What does a student learn in StateIllinois,GradeKindergarten,SubjectEnglish Language Arts?

Students answer questions about a story by pointing to what the words on the page actually say. They learn to back up what they think with something they heard or read in the book.

Students retell what a story is mostly about and name the key details that support it. This is the beginning version: identifying the main idea of a picture book and the moments that back it up.

Students name the characters and events in a story and talk about how one thing leads to another. They practice noticing cause and effect in books before they can read independently.

Students notice words in a story that feel surprising, funny, or strong, and think about why the author picked those words instead of simpler ones.

Students recognize that a story has a beginning, a middle, and an end, and that each part connects to the others. Even in short books, every page helps build the whole story.

Students notice who is telling a story and how that shapes what gets said. A story told by a scared character sounds different from the same story told by a brave one.

Students look at pictures in a book and talk about what the pictures add to the story. They connect what they see in the illustrations to what they hear in the words.

This standard doesn't apply in Kindergarten. At this grade, students listen to stories and talk about what happens, not evaluate arguments or judge evidence.

Two stories can share the same big idea even when the characters and pictures look different. Students listen to or read two books on the same topic and talk about what is alike and what each author does differently.

Students listen to and understand stories and books that are a little challenging. Over time, they build the stamina to follow longer, more complex texts on their own.

Students answer questions about a nonfiction book using details straight from the page. They point to or say exactly what the words told them, not just what they think or guess.

Students listen to a nonfiction book and say what it is mostly about, then name a detail or two that backs up that main idea.

Students look at a simple book about the real world and notice how one thing leads to another. They explain why something happened or how a person or idea changed from the beginning to the end.

Students notice words in a short book or article and talk about what those words mean. They start to see how the words an author picks change the feeling of the whole piece.

Students notice how parts of a nonfiction book fit together, like how a sentence gives an example for the paragraph above it, or how one page connects to the next.

Students notice who wrote a book or article and why. That reason shapes what the author chose to include and how they said it.

Students look at a photo, chart, or drawing in a book and talk about what it shows. They connect what they see to what the words on the page say.

Students listen to a nonfiction book and talk about whether the author's reason for an idea makes sense. They decide if the facts given actually support what the author is saying.

Two books about the same topic can teach different things. Students look at what each book says and notice what is the same, what is different, and what new ideas they learn from reading both.

Students listen to and understand books about real topics, like animals, weather, or how things work. They build the habit of making sense of what they hear and read on their own.

Students learn that printed words carry meaning and that reading moves left to right, top to bottom, across a page. Books have a front, a back, and a spine, and spaces between words matter.

Students learn that spoken words are made of smaller parts: syllables you can clap and individual sounds you can hear and swap out. This is the foundation for learning to read and spell.

Students use letter-sound knowledge to read unfamiliar words. When they see a word they don't know, they sound it out instead of guessing.

Students read simple books aloud at a steady pace, accurate enough to focus on what the words mean, not just how to say them.

Students pick a side and tell why, using a drawing, a dictated sentence, or a written word to show what they think and give a reason.

Students pick a topic they know and write or draw to share what they know about it. The writing sticks to facts, not opinions or made-up details.

Students write short stories about things that happened to them or characters they made up. They put events in order and add details that help readers picture what is happening.

Students write sentences that fit the job: a story sounds like a story, a thank-you note sounds friendly, and directions sound clear. The words and order match what the writing is supposed to do.

Students learn that writing isn't one-and-done. They practice going back to what they wrote, fixing words, adding details, or starting fresh when something isn't working.

Students use a keyboard, tablet, or other device to type words, share writing, and work with classmates or a teacher on a piece of writing together.

Students pick a question they want to answer, then find pictures, books, or other sources to learn about it. They put what they found together into a short project.

Students find facts from two or more places, like a book and a poster, and put those ideas into their own words instead of copying.

Students point to a picture, word, or sentence from a story or book to back up what they think or noticed. At this age, that might mean showing the page that proves their idea.

Students practice writing often, for different reasons: to tell a story, share an opinion, or explain something. Short or long, the habit of putting words on paper is the point.

Students take turns talking in a group, listen to what others say, and add their own ideas to the conversation.

Students listen to a short video, story, or picture and then talk about what they learned from it. The goal is connecting what they see and hear into one clear idea.

Students listen to someone talk and decide whether what that person says makes sense. They think about why the speaker believes what they believe and whether the reasons given hold up.

Students share a simple idea out loud and give a reason that helps listeners follow along.

Students use pictures, drawings, or simple visuals to help share an idea or explain something to others.

Students practice using more careful, complete sentences when talking to a teacher or the class, instead of the casual way they might talk with friends at recess.

Students practice using words and sentences the right way when they talk and write. This covers the basic grammar rules for kindergarten, like naming words, action words, and how sentences are put together.

Students learn when to use a capital letter, where to put a period, and how to spell simple words when they write sentences.

Students learn that word choice matters. They practice picking words that fit what they are trying to say, whether they are telling a story, asking a question, or describing something they see.

When students run into a word they don't know, they use nearby words in the sentence or familiar word parts to figure out what it means.

Words are not always meant literally. Students learn that language can be playful, that some words go together naturally, and that similar words can mean slightly different things.

Students learn everyday words used across school subjects, like words for size, time, or feelings, and practice using them correctly in conversation and writing.