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

Students practice understanding and using spoken language by listening carefully and joining conversations and discussions in class.

Students listen to spoken words and work with the sounds inside them: blending sounds together to make a word, breaking a word apart into its sounds, and swapping or removing a sound to make a new word.

Students figure out unfamiliar words by using clues from nearby sentences, recognizable word parts like prefixes or root words, and simple reference tools like a picture dictionary.

Students follow words on a page from left to right and practice writing letters clearly enough to read. This is the foundation for all the reading and writing they'll do in school.

Students decide why they are reading before they start. Knowing the purpose, whether to find information or to enjoy a story, helps them pay closer attention as they read.

Before, during, and after reading, students ask their own questions about what they're reading. Asking questions helps them understand the text better and notice details they might have missed.

Students guess what will happen next in a story, then read on to check if they were right. They use clues from how the story is built, like chapter titles or repeated patterns, to make smarter guesses.

Reading a story, students connect what happens to something in their own life or to another book they know. Making those links helps them understand the text more deeply.

Reading a story, students use clues in the words and pictures to figure out things the author never says outright. They back up their thinking with details from the text.

Students retell a story or passage in their own words, keeping the main idea and the order of events intact.

Students pull ideas from more than one book or passage and put them together to reach a conclusion neither source stated on its own.

When a story stops making sense, students learn to slow down and fix it. They might reread a sentence, ask a question, or use what they already know to figure out what went wrong.

Students pick a book or story they like and talk or write about how it connects to their own life. They might explain how a character's experience reminds them of something that happened to them.

Students write about books or passages to show what they understood. They might compare two stories, pointing out how they are alike or different.

Students find specific words or sentences from a story or book to back up what they say or write about it. The answer has to match what the text actually says.

Students listen to or read a story, then retell what happened in their own words without changing what the story actually means.

Students write notes, draw pictures, or jot quick thoughts while reading or listening to help them hold onto and think about new ideas.

Students learn to spot the building blocks of a story: characters, setting, and plot. Recognizing these parts helps students talk and write about what they read.

Students look at how a story, poem, or informational book is put together and figure out why the author shaped it that way. The form of a text, like verses in a poem or chapters in a book, changes how the writing feels and what it means.

Students learn to tell different kinds of writing apart: a book that teaches facts, a piece that tries to convince you of something, and a story. They notice what makes each one look and sound the way it does.

Students look at why an author wrote something and who it was written for, then think about how the author's word choices and details shape what readers understand or feel.

Students look at how a book uses titles, pictures, bold words, and diagrams to help a reader understand the content. They explain why the author chose each feature and what it adds to the page.

Students look at why an author chose a specific word and what picture or feeling that word creates. They notice when language is meant to be taken literally and when it paints a vivid image instead.

Stories use tools like rhyme, repetition, and word pictures to create a feeling or pull readers in. Students learn to spot these choices and explain what effect they have on the story.

Students draft, revise, and write multiple pieces that are neat enough to read, with correct spelling and punctuation for their grade level. The writing process loops back as students improve each piece.

Students pick a type of writing (like a story, a how-to, or a letter) that fits what they want to say and who will read it. That choice shapes everything they write next.

Students take an early piece of writing and make it better by adding details, putting ideas in order, and sticking to one clear topic.

Students reread what they wrote and make changes to say it more clearly or completely. They might swap out a word, add a detail, or move a sentence to a better spot.

Students go back over their writing and fix mistakes in spelling, capitalization, and punctuation before the piece is finished.

Students share their finished writing with a real reader, like a classmate or a parent. Publishing means the writing is done and meant to be read by someone.

Students write short stories and poems about their own experiences, using details that bring the story or poem to life.

Students write short nonfiction pieces that explain or describe something real, using facts, a clear topic sentence, and details that help a reader learn something new.

Students pick a side on a simple topic and write sentences that tell their opinion and give at least one reason why they think that way.

Students write a letter, note, or card with a clear message suited to who will read it. They think about their audience and keep the writing focused.

Students come up with questions about a topic they want to learn more about, then work to make those questions clearer and more focused. This is the starting point for any research or investigation.

With a teacher's help, students come up with a question they want to answer, make a simple plan for finding information