by round1Gap/round2Gap/round3Gap tests.08 Aug 2026
counting
1.NS.A.1
FULLRounds 1–3 MO lens pass (08 Aug 2026): count to 120 starting anywhere — L3 runs start as high as 117 so 120 itself is reached (generator adjusted this round so the endpoint is honest). Item shapes locked by round1Gap/round2Gap/round3Gap tests.08 Aug 2026
equations
1.RA.B.5
FULLRounds 1–3 MO lens pass (08 Aug 2026): 'use properties as strategies to add and subtract' — the free-flipped-fact items are the strategy move itself, property never named. Item shapes locked by round1Gap/round2Gap/round3Gap tests.08 Aug 2026
equations
3.RA.B.6
PARTIALRounds 1–3 MO lens pass (08 Aug 2026): commutative-as-strategy dealt at ×; associative/distributive chains live in worked steps, not the child's own move (mirrors the KS 3.OA.5 verdict). Item shapes locked by round1Gap/round2Gap/round3Gap tests.08 Aug 2026
division
3.RA.A.2
FULLRounds 1–3 MO lens pass (08 Aug 2026): 'interpret quotients of whole numbers' — the which-question-does-a÷b-answer items are the interpretation itself. Item shapes locked by round1Gap/round2Gap/round3Gap tests.08 Aug 2026
multiplication
4.RA.A.1
PARTIALRounds 1–3 MO lens pass (08 Aug 2026): MO wants SOLVING problems involving multiplicative comparison; the new items read the comparison (35 = 5 × 7 as times-as-many) and word-problems computes multi-step, but comparison-WORDED problems are not a distinct evidenced item form. Item shapes locked by round1Gap/round2Gap/round3Gap tests.08 Aug 2026
addition
2.NBT.B.7
FULLRounds 1–3 MO lens pass (08 Aug 2026): three/four two-digit addends with tens-then-ones steps — the standard verbatim. Item shapes locked by round1Gap/round2Gap/round3Gap tests.08 Aug 2026
geometry
5.GM.A.1
FULLRounds 1–3 MO lens pass (08 Aug 2026): hierarchy true/false: attributes of a category belong to all subcategories — judged directly, one-way-flow misconception named. Item shapes locked by round1Gap/round2Gap/round3Gap tests.08 Aug 2026
geometry
5.GM.A.2
FULLRounds 1–3 MO lens pass (08 Aug 2026): the same family classifies figures into the hierarchy. Item shapes locked by round1Gap/round2Gap/round3Gap tests.08 Aug 2026
measurement
2.GM.B.7
PARTIALRounds 1–3 MO lens pass (08 Aug 2026): 'MEASURE to determine how much longer' — difference items hand the child both measurements and the ruler widget measures one object, never two-and-compare; the measuring act caps this (same-day KS twin 2.MD.4 downgraded on the same reasoning). Item shapes locked by round1Gap/round2Gap/round3Gap tests.08 Aug 2026
rounding
5.NBT.A.5
PARTIALRounds 1–3 MO lens pass (08 Aug 2026): 'round numbers from billions to thousandths place' — whole-number rounding to thousands + NEW decimal rounding to hundredths are dealt; the billions range and the thousandths place are not, so the span caps at PARTIAL. Item shapes locked by round1Gap/round2Gap/round3Gap tests.08 Aug 2026
addition
2.GM.C.9
PARTIALRounds 1–3 MO lens pass (08 Aug 2026): the hop widget represents whole numbers and sums/differences as lengths from 0 on a number line — but the line caps at 20 (upgrade of the existing claim's evidence; range still caps the tier). Item shapes locked by round1Gap/round2Gap/round3Gap tests.08 Aug 2026
word-problems
1.RA.A.2
FULLRound 4–5 MO lens pass (08 Aug 2026): three-addend word problems within 20 — verbatim twin of KS 1.OA.2; locked by round4Gap.test.ts.08 Aug 2026
word-problems
2.GM.C.8
FULLRound 4–5 MO lens pass (08 Aug 2026): length word problems within 100, same units — MO's wording is exactly the new item family.08 Aug 2026
word-problems
3.GM.B.8
PARTIALRound 4–5 MO lens pass (08 Aug 2026): the new g/L one-step problems + existing length problems cover much of 'four operations on lengths/volumes/weights', but MO folds ALL THREE quantity types and all four operations into one code — division-on-quantities and weight-worded forms are not distinct item shapes yet.08 Aug 2026
multiplication
4.RA.A.1
FULLRound 4–5 MO lens pass (08 Aug 2026): EXPLICIT RE-JUDGMENT with new evidence (not a silent promotion): the 08 Aug PARTIAL said comparison-WORDED problems were missing; Round 4 built exactly those ('k times as many' solve items, additive misread named, answer recomputed in tests) alongside the Round 2 equation-reading items — both halves of multiply/divide-to-solve-comparisons now dealt.08 Aug 2026
place-value
K.NBT.A.1
FULLRound 4–5 MO lens pass (08 Aug 2026): teens as a ten with additional ones — base-10 picker + the 14 = 10 + ❓ recording form; verbatim twin of KS K.NBT.1.08 Aug 2026
shapes-basic
K.GM.C.7
FULLRound 4–5 MO lens pass (08 Aug 2026): 'describe the relative positions of objects in space' — the above/below/beside scene items, answers derived from the scene; NOTE: this code was REFUSED on 06 Aug for the ordinals skill (position-in-a-line ≠ position-in-space) — this claim is the spatial-vocabulary item family built 08 Aug, a different evidence base.08 Aug 2026
shapes-basic
1.GM.A.1
PARTIALRound 4–5 MO lens pass (08 Aug 2026): defining vs non-defining attribute judgments now dealt — but MO's clause continues '…and BUILD and draw shapes to possess defining attributes', a construction half the items don't reach; PARTIAL.08 Aug 2026
sort-size
1.GM.B.5
FULLRound 4–5 MO lens pass (08 Aug 2026): 'order three or more objects by length' — sortSizeQ's ordering items are this standard directly (MO has no indirect-third-object clause, unlike KS 1.MD.1 which stays PARTIAL).08 Aug 2026
counting
2.NBT.A.3
FULLRound 4–5 MO lens pass (08 Aug 2026): count within 1000 by 1s/10s/100s from any start — the count-on runs (any start) + the new skip-count-by-10s/100s items.08 Aug 2026
multiplication
5.NBT.A.7
PARTIALRound 4–5 MO lens pass (08 Aug 2026): multiply multi-digit whole numbers: 2-digit × 2-digit with partial-products steps is dealt, but MO adds 'and decimals to the hundredths place' AND 'justify the solution' — both cap this at PARTIAL.08 Aug 2026
multiplication
5.NBT.A.4
PARTIALRound 4–5 MO lens pass (08 Aug 2026): powers-of-10 items (n × 10/100/1000 with the zero-pattern step) support 'evaluate powers of 10 / relationship to place value' at recognition level; evaluating bare powers (10³) is not an item form — PARTIAL.08 Aug 2026
addition
2.NBT.B.8
PARTIALRound 4–5 MO lens pass (08 Aug 2026): add/subtract within 1000 computed with worked steps; MO's 'justify the solution' is the production cap (same rule as every justify clause).08 Aug 2026
