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

Students answer questions about a story by pointing to the part of the book that shows the answer. They use what the words and pictures say, not just what they remember or guess.

Students retell what a story is mostly about and name the details that back it up.

Students name the characters and main events in a story and talk about how one thing leads to another. This builds the habit of following a story's shape from beginning to end.

Students listen to words in a story and talk about what those words mean in context. They notice how the author's word choices set the mood or feeling of the book.

Students recognize that a story has a beginning, a middle, and an end, and that each part connects to the others to make the whole story work.

Students notice who is telling a story and how that shapes what gets said. A brave character telling their own story sounds different from a frightened one, and students begin to hear that difference.

Students look at pictures, listen to stories, and talk about how the images and words go together to tell the same story.

Kindergartners aren't expected to evaluate arguments yet. This standard appears in the list but doesn't apply at this grade level. Teachers typically see it introduced in later grades.

Two stories can cover the same idea in different ways. Students listen to books on a similar topic and talk about what each author chose to show or say.

Students listen to and talk about stories and books that stretch what they already know. Over time, they build the stamina to follow longer, more challenging texts on their own.

Students answer questions about a book or article by pointing to what the words on the page actually say. In kindergarten, this means explaining a simple "why" or "what" using details heard or read in the text.

Students listen to a nonfiction book and say what it is mostly about, then point to the details that back it up.

Students notice how a person, event, or idea in a nonfiction book connects to something else in the same book. They explain what caused it or why it matters.

Students learn what unfamiliar words mean by looking at the words and pictures around them in a nonfiction book.

Students notice how a nonfiction book is put together, like how one sentence gives an example of the idea in the sentence before it. They see how the pieces connect to tell one whole story.

Students notice that the person writing a book or article chose what to include and how to say it. A weather book written for kids sounds different from one written for scientists.

Students look at a photo, map, or diagram in a nonfiction book and explain what it shows. They connect what they see in the picture to what the words on the page say.

Students listen to a nonfiction book and decide whether the author's reason for saying something makes sense. They ask: does that reason actually fit what the author is trying to prove?

Two short books about the same topic can teach different things. Students listen to both and talk about what each one says and how they are the same or different.

Students listen to or read simple nonfiction books and show they understood what the text was about. This builds the habit of making sense of real-world reading on their own.

Reading starts with knowing how a book works. Students learn that print runs left to right, that spaces separate words, and that letters form words on a page.

Students learn that spoken words are made of smaller parts. They practice breaking words into syllables and individual sounds, like hearing that "cat" has three sounds: /k/, /a/, and /t/.

Students use letter-sound patterns they know to sound out and read unfamiliar words. This is the core decoding work of early reading.

Students read aloud smoothly enough to understand what the words mean, not just say them. Sounding out each word is the first step; reading without long pauses is the goal.

Kindergartners share an opinion about a topic or a book and give at least one reason that supports what they think. The writing shows a clear point of view, not just a feeling.

Students pick a topic they know and write sentences that tell true facts about it. The goal is to be clear enough that a reader learns something real.

Students write short stories about things that happened to them or characters they make up. They put the events in order and add details that help readers picture what's going on.

Writing should match what it's trying to do. A story sounds different from a list of facts, and both sound different from a letter. Students learn to shape their words around the purpose and the reader.

Students work through their writing more than once, fixing words, adding details, or starting fresh if something isn't working. The goal is a clearer, better piece, not just a finished one.

Students type or record their writing on a computer or tablet and share it with a teacher or classmate. This is an early introduction to publishing work beyond the page.

Students pick a simple question and find out the answer by looking at books or pictures. They share what they learned.

Students find facts from books and websites, then put what they learned 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 say or draw about it.

Students practice writing often, for different reasons, like labeling a picture, finishing a story, or answering a question. Regular writing, short and long, builds the habit of putting ideas on paper.

Kindergartners take turns talking with classmates, listen to what others say, and add their own ideas to the conversation. The goal is a real back-and-forth, not just waiting for a turn to talk.

A teacher shows a picture, chart, or short video, and students talk about what they saw or heard. They practice making sense of information that comes in different forms, not just words on a page.

Students listen to someone speak and think about whether that person's ideas make sense and whether they back up what they say. At this grade, that means noticing if a speaker gives a reason for what they think.

Students share what they know out loud in a way that makes sense to the person listening. Even at this age, the idea has a beginning and enough detail to follow.

Students add drawings or pictures to a story or presentation to help the audience understand what they mean. A simple sketch or printed photo can say what words alone might not.

Students practice switching between everyday talk and more formal speech. In class discussions or presentations, they learn when to use careful, complete sentences instead of casual conversation.

Students learn the basic rules of English, like using a capital letter to start a sentence or picking the right word to finish a thought. These habits show up in both writing and talking.

Kindergartners learn the basic rules for writing: start a sentence with a capital letter, end it with a period or question mark, and spell simple words correctly.

Students learn that word choice matters. They practice picking words that fit the moment, whether they are telling a story, asking a question, or listening to one read aloud.

When students hit a word they don't know, they look at the surrounding words for clues, break the word into parts, or check a dictionary. This helps them figure out what the word means on their own.

Words can mean more than what they say. Students learn that some phrases paint a picture ("cold as ice") and that words like *big* and *huge* are related but not quite the same.

Students learn and use new words from books, lessons, and conversations. Building a strong vocabulary early helps them read, write, and talk about ideas in school.