What does a student learn in StateMaryland,GradeGrade 1,SubjectEnglish Language Arts?

Students read a story carefully and point to exact words or sentences that back up what they think the story means. They use what the text says, not just what they guess, to explain their thinking.

Students find the big idea a story is really about and explain how key details from the story support it. They can also retell the story in a few sentences using only the most important parts.

Students explain what a character does and why, and how those actions move the story forward. In first grade, this means talking about what happened, who caused it, and what changed as a result.

Students figure out what words mean by looking at how they are used in a story. They notice how an author's word choices make a passage feel sad, funny, or tense.

Students learn to see how a story fits together, noticing how one sentence leads into the next and how each part builds toward the ending.

Students identify who is telling a story and notice how that choice changes what gets shared and how it sounds. A narrator who is part of the story tells it differently than one watching from the outside.

Students look at pictures, illustrations, or other visuals in a story and explain how they connect to the words on the page.

This standard doesn't apply to Grade 1 Reading Literature. It's listed here as a placeholder; the actual reading work at this level focuses on stories, characters, and key details rather than evaluating arguments.

Students read two stories on the same topic and talk about what's alike and what's different, whether that's the message both books share or the way each author chose to tell the story.

Students read stories and books on their own, working through texts that are a bit of a stretch. The goal is building the habit of reading without always needing help.

Students read a nonfiction passage, then point to or quote the exact words that back up what they said about it. The answer has to come from the page, not just a guess.

Students find the main point of a short nonfiction passage and explain which details support it. They can then retell the big idea in their own words.

Students read a nonfiction passage and explain how one person, event, or idea connects to another. They look for why things happen and how one part of a text leads to the next.

Students figure out what an unfamiliar word means by looking at the words and sentences around it. They also notice how an author's word choices change the feeling of a passage.

Students notice how a sentence, a paragraph, and the full piece fit together and why the author put each part where it did.

Students figure out who wrote a piece of writing and why. Knowing the author's purpose helps readers notice what details were included and how the writing sounds.

Students look at photos, charts, or other visuals alongside a short text and explain what the pictures add to the words. They practice getting information from more than one place at a time.

Students find the main point an author is trying to make in a nonfiction book or article, then decide whether the reasons given actually support it.

Students read two books on the same topic and notice what each author chose to explain or show. They compare what's the same, what's different, and what they learned from reading both.

Students read short nonfiction books and passages on their own, without help sounding out every word or understanding what it means. The goal is steady, independent reading that builds over the year.

Students learn how a book works: which way to hold it, where reading starts on a page, and that spaces separate words. These basics set up everything that comes next in reading.

Students listen to spoken words and break them apart by syllable or individual sound. They can clap the beats in a word, blend separate sounds together, and pick out the first or last sound they hear.

Students use letter-sound patterns they've learned to sound out and read new words on their own. This is the core decoding work of first grade.

Students read aloud smoothly enough that the words make sense as a whole, not just one at a time. Reading at a steady pace helps them understand what they just read.

Students write a sentence or two taking a side on a topic and give a reason that backs it up.

Students write short pieces that explain how something works or share facts about a topic. The goal is clear, accurate information, not a story or opinion.

Students write a short story about something that really happened or something made up. They put events in order and add details that make the story clear.

First graders write sentences that fit the job: a story sounds like a story, directions sound like steps, and a letter sounds like it was written for the person reading it.

Students learn that writing is not one-and-done. They plan what to say, draft it, read it over, fix what's unclear, and try again if something isn't working.

Students use a computer or tablet to type and share their writing. With a teacher's help, they might post their work online or exchange writing with a classmate.

Students pick a question they want to answer, then find information and draw or write what they learned. The research stays focused on one topic from start to finish.

Students find facts from books and websites, check that the source seems trustworthy, and put the information into their own words when they write.

Students point to a specific part of a story or book to back up what they think or want to say about it. At this grade, that usually means finding a sentence or picture that supports their idea.

Students practice writing often, for different reasons: finishing a longer piece over several days or dashing off a short response in one sitting. The habit of writing regularly, not just on test day, is the point.

Students listen to what a classmate says, then add their own idea to keep the conversation going. They practice taking turns and staying on topic in partner talks and group discussions.

Students listen to or watch a short video, audio clip, or picture and then talk about what they learned from it. They practice pulling information from sounds and images, not just printed words.

Students listen to someone speak and decide whether the speaker's reasons and examples actually support what they're saying.

Students share ideas out loud in a clear order so listeners can follow along. The words they choose and the details they include fit the topic and the people listening.

Students add a picture, drawing, or simple image to a presentation to help the audience understand what they're saying. The visual supports the words, not just decorates them.

Students practice switching how they talk depending on the situation. Telling a story to a friend sounds different from answering a question in class, and students learn to tell the difference.

Students learn the basic rules of English: how to build a sentence, choose the right word, and speak or write so others can follow along.

First graders practice capitalizing names and the word "I," ending sentences with a period or question mark, and spelling common short words correctly.

Students learn that word choice changes depending on the situation. A sentence that works in a story might sound odd in a letter, and first graders practice picking words that fit what they are trying to say.

When students hit a word they don't know, they figure it out by reading the surrounding sentences, looking at parts of the word, or checking a dictionary. They don't just skip it.

Students learn that words can mean more than what they literally say. They explore how words relate to each other and notice small differences in meaning, like the difference between "happy" and "thrilled."

Students learn and use the kind of vocabulary that shows up across school subjects. They practice these words in reading, writing, and conversation so the words stick.