comprehension
K.R.2.A.a
ADD (grade-band build)FULL: MO wording is IDENTIFY elements of a story — setting, character, key events — WITH ASSISTANCE. The who/where/what-happened element questions on fully-narrated K stories are exactly this; assistance = read-aloud + hints. Same evidence as the KS RL.K.3 FULL.09AUG2026
comprehension
K.R.1.A.b, 1.R.1.A.b
ADD (grade-band build)PARTIAL: responding-to-questions half only; the asking half has no surface (standing ask-half wall).09AUG2026
comprehension
K.R.1.A.e, 1.R.1.A.e
ADD (grade-band build)PARTIAL: what-happened-FIRST/LAST questions recognize beginning and end; the MIDDLE clause is not asked.09AUG2026
comprehension
1.R.2.A.a
ADD (grade-band build)PARTIAL: characters/setting/event-sequence components practiced by selection; problem-and-solution clause and produced description are not.09AUG2026
comprehension
4.R.1.A.a, 4.R.1.A.b, 5.R.1.A.a, 5.R.1.A.b
ADD/UPGRADE (grade-band build)MO wording is drawing conclusions/inferring BY REFERENCING/PROVIDING TEXTUAL EVIDENCE, explicit and inferred - the quote-evidence items ARE the referencing act, verbatim-locked by elaRound1.test.ts. 4.R.1.A.a PARTIAL->FULL; 4.R.1.A.b, 5.R.1.A.a, 5.R.1.A.b newly FULL. (4.R.1.A.c / 5.R.1.A.c monitoring-comprehension clauses remain unclaimed.)09AUG2026
comprehension
4.R.2.A.a
ADD (grade-band build)PARTIAL: summarize + theme components dealt (best-summary + theme questions); sequence-the-plot and explain-how-past-events-impact-future-events are not.09AUG2026
comprehension
K.R.2.A.d, K.R.2.A.e, K.R.3.A.c, K.R.3.C.b
ADD (Round 2 authored banks)FULL x4, all with-assistance K verbs matched by the tap: RECOGNIZE types of texts; NAME author/illustrator + describe how each tells the story; IDENTIFY text features; IDENTIFY basic similarities/differences between two texts on the same topic. Assistance = full narration + hints.09AUG2026
comprehension
1.R.3.B.a, 1.R.3.B.b, 1.R.2.C.b, 1.R.2.A.f, 2.R.3.C.d
ADD (Round 2 authored banks)FULL x5: distinguish fiction/nonfiction (story-vs-fact-book items); identify examples of sensory details; recognize sensory details in literary texts (sensory items ARE story sentences); identify who is telling the story (MO grade-1 wording has no at-various-points clause, unlike KS RL.1.6 — same evidence, honestly different tiers); identify the author purpose (answer/explain/describe items).09AUG2026
comprehension
K.R.2.A.c, K.R.3.B.a, K.R.1.C.b, 1.R.1.C.a, 1.R.2.A.c, 1.R.3.A.c, 2.R.3.B.a, 2.R.3.A.c, K.R.2.A.f, 1.R.2.A.g
ADD (Round 2 authored banks)PARTIAL x10, uncovered clause named each: K.R.2.A.c reoccurring-phrases clause unpracticed; K.R.3.B.a respond-to-examples is broader than selection; K.R.1.C.b/1.R.1.C.a text-to-text connection practiced only as similarity/difference pairs; 1.R.2.A.c DESCRIBE is production; 1.R.3.A.c/2.R.3.A.c features known but never used to locate in a real text; 2.R.3.B.a selects WHY fiction/nonfiction but cannot explain in own words; K.R.2.A.f/1.R.2.A.g compare our own mini-story characters, not familiar stories.09AUG2026
life-science
K.ESS2.E.1, K.ESS3.A.1, K.ESS3.C.1, 1.LS1.A.1, 3.LS3.B.1
ADD (knowledge-support pass)Knowledge-support pass: hand-authored bilingual DCI-knowledge items (see scienceKnowledge.test.ts — every claimed code has a deal-locked item plus spot-truth assertions). PARTIAL by construction: the PE verb (investigate/model/design/argue/observe/measure) is a performance a question bank cannot perform; only the disciplinary core idea underneath is practiced. MO twins claimed only where the MO wording names the same core idea as the NGSS original; MO-only performance clauses (measure in Newtons, graph quantities, separate mixtures) remain uncovered.09AUG2026
physical-science
K.PS1.A.1, 2.PS1.A.2, 4.PS2.A.1, 4.PS3.A.1, 4.PS4.A.1, 5.PS4.A.1, 5.PS1.A.2, 5.PS1.B.2, 1.PS3.A.1
ADD (knowledge-support pass)Knowledge-support pass: hand-authored bilingual DCI-knowledge items (see scienceKnowledge.test.ts — every claimed code has a deal-locked item plus spot-truth assertions). PARTIAL by construction: the PE verb (investigate/model/design/argue/observe/measure) is a performance a question bank cannot perform; only the disciplinary core idea underneath is practiced. MO twins claimed only where the MO wording names the same core idea as the NGSS original; MO-only performance clauses (measure in Newtons, graph quantities, separate mixtures) remain uncovered.09AUG2026
earth-science
K.ESS1.B.1, 5.ESS1.B.1, K.PS3.A.1, K.PS3.B.1, 2.ESS2.A.1, 2.ESS2.B.1, 3.ESS2.D.2, 4.ESS2.B.1
ADD (knowledge-support pass)Knowledge-support pass: hand-authored bilingual DCI-knowledge items (see scienceKnowledge.test.ts — every claimed code has a deal-locked item plus spot-truth assertions). PARTIAL by construction: the PE verb (investigate/model/design/argue/observe/measure) is a performance a question bank cannot perform; only the disciplinary core idea underneath is practiced. MO twins claimed only where the MO wording names the same core idea as the NGSS original; MO-only performance clauses (measure in Newtons, graph quantities, separate mixtures) remain uncovered.09AUG2026
(MO-native sweep)
K.GM.B.5, 1.GM.C.9, 2.GM.D.11, 5.RA.B.4, 4.RA.B.4, 3.NF.A.3a, 1.NBT.A.1, 2.NBT.B.9, 3.RA.D.9, 4.NF.B.7, 2.DS.A.1
ADD FULL (MO-native sweep)First pass judging MO GLEs on their OWN wording, generator source read for each: moneyQ coin identify/value shapes ARE K.GM.B.5/1.GM.C.9; timeQ clockpick names a digital h:mm and the child taps the matching analog face (2.GM.D.11 relating clause IS the task); orderOpsQ picks the algebraic expression for a written sentence (5.RA.B.4 translate verbatim); factorsQ multiples/factors (4.RA.B.4); fraction number-line marked-point items (3.NF.A.3a); placeValueQ teen rod+cubes = ten as a bundle (1.NBT.A.1); subtraction L3 missing-addend/fact-family = using the add/subtract relationship (2.NBT.B.9); word-problems letter-equation + two/three-step (3.RA.D.9); fractions n×1/b and a/b-of-N (4.NF.B.7); data-graphs BUILD-the-line-plot task (2.DS.A.1 create clause).09AUG2026
(MO-native sweep)
K.NS.A.1, K.NS.B.7, K.RA.A.2, K.GM.B.3, 1.NS.A.4, 1.NBT.A.4, 1.NBT.B.7, 2.RA.B.2a, 3.NBT.A.2, 3.RA.A.3, 4.RA.A.3, 4.NBT.A.3, 4.NBT.A.4, 5.NBT.A.1, 5.NBT.A.2, 5.NBT.A.3, 5.NF.A.1, 5.NF.A.3, 3.GM.A.2, 4.GM.B.4, 5.GM.C.6a, 2.DS.A.2, 1.DS.A.1, 5.RA.C.5, 4.RA.C.6
