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

Students read a story carefully, then point to specific words or sentences from the story to back up what they think it means. They answer questions by showing where in the book they found their answer.

Students retell what a story is mostly about and name the details that support that idea. This is the foundation of understanding any book they'll read in school.

Students explain why a character does something and how that action changes what happens next in the story.

Students figure out what specific words mean in a story and notice how the author's word choices change the feeling of what they're reading.

Students learn how a story is put together. They look at how one sentence or part connects to another, and how all the pieces work together to tell the whole story.

Students identify who is telling a story and notice how that choice changes what details get shared. A story told by a frightened character sounds different from the same story told by a calm one.

Students look at pictures, illustrations, and words together to better understand a story. They use what they see in the images to help explain what is happening in the book.

This standard is written for older students and doesn't apply to first-grade reading. If this code appears on a report card, it likely reflects a data entry error.

Two stories can cover the same topic in different ways. Students read two books on the same subject and talk about what each author chose to include and how the two books are alike or different.

Students read short stories and simple books on their own, building the habit of sitting with a text and making sense of it without help.

Students find exact words or sentences from a book or article that back up what they say or write about it. They also use clues in the text to figure out things the author did not say directly.

Students find the main point of a nonfiction book or article, then explain which details from the text back it up.

Students explain how people, places, or events in a nonfiction book connect to each other. They look for why something happened or how one idea leads to the next.

Students figure out what unfamiliar words mean by reading the sentences around them. They also notice how a writer's word choices change the feeling of a passage.

Students look at how sentences and paragraphs in a nonfiction book connect to each other and to the whole piece. They notice why a sentence belongs in a paragraph and why that paragraph fits where it does.

Students figure out who wrote a piece and why, then notice how that shapes what gets included and how it sounds. A book written to teach reads differently than one written to persuade.

Students look at a photo, chart, or drawing alongside a written passage and explain what extra information the picture adds that the words alone don't show.

Students find the main point an author is trying to prove in a book or article, then decide whether the reasons given actually support it. This is the beginning of learning to read with a critical eye.

Two books on the same topic don't always say the same things. Students read two informational books on one topic and notice what each author includes, leaves out, or explains differently.

Students read short nonfiction passages on their own, without help sounding out every word or understanding what it means. At this grade, that means simple books about animals, weather, or how things work.

Reading print means understanding how a book works: that words run left to right, that spaces separate words, and that print on the page is what gets read aloud.

Students practice hearing how words are built from syllables and individual sounds. They clap out parts of spoken words, listen for rhymes, and swap or remove sounds to make new words.

Students use letter-sound patterns they've learned to sound out unfamiliar words on the page. This is the decoding work that turns printed letters into readable words.

Students read sentences aloud smoothly enough to understand what they mean, not just sound out each word one at a time. The goal is reading that flows, so meaning comes through.

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

Students write short pieces to explain something they know, like how an animal lives or how something works. The goal is clear, accurate information, not a story.

Students write short stories about something that happened to them or something they made up. They put events in order and add details that help the story make sense.

Students write sentences that fit the assignment. A story sounds like a story; a list of facts sounds like facts. The words and structure match what the writing is actually for.

Students learn that writing improves through reworking it. They practice going back to add details, fix mistakes, or try a different way of saying something.

Students use a computer or tablet to write, share, and publish their work. They may type a story or response, then post or send it so others can read and respond.

Students pick a question they want to answer, then find information to answer it. The work stays focused on one clear topic.

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 line or detail from a story or book to back up what they think or noticed. This is the foundation for every research and writing task they will build on later.

Students practice writing regularly, both in quick exercises and longer projects. They write for different reasons and different readers throughout the year.

In a conversation or group discussion, students listen to what others say and add their own ideas in response. They practice taking turns, staying on topic, and explaining their thinking clearly.

Students listen to a story read aloud or watch a short video, then talk about what they learned. They practice pulling information from pictures, charts, and spoken words to answer questions and join class discussions.

Students listen to someone speak and decide whether that person's reasons and details actually support what they're saying.

Students share ideas out loud in a way that makes sense to the listener, choosing words and details that fit the topic and the people they're talking to.

Students add drawings, photos, or simple visuals to a presentation to help the audience understand the main idea. A picture or diagram can explain something words alone can't.

Students practice switching between everyday talk and more formal speech, like the difference between chatting with a friend and answering a question in front of the class.

Students follow the basic rules of English when writing sentences and talking out loud, like using words in the right order and matching words correctly (such as "he runs" instead of "he run").

First-grade writers learn when to use capital letters, where to put periods and commas, and how to spell common words correctly.

Students learn that word choice changes how a sentence sounds and what it means. They practice picking words that fit the moment, whether writing a story or explaining something to a friend.

When students hit a word they don't know, they look at the surrounding sentences for clues, break the word into parts, or check a dictionary. They use whatever works to figure out what the word means.

Students learn that words can mean more than they literally say. They practice spotting phrases like "it's raining cats and dogs" and sorting words that go together, like hot and cold or happy and sad.

Students learn and practice words that show up across school subjects, not just in reading class. They use those words correctly when they speak, write, and listen throughout the day.