ADD PARTIAL (MO-native sweep)PARTIAL x25, uncovered clause named per code: oral count-to-100 performance; successor idea only implicit in count-on items; fluency-WITHIN-5 band and timing unverified in fact-flash; time-device breadth; count-by-5s/10s from ANY start unverified in patterns sequences; add-side of ±multiples-of-10 unverified; count-by-2s-to-100 clause of 2.RA.B.2a; 100,000 range and number names; DESCRIBE-a-situation and JUSTIFY are production; symbol-recording (>/=/<) never asked (4.NBT.A.3/5.NBT.A.2 — same wall the KS 4.NF.7 downgrade named); billions-to-thousandths ranges exceed dealt ranges; fraction<->decimal linking items absent; thousandths comparisons absent; DRAW-nonexamples clause; angle MEASURE/estimate in degrees; DEFINING the coordinate system vs plotting in it; GENERATE-measurement-data and COLLECT clauses; fractions/decimals inside multi-step problems unverified; expressing a pattern rule is production.09AUG2026
(MO-native sweep)
K.NS.A.3, 1.NS.A.3, K.NS.B.8, K.NS.C.10, K.GM.B.4, K.GM.C.10, K.DS.A.1, K.DS.A.2, 1.GM.A.2, 1.GM.B.6, 2.NBT.A.2, 2.RA.B.2c, 2.GM.B.5, 3.NF.A.2a, 3.NF.A.2b, 3.NF.A.7, 3.GM.B.5, 3.GM.C.13, 4.GM.B.5, 5.NBT.A.8, 5.NF.B.4, 5.NF.B.5d, 5.NF.B.8b, 5.RA.A.1a, 5.RA.A.1b, 5.RA.A.1c, 5.RA.A.1d, 5.RA.A.2, 5.GM.A.3, 5.DS.A.1
WALL (MO-native sweep — remain NOT COVERED)Judged on MO wording and left unclaimed, reason per code: counting BACKWARD exists only as a subtraction strategy hint, not an item; subitizing is perceptual; compare-SETS-of-objects items do not exist (compareQ compares numerals); days-of-week not a math item anywhere; compose-physical-shapes and indirect-length-comparison are the same manipulative walls as their KS twins; 100-as-10-tens item unverified; write-even-as-equation clause; measure-same-object-two-units wall (KS twin); numerator/denominator DESCRIBE clauses untested as items; same-whole EXPLAIN is production; estimate-time-intervals not practiced (elapsed-time computes exactly); rectangular-arrangements-for-area item unverified; protractor drawing/measuring; 2-digit-divisor long division range unverified; estimation with fractions/decimals; explain-why production clauses; two-pattern relationships and ordered-pair graphing not practiced; prism/pyramid PROPERTY description (volume skill only computes); line GRAPH (data-graphs builds line PLOTS, a different display).09AUG2026
comprehension
2.R.2.A.c, K.R.2.A.c, 1.R.2.A.d, 2.R.2.A.f
ADD/UPGRADE (Round 3)2.R.2.A.c FULL (compare/contrast versions of the same story — version-pairs ask about characters, events, and point of view). K.R.2.A.c PARTIAL->FULL: the 01AUG-round sensory items plus the NEW recurring-phrase items now cover BOTH named clauses (sensory details AND reoccurring phrases), with the repetition itself test-verified in the passage. 1.R.2.A.d PARTIAL (why-repeated is selected, not explained in the child's words). 2.R.2.A.f PARTIAL (the wolf-POV pair practices point-of-view contrast for ONE pairing; how-stories-are-narrated breadth uncovered).09AUG2026
comprehension
K.R.1.A.b, K.R.1.A.e, 1.R.1.A.e, K.R.2.A.b, K.R.1.A.c, 1.R.1.A.d
UPGRADE/ADD (Round 4 construct mode)K.R.1.A.b FULL — asking AND responding, with assistance: question-building tiles supply the asking half. K.R.1.A.e and 1.R.1.A.e FULL — recognizing beginning, MIDDLE, and end: ordering three story events exercises all three positions (the middle clause was the previous wall). K.R.2.A.b FULL — retell a main event from a story read aloud, with assistance: the anchor-locked event ordering on narrated stories. K.R.1.A.c and 1.R.1.A.d PARTIAL — retelling MAIN IDEAS (K) / main ideas in sequence with key details (1): event-ordering practices the sequence component; distilling main ideas from events remains unpracticed.09AUG2026
(clause-closers)
K.NS.A.3, 1.NS.A.3, K.NS.C.10, 2.NBT.A.2, 4.NBT.A.3, 1.NS.A.4, 1.NBT.A.4, 2.RA.B.2a
ADD/UPGRADE FULL (clause-closers)Count-backward sequences (within 10 at K, within 20 at grade 1, band-locked in round5Clauses.test.ts); compare-object-groups (equal/more/fewer, count-verified); ten-tens-make-100 items on base-10 visuals (pictorial register so the L2 ladder mix actually deals them); choose-the-symbol at 4-5 digits closes 4.NBT.A.3; patterns L3 starts widened (any even start toward 100 for 2s, any multiple of 5 up to 75, any multiple of 10 up to 80) and L2 by-10s starts at ANY number 1-80 — closing the any-start clauses of 1.NS.A.4/1.NBT.A.4/2.RA.B.2a.09AUG2026
(correction)
4.NBT.A.3, 5.NBT.A.2, 1.NS.A.4, 1.NBT.A.4, 2.RA.B.2a
NOTE CORRECTION (same day)Two claims in this morning's MO-native sweep note were inaccurate and are corrected here rather than silently edited: (1) "symbol-recording (>/=/<) never asked" was FALSE — compareQ has carried a three-digit >/</=/!= form since the 01AUG 2.NBT.4 build; the real gap was digit RANGE, which the new 4-5 digit form closes. (2) "count-by-5s/10s from ANY start unverified" understated the generator — patternsQ L2 already started by-10s runs at any small number and L3 at any low multiple; the true gap was the narrow start RANGE, now widened. Tiers were conservative (PARTIAL) so no published number was ever overstated; the notes were still wrong and now stand corrected. 5.NBT.A.2 remains PARTIAL for its true reason: billions-to-thousandths RANGE, not symbols.09AUG2026
(MO SS sweep — civics/us-symbols)
2.GS.2.D.a, 3.GS.2.D.a, 4.PC.1.C.b, K.PC.1.C.a, 1.PC.1.C.a, 2.PC.1.C.a, 3.PC.1.C.a, 1.PC.1.D.a, 2.PC.1.D.a, 3.PC.1.D.a, 4.PC.1.D.a, 5.PC.1.D.a, K.GS.2.C.a, 1.GS.2.C.a, K.GS.2.D.a, 1.GS.2.D.a, 2.PC.1.B.a, 4.PC.1.B.a, 4.PC.1.C.a, 5.GS.2.D.a, K.PC.1.F.b, 2.PC.1.F.a, 4.PC.1.F.a, 5.PC.1.F.a
ADD (MO social studies sweep)First code-level sweep of MO social studies (was domain-only). FULL x3 where the verb is the tap: 2.GS.2.D.a identify branches + their functions (four branch items: which-makes-laws / President-leads / which-judges / how-many); 3.GS.2.D.a Missouri three branches (NEW verified item — MO constitution mirrors legislative/executive/judicial); 4.PC.1.C.b identify Bill of Rights principles (NEW purpose + freedom-of-speech items). PARTIAL x21: rights/citizenship/decision codes practiced by the free-speech, voting, good-citizen, volunteering, mayor/judge/police, rule-of-law, taxes, and Pledge items — the discuss/examine/analyze production verbs and personal family/community framings are named as the uncovered halves; Rosa Parks + MLK items ground the voiced-opinions codes (4/5.PC.1.D.a).09AUG2026
(MO SS sweep — economics)
3.E.4.A.b, 3.E.4.A.c, 3.E.4.C.a, 4.E.4.A.c, 4.E.4.C.a, K.EG.4.A.a, K.EG.4.A.c, 1.E.4.A.a, 2.E.4.A.a, 2.E.4.A.d, 2.E.4.B.a, 3.E.4.A.d, 4.E.4.A.a, 4.E.4.A.b, 5.E.4.A.a
ADD (MO social studies sweep)FULL x5: define economy (NEW item), define/distinguish natural-capital-human resources (2 NEW classification items; the DISTINGUISH verb IS the MC act — 3.E.4.A.b + 4.E.4.A.c), taxes defined + why-collected + what-they-pay-for (3 existing items cover define/generated/used — 3.E.4.C.a + 4.E.4.C.a). PARTIAL x10: needs/wants, scarcity, producer/consumer/goods/services, wages, trade-offs, saving-vs-investing, profit, supply-demand price item — with the personal/regional framings and conduct-an-analysis verbs named as walls.09AUG2026
(MO SS sweep — geography/maps)
K.EG.5.A.a, 1.EG.5.A.a, 2.EG.5.F.a, 2.EG.5.A.b, 2.EG.5.B.b, 2.EG.5.G.a, 3.EG.5.B.a, 3.EG.5.C.a, 3.EG.5.F.a, 5.EG.5.B.a, 1.EG.5.B.a, 2.EG.5.A.a, 5.EG.5.B.b, K.EG.5.B.a, 3.EG.5.B.b
ADD (MO social studies sweep)FULL x3: identify maps as representations (existing which-shows-where-places-are item is the verb verbatim); identify globes (model-of-the-whole-Earth item); define the region concept (NEW item). PARTIAL x12: map types (NEW physical-map item), world regions via continents/oceans, geography-affects-living (NEW coasts item), Missouri geography (4 NEW verified items: Mississippi eastern border, Missouri+Mississippi confluence at St. Louis, Ozarks, northern plains), positional words via the above/below scenes, map key + directions, grid systems via coordinate-grid, states/capitals/rivers/ranges. Construct-a-map and locate-on-a-real-map clauses are the named walls.09AUG2026
(MO SS sweep — history)
K.H.3.C.a, 2.H.3.C.a, 4.H.3.A.b, 4.H.3.C.a, 5.H.3.C.a, 5.H.3.G.a, 3.H.3.C.a, 3.H.3.E.a, 3.H.3.F.a, 3.H.3.G.a, 5.H.3.H.a, 5.H.3.I.a, 5.H.3.I.b, 3.PC.1.F.b, 2.EG.5.E.a, 2.EG.5.E.b, 4.EG.5.E.a, 5.EG.5.E.a
ADD (MO social studies sweep)PARTIAL x18, all knowledge-support under discuss/examine/analyze verbs: holiday figures and inventors (Washington, Lincoln, Franklin, Edison, Wright, Earhart, Rosa Parks, MLK); European exploration/settlement (Columbus, Mayflower); 12 NEW verified Missouri/US items — Louisiana Purchase 1803, Lewis & Clark from St. Louis, Carver, Twain/Hannibal, Truman/Independence, Dred Scott freedom suit, border-state Missouri, Gateway Arch, Great Seal grizzly bears, Great Depression, WWII Allies, Cold War — plus communication/transportation-change codes grounded by the before-phones/before-cars items. NOT claimed as FULL anywhere: these standards ask for examination and discussion a bank cannot perform.09AUG2026
shapes-basic
K.GM.C.10, 1.GM.A.2
ADD (ShapePick compose widget)ShapePick compose widget (NEW): the prompt names a target shape and the child taps the PAIR of pieces that joins to make it — square from two diagonal-cut triangles (K.G.6's own printed example), rectangle from two squares, bigger triangle from two smaller, hexagon from two trapezoids, circle from two half-circles. Piece drawings are real geometry (SVG halves of the actual cut) and shapeCompose.test.ts locks every marked pair against an independent truth table. PARTIAL, deliberately: selecting the composing pair is the RECOGNITION half; physically placing pieces (drag-to-place) would earn FULL, and the wall verdict stands until that exists. MO wording says USING MANIPULATIVES (K.GM.C.10) — the tap-pair widget is not a manipulative, another reason PARTIAL is the ceiling here; 1.GM.A.2 part-whole composition/decomposition of 2D AND 3D shapes — 2D recognition half only.09AUG2026
even-odd
2.RA.B.2c
ADD FULL (Round 9 — existing evidence, unclaimed twin)Express even numbers as equal groups and WRITE AN EXPRESSION: the evenOddQ equal-addends branch (built 01AUG2026 for the KS twin 2.OA.3, which is FULL on exactly this evidence) asks which equation shows n as two equal addends — the expression clause by selection. The MO-native sweep had left this code as a wall citing the write-an-equation clause; the 01AUG branch already covers it and the sweep note simply missed it — corrected here.09AUG2026
comprehension
1.R.3.A.b
ADD (Round 10 picture-and-text)PARTIAL: the distinguish-picture-facts-from-word-facts half is now practiced (see KS RI.1.6 FULL); the explain-facts-using-text-features half remains the uncovered clause.09AUG2026
comprehension
1.R.3.A.c, 2.R.3.A.c
UPGRADE PARTIAL->FULL (Round 10b)Use text features to locate specific information — same rendered-page evidence as the KS RI.1.5/RI.2.5 upgrade.09AUG2026
money
2.GM.D.13
PASS (completeness audit)FULL earned verbatim: the coinpick task names an amount and the child taps the coin combination that makes it — the standard is Find combinations of coins that equal a given amount.09AUG2026
rounding
5.NBT.A.5
PASS (completeness audit)PARTIAL correct: rounding practiced, but the billions-to-thousandths RANGE exceeds dealt numbers — same range wall as 5.NBT.A.1/2.09AUG2026
(adversarial re-audit — science)
K.PS1.A.1, 4.PS4.A.1, 5.ESS1.B.1
REMOVED (independent adversarial audit)Three of the day's 22 MO science claims failed independent refute-first review and are removed: K.PS1.A.1 — no item teaches K-level qualitative property observation (the nearest items serve a grade-2 purpose-suitability DCI and a grade-5 identification DCI: neighboring ideas, wrong band). 4.PS4.A.1 — MO's own boundary statement says the terms amplitude and wavelength SHOULD NOT BE ASSESSED, and the sole supporting item asks What is a wave's AMPLITUDE — valid for the NGSS/KS original, invalid for Missouri. 5.ESS1.B.1 — the crosswalk's recorded grade-5 statement is a verbatim duplicate of the kindergarten K.ESS1.B.1 statement (suspect extraction); removed pending primary-source re-verification against DESE's official document. The other 46 science claims (27 KS, 19 MO) PASSED with every English and Spanish item verified factually correct.09AUG2026
comprehension
2.R.2.A.c
DOWNGRADE FULL->PARTIAL (independent adversarial audit)MO's statement compares versions with respect to characters, SETTINGS, and sequence of events — the five version-pairs compare characters, events, and point of view, but no item compares the SETTINGS of two versions. A named clause unpracticed = PARTIAL.09AUG2026
comprehension
1.R.1.A.b, 1.R.2.A.a
NOTE CORRECTION (independent adversarial audit)Tiers stand (PARTIAL both) but two logged reasons were stale or wrong and are corrected: 1.R.1.A.b — the asking half is no longer surface-less (PASSAGE_ASK shipped the same day); the true uncovered clause is UNSCAFFOLDED asking. 1.R.2.A.a — the problem-and-solution clause IS practiced by selection (the Nadia hamster item asks what problem she solved and how); the true uncovered clause is the produced description.09AUG2026
(independent adversarial audit — math/SS)
K.GM.B.5, 5.RA.B.4, 3.RA.D.9, 2.DS.A.1, 4.NBT.A.3, 1.NS.A.4, 2.RA.B.2a, 2.NBT.B.9, 1.GS.2.D.a, 2.PC.1.B.a, 2.PC.1.C.a, 2.PC.1.D.a
DOWNGRADE x7 / RE-ATTRIBUTE x1 / PHANTOM x4 (independent adversarial audit)Refute-first review of the day's math and social-studies claims. DOWNGRADED FULL->PARTIAL, each on a clause the claim ignored: K.GM.B.5 (visual coin IDENTIFICATION never tested — only values, which is the grade-1 standard); 5.RA.B.4 (no VARIABLE appears anywhere in orderOpsQ — numeric expressions are not algebraic ones); 3.RA.D.9 (no item is simultaneously two-step AND variable-bearing); 2.DS.A.1 (the only build-a-line-plot task uses a fraction-marked scale; the grade-2 standard says WHOLE NUMBERS); 4.NBT.A.3 (the AND-JUSTIFY clause was ignored while the identical clause holds 5.NBT.A.2 at PARTIAL — internal inconsistency); 1.NS.A.4 and 2.RA.B.2a (skip-count runs cap at 95 and 90 — the TO-100 endpoint is unreachable by construction, the same range-literalism this file applies to 5.NBT codes; a future generator widening can re-earn FULL). RE-ATTRIBUTED: 2.NBT.B.9 stays FULL but moves from the subtraction mapping to equations — the missing-addend/fact-family evidence lives in equationsQ, and the original citation was wrong. PHANTOM CODES: the 09AUG civics sweep log entry lists 1.GS.2.D.a, 2.PC.1.B.a, 2.PC.1.C.a, 2.PC.1.D.a, but none were ever added to mappings (space-variant code lookups failed silently) — the entry's PARTIAL x21 arithmetic covers only the 20 codes actually mapped; no published number was affected because unmapped codes were never counted. All 09AUG Missouri history/geography facts verified accurate in English and Spanish; ShapeBuild, coinpick, clockpick, and object-group claims held.09AUG2026
(recovery round — audit-spec fixes)
1.NS.A.4, 2.RA.B.2a, K.GM.B.5, 5.RA.B.4, 3.RA.D.9, 2.DS.A.1, 2.R.2.A.c, 4.PS4.A.1
RE-EARNED (built to the adversarial audit's own spec)Each downgraded claim rebuilt to fix EXACTLY the clause its auditor named: skip-count run ranges widened so by-2s and by-5s runs genuinely reach 100 (starts to 90/80); NEW tap-the-named-coin identification branch (coinpick draws the coin, the child identifies it by sight — the K verb, distinct from the grade-1 value standard); NEW n-bearing translation branch in orderOpsQ (a-number-increased-by-k → n + k — expressions now contain a variable); NEW two-step-with-variable word-problem family (pick the n-equation for a two-step story AND solve n = a × b − c); consPlotQ gains a WHOLE-NUMBER-marked scale variant (the grade-2 wording) alongside the fractional grade-3 form; NEW settings-comparison version-pair (palace ball vs village festival — the settings clause MO names); 4.PS4.A.1 re-added PARTIAL on a NEW boundary-safe item (waves lift and move a floating ball — no amplitude/wavelength terms, honoring MO's assessment boundary). 5.ESS1.B.1 remains OUT: DESE's official Excel is not on disk, so the suspect duplicated statement stays unverified — reinstating without the primary source would repeat the exact sin the audit exists to prevent.09AUG2026
(self-audit — corrective pass)
K.PS1.A.1, 4.PS4.A.1, 5.ESS1.B.1, 2.R.2.A.c
CORRECTIONS APPLIED (adversarial review of our own corrective text)On 10 Aug 2026 the corrective prose written on 09–10 Aug was itself put to refute-first review. Published statements that failed and are now corrected: the report asserted Missouri 'publishes no Pre-K standards to map against' — FALSE; Missouri publishes the Missouri Early Learning Standards (DESE, rev. Feb 2021) and an official MELS Pre-K → MLS crosswalk. The social-studies stat box was labelled 'HGSS benchmarks total' — HGSS is a Kansas framework. Two mapping notes (colors, community-helpers) argued against NGSS and Kansas HGSS codes that do not exist in Missouri's documents — both were verbatim leftovers from the Kansas crosswalk this file was seeded from. The published failure rate on inherited claims read 26%; recomputed it is 29% (48 failures of 163). The verification scope said two claims were left down after the 09 Aug audit; it is three (K.PS1.A.1 was removed and never restored). The scope also implied the 08 Aug batch was re-reviewed on 09 Aug; it was not. No coverage figure moved in Missouri's favour as a result of any correction.10AUG2026
geography (US Census regions generator)
4.EG.5.F.a, 5.EG.5.F.a, 4.EG.5.C.a
1 ADD PARTIAL, 2 REFUSED (built + verified this pass)Replaced a single hardcoded 'Kansas is in which region?' item — correct, but state-centric in a product sold in Missouri, and it offered 'The West Coast', which is not a Census region — with a generator over all 50 states. Region facts are verbatim from the U.S. Census Bureau reference map (us_regdiv.pdf): Region 1 Northeast, 2 Midwest, 3 South, 4 West; truth-locked in usRegions.test.ts. 4.EG.5.F.a earns PARTIAL on its 'identify different regions in the United States' clause only. REFUSED: 5.EG.5.F.a (leads with 'Describe' and adds 'analyze' — both walls) and 4.EG.5.C.a ('physical characteristics of specific regions' — the app teaches no regional physical characteristics). NOTE FOR FUTURE ROUNDS: Missouri's own K-5 statements never NAME Missouri's regions, so 'identify regions in Missouri' codes cannot be claimed without inventing a region scheme DESE did not publish — deliberately not attempted.15AUG2026
recognition seam (subitizing, weekdays, nouns/verbs, end marks)
K.NS.B.8, K.GM.B.4, K.L.1.A.a, K.L.1.B.b, 1.R.1.B.c
1 ADD FULL, 4 ADD PARTIAL (built + verified this pass)A verb-led scan of every UNCLAIMED Missouri standard found a seam the earlier 'capability-walled' framing had written off: statements whose verb is literally recognize/identify/name and which carry no build/measure/write clause. Four surfaces built. Tiers judged per clause, not per standard: 1.R.1.B.c is FULL because its entire statement is the identify clause; K.L.1.A.a and K.L.1.B.b are PARTIAL on the same 'In speech and written form, apply' preamble; K.GM.B.4 is PARTIAL because 'Name' is production and the app offers a choice; K.NS.B.8 is PARTIAL because 'without counting' cannot be enforced without timed exposure. Hosting note: the K-1 grammar claims sit on `sentence-build` (grade 1, band DK-2), NOT on `grammar`, which is a Grade-3 band-3-5 skill - a kindergarten standard claimed on a Grade-3 surface is a mismatch a curriculum reviewer would rightly flag.15AUG2026
comprehension (Missouri twins of the informational build)
K.R.3.C.c, K.R.3.A.a, 1.R.3.C.d, 1.R.3.C.b, 2.R.3.C.a
3 ADD FULL, 1 ADD PARTIAL, 1 REFUSED (built + verified this pass)The same seven authored informational/opinion passages serve Missouri, whose K-1 wording is in places word-for-word the Kansas RI expectation. Tiers judged per clause: K.R.3.C.c and K.R.3.A.a and 1.R.3.C.d are FULL because every verb in them (name/identify/recall the topic, details and the author's reasons) has a dealt, mechanically-locked surface. 1.R.3.C.b is PARTIAL because 'PROVIDE supporting details' is production and the child only selects. REFUSED: 2.R.3.C.a - it leads with 'EXPLAIN main ideas and supporting details', and explanation cannot be demonstrated by choosing one of three options. The many K-2 W.* (write opinion/informative texts) and SL.* (speak to the point) topic standards remain NOT COVERED and are production walls.15AUG2026
content review (all 15 Aug 2026 passages + questions)HUMAN-REVIEWED AND APPROVEDHUMAN REVIEW — 15 Aug 2026. Craig Watson read every passage and question added on 15 Aug 2026 (34 passages: 7 English informational/opinion, 27 Spanish across two rounds; plus 43 attached questions) and approved them for children. This closes the review half of the published provenance claim, 'authored under human direction and human-reviewed'. The review document was generated directly from app/src/lib/content.ts, so what was read is exactly what ships. Drafting was assisted; approval was a person's.15AUG2026
🔬 Build-the-model interaction mode (ModelBuild widget + models.ts). Four authored models upgrade the four "develop/use a model" PEs they serve from PARTIAL to FULL — the first FULL science verdicts in either state, which were 0 before today. Each model is bound to the skill its standard is mapped to, and to that skill’s band: K-ESS3-1/K.ESS3.A.1 moved OFF life-science (Grade 3) onto animals-nature (DK-2, grade 0), because a kindergarten standard claimed on a Grade-3 surface is a mismatch a reviewer would rightly flag. Answers re-derived from an independent truth table in modelTruth.test.ts; dealing and the skill binding locked in modelDeal.test.ts. NOT claimed: the other four/five model PEs (waves, landforms, particles, geosphere interactions, MO life cycles) have no authored model yet, and every non-model science PE stays exactly as it was.2026-08-17
🔬 Model round 2: five more authored models (land-water-map, wave-pattern, spheres, particles, two-life-cycles) close every remaining "develop a model" PE that a placement+direction model can honestly serve. Grade-band rule applied again: the grade-2 map standard moved OFF earth-science (Grade 4) onto animals-nature (DK-2). MO 4.PS4.A.1 boundary ("the terms amplitude and wavelength should not be assessed") is respected mechanically — a test asserts neither term appears in any child-facing string, either language. The particles model’s tray carries the "air is empty" misconception as a distractor, per MO’s own clarification evidence (adding air to a ball). Truth-table re-derivation and skill-binding tests extended to all nine models.2026-08-17
🖐️ ShapeDrag drag-manipulative (v2.39.0): free pointer drag with tap fallback. KS 1.G.2 -> FULL (composite pieces close composing-from-composites; the two-cube prism closes 3D in the pictorial register — the drawn rear cube piece is its VISIBLE region because the shoelace tiling test rejected overlapping hexagons). MO K.GM.C.10 -> FULL on the virtual-manipulative reading, stated openly: MO does not say "physical", and a piece the child picks up, moves and releases is a virtual manipulative in the standard instructional sense; the earlier verdict honored the stricter reading when the interaction was tap-only. MO 1.GM.A.2 -> FULL (compose + hands-on decompose + part-whole question). ALSO FIXED IN THIS PASS, found by the new all-skill paper sweep: the compose branch dealt widget items in PLAIN mode with no gate, and the worksheet filter named neither the fields nor the pair:/build: sentinels — since 09 Aug a printed worksheet could carry "A) pair:sq-diag B) pair:x". The branch is now plain-gated, the filter is a single exported source of truth, and paperSafety.test.ts sweeps all 80 skills.2026-08-17
🎯 Fraction number line (NumberLine widget, v2.40.0): the drag primitive applied to the 3.NF cluster. Three modes mirror the standards' own language — partition (the child splits the whole), place (mark off a lengths of 1/b), equiv (same point IS equivalence, pairs verified by cross-multiplication in numberLineTruth.test.ts). MO describe-clauses carried by post-placement asks about the line just built. Tolerance (0.4/den) proven to never accept a neighbouring tick. KS 3.NF.3b claimed PARTIAL only — the child sees and hears why pairs are equivalent but does not generate pairs. Every tick is a real button, so the task is fully operable without dragging.2026-08-17
🧊 VolumePack (v2.41.0): the packing act of 5.MD.3/5. The child packs unit cubes one by one (painter-order isometric render); an underpacked solid CANNOT be scored (Check gates on full), overpacking is impossible, and the volume + multiplication claims are answered about the solid just packed. volumePackTruth.test.ts recomputes every capacity, marked answer and marked multiplication from the dims, and proves no distractor accidentally equals the volume. Real-DOM test proves underpack-blocked / wrong-claim-wrong / remove-works. KS 5.MD.3, 3a, 3b, 5, 5a, 5c → FULL; MO 5.GM.B.4a → FULL. NOT claimed: 5.MD.5b stays as it was (formula application, already FULL via the existing bank); MO 5.GM.B.4b/5 already FULL.2026-08-17
🔗📐📏🧮 MO closers (v2.43.0): four small interactions close five NC codes and upgrade the 5.RA.A.1 cluster. Pattern-pair plotting (TapGrid multi-point mode + connect): pairs re-derived from the stated rules in moClosersTruth.test.ts; the line-graph analysis answer is proven to be the true steepest segment. AngleTurn: draw AND measure, with the 180−θ double-scale trap asserted present on every measure item. StripCompare: a.len < strip < b.len authored and test-locked, so the transitive inference is always valid — the child performs both holds before answering. SortBins ask phase: counts derived from the child’s own bins; compare-language asks match the real counts. 5.RA.A.1a stays PARTIAL honestly (pairs are given from rules; the child does not generate the patterns).2026-08-17
🍕💯➗🔟📏🧱⏱️🔺🧮 The DO-THEM-ALL round (v2.44.0). Batch A — procedural generators with COMPUTED answers for the 4.NF/5.NF operations cluster, deep decimals (expanded/unit form to thousandths, comparisons incl. the ≠ statement), and 5.NBT.6 long division; locked by harvest-and-recompute over ~15,000 dealt items (fracOpsTruth.test.ts). Batch B — BundleBuild addition mode (build, bank, ADD, bundle when ones pile past ten; the 47+5 regroup act locked in the real DOM), UnitLay measure-twice (units divide the object exactly), ArrayBuild area arrangements (factor pairs, rotations refused), three new number-line items (whole-as-fraction, same-den and same-num comparisons), and the K.CC.4b/4c/4d counting-understanding items (incl. count-and-TYPE with 0 as a real count). Batch C — time-interval estimation (wrong choices ≥3× off) and Euler-checked prism/pyramid properties. Honest PARTIALs: K.CC.4a (say-aloud clause needs speech), 5.NF.5b (explain-why needs production).2026-08-18
🖼️ The illustration round (v2.45.0): the RL/RI x.7 codes were walls only because questions could not show art — the app now owns 20 commissioned illustrations and 11 labeled diagrams, so a new img visual kind (REQUIRED bilingual alt text) puts real art in questions. AUTHORING RULE, absolute: every claim about an illustration states only what was verified BY LOOKING — six creature images were rendered and read before authoring, and illusTruth.test.ts restates the visible facts independently (bundle-on-back, coin-in-beak, equal pie slices, mid-leap pose, reading glasses, curling tentacles) and checks every marked answer against them; diagram items are checked against Diagram.tsx’s own drawn labels. MO K vocabulary: picture-category sorts (memberships checked against an independent table) and rendered picture-dictionary pages (pairings harvest-verified in both languages). Deal rates kept LOW (1-in-7 comprehension) — the register-crowding flakiness lesson is one day old.2026-08-18
🪙💯✏️🧠 The last-mile round (v2.46.0): the final honest claims before the speech/drawing frontier. Counters gives K.OA.1 its with-objects representation as an act (real-DOM locked, subtraction as take-away). HundredChart continues the count by ones and tens with a growth-pattern ask — PARTIAL, the oral clause named. TraceCanvas shape glyphs serve K.G.5’s drawing clause — PARTIAL, sticks-and-clay named. Five explain/justify/rule codes move NC → PARTIAL via justification-SELECTION items (the true reason among real misconceptions; rule answers recomputed against their own sequences) — every verdict states that selection is not production. After this round, every remaining gap in every subject requires the child to SPEAK, DRAW FREELY, or WRITE — the input-mode frontier, recorded as product bets, not build rounds.2026-08-18
🎯 The final two: 5.NF.B.4 closed by a round-first estimation generator (recomputed in harvest), 5.NF.B.8b recognized as already served by the morning’s unit-fraction division items (calculate + interpret + visual models). MISSOURI MATH: 0 NOT COVERED of 220. Kansas reached 0 of 146 in the same round. Every K-5 math standard in both frameworks now has a practicing surface, FULL or honestly-scoped PARTIAL.2026-08-18
KS/MO consistency audit: four MO shape standards had sat PARTIAL while their KS twins held FULL on identical evidence — re-judged FULL (partition constructs, drag-compose builds) plus the new freehand DrawShape register for the draw verbs. Speech register shipped additive-only, no tier change until real-device verification.18AUG2026
Eighth-inch line-plot builds + fraction-difference solve items strengthen 4.DS.A.1/2 (already FULL). Free-draw partition added as depth evidence on 1.GM.A.4 / 2.GM.A.3 (already FULL 18AUG2026) — child now DRAWS the cut lines (scoreDrawCut*, truth-locked).18AUG2026
Reachable-frontier round (MO): media literacy strand claimed with verb discipline (identify/distinguish/compare = FULL ×8; explain/describe = PARTIAL ×6 with the production clause named), context-clue FULLs on the three exact 'use context to determine meaning' codes, sound-play FULLs on K.RF.2.A.d (recognizing alliteration) and K.R.2.B.a (identifying beat/rhyme), ETS1.C.1 FULL K-2 (analyze GIVEN two-design test data), K.PS1.A.1 PARTIAL (hands-on observation wall named).19AUG2026
Round A mapping sweep (19 Aug 2026 PM): existing skills mapped to lettered codes they already serve — homophones, analogies, affixes, synonyms shades, concept sorting, compound words, sentence building, retell ordering, text-pairs, author's purpose/text features/sensory (recognition halves), human-body organs, ETS compare/fair-test clauses, map reading, source analysis, timelines. Verb discipline throughout: distinguish/complete/sort/retell = FULL; explain/describe/construct/generate/plan = PARTIAL with the production clause named. No new content in this round — these were MAPPING gaps.19AUG2026
Rounds B+C+D (MO, 19 Aug 2026 PM): ELAB recognition banks (fact/opinion, misleading claims, characters, theme, structure, sound devices, poem forms, biography, persuasion, dictionary, directions) → 35 ELA/SS codes; alphabetizing order-widget → 4; Round D science data/claims/define banks → 15 (incl. 1.ESS2.D.1, 2.PS2.A.1, 4.PS2.B.2 FULL on their own analyze/predict verbs); Round C Missouri knowledge items in the paid HISTORY/CIVICS/ECONOMICS/GEOGRAPHY banks → 35 SS codes (describe/explain = PARTIAL throughout; distinguish/compare/identify = FULL). Facts checked: Osage/Missouria, Ste. Genevieve ~1750 / St. Louis 1764, Fort McHenry 1814, Louisiana Purchase 1803. The enslavement and injustice items state history plainly and truthfully.19AUG2026
Round E (MO, 19 Aug 2026 late PM): grammar strand served as pick-the-correct-form recognition (33 L.1 codes PARTIAL — every 'use X' production clause named); play-script literacy (2.R.2.C.a FULL); theme/character compares; text-to-world; feature/media/connection leftovers; phoneme swap/isolation FULLs; word-machines → root+inflection FULL; sight-words high-frequency PARTIALs with the oral clause named.19AUG2026
Round F (21 Aug 2026): the final reachable tail. Grade-5 reading-response bank (ELA5_ITEMS — foreshadowing/signal/procedural/quantitative FULLs where the verb is recognize/identify/interpret/use); grammar grade-4-5 leftovers + the edit-for-conventions family as pick-the-corrected-version PARTIALs; US-history 1800-2000 knowledge (Missouri Compromise, Trail of Tears named honestly, Ellis Island, Great Migration, abolition/suffrage), courts incl. Brown v. Board, applied constitutional principles, Carver/Tubman character items, the K-5 dispute-resolution ladder as scenario selection, the TS.7 artifacts/visual-tools strand, settlement patterns, heritage commemoration. Every explain/examine/analyze/create/share clause is PARTIAL with the production wall named.21AUG2026
PARTIAL re-audit (MO math twins): 8 upgraded to FULL on the same verified evidence as the KS re-audit — K.NS.A.1 (hundred chart + count-aloud), K.NS.B.5 (Counters one-to-one), 4.NF.A.2 (same-point equivalence, no justify clause at grade 4), 3.DS.A.3/5.DS.A.2 (the child builds the plot; grade 5 adds the analysis questions), 2.DS.A.4/2.DS.A.5/4.DS.A.3 (solve/conclude/analyze questions over all three display types). 3.NF.A.5 and 2.DS.A.2 stay PARTIAL with their production/physical clauses named. NOTE HONESTY: most MO math PARTIALs still lack per-code gap notes (an enhancement backlog, not a tier problem — tiers were audited).21AUG2026
Five-forms MO twins (21 Aug 2026): 2.GM.B.6 and 4.NBT.A.4 upgraded on the same truth-locked evidence. The 5.NBT.A billions-to-thousandths family stays PARTIAL honestly — thousandthsQ closes the thousandths side, but MO pairs it with BILLIONS-range reading/comparison the banks do not reach, and several of those codes carry justify clauses.21AUG2026
MO math PARTIAL re-audit — the last unexamined set (93 codes tiered in early August, never individually re-read; only KS-twin codes had been). 33 upgraded to FULL on generator-verified evidence; the decisive pattern is that many MO statements LACK the justify clause that honestly pins their KS twins at PARTIAL (1.NBT.A.3, 4.NBT.A.5, 4.GM.C.7), and several name acts built since August 17 (K.GM.C.9 'draw or model' = DrawShape; 3.NF.A.3b partition = the NumberLine widget; 2.RA.B.3 arrays = ArrayBuild). Verified NON-upgrades got their gaps named: no minute-level clocks, no tallies/T-charts, no scaled-graph clause, no 100k/million range, no powers-of-10 evaluation, no define-the-axes items, no multi-step conversions. Every remaining MO math PARTIAL is now either justify-clause (production) or a named missing form.21AUG2026
Six-forms build (second pass, same day): the buildable gap notes from the morning's re-audit became generators — minuteTimeQ, arbitrary-minute elapsed, tallyQ, bigNumQ (100k/million), powTenQ, axis-definition items, multi-step conversions — each with harvest-and-recompute truth tests (sixFormsTruth). One gap note was WRONG and is corrected: scaled picture graphs already existed (graphbuildscaled). 11 codes upgraded.21AUG2026
ELA PARTIAL re-audit (21 Aug) — the ~60 never-noted MO ELA PARTIALs individually re-read against generators. 34 upgraded: the decisive evidence is receptive-register phonics (blending, first sounds, rhyme audio, vowel banks, syllabication), the vocabulary strategy suite (CONTEXT_CLUES, affixes, wordMachines' verified Latin/Greek matrices, idioms, figurative L3), QuestionMaker performing the ASK clause, TraceCanvas printing letters, and the revise/add-details widgets performing assisted draft revision. Non-upgrades got named notes; four NEW buildable forms identified: r-controlled vowels, grade-1 inflectional endings, topic-vs-main-idea, fragment/run-on repair (plus predict-next). Oral-register consistency kept: 'reading X' aloud statements stay walls per the Round-F rationale.21AUG2026
ELA seven-forms build (same day as the re-audit): the named buildable gaps became authored banks — PREDICT_NEXT, RCONTROL, INFLECT, TOPIC_MAIN, FRAGRUN, SHADES — dealt via bankPick on their host skills with deal-shape tests (elaSevenForms). 6 codes upgraded.21AUG2026
Reverse capability sweep, science + SS: represent-data clauses upgraded on the new SCI_GRAPHS builds (3 codes); K.PC.1.F.a flag-as-symbol upgraded on a new K-level US_SYMBOLS item; the three ETS1.B sketch codes mapped NOT COVERED→PARTIAL via SHAPE_FUNC recognition.21AUG2026
HUMAN REVIEW — 21 Aug 2026. Craig Watson reviewed and approved the 175-item Content Review Pack covering everything child-facing added 15–20 Aug 2026 (the Rounds A–F banks: grade-5 reading responses, edit-for-conventions, listening stories, media literacy, MO social-studies waves, sound play, ELAB comprehension, design/data items, and the rest of the frontier-round content). Approved for children as written. The pack was generated directly from app/src/lib/content.ts, so what was read is exactly what ships. Drafting was assisted; approval was a person's. Authored items added 21 Aug (ELA seven-forms, science represent/shape-function banks — 46 items) are queued in the NEXT incremental pack and remain machine-verified but human-review-pending until it is approved.21AUG2026
HUMAN REVIEW — 21 Aug 2026 (second pass, same day). Craig Watson reviewed and approved the 46-item incremental Content Review Pack (docs/internal/Content_Review_Pack_21AUG2026.html): the ELA seven-forms banks (predict-next, r-controlled vowels, inflectional endings, topic-vs-main-idea, fragment/run-on repair, shades of meaning), the science represent-the-data builds and shape-function items, and the flag-as-symbol US-symbols item — English and Spanish both. Approved for children as written. With this, EVERY authored child-facing item in the app is human-reviewed; nothing ships review-pending. Extracted directly from app/src/lib/content.ts; drafting was assisted, approval was a person's.21AUG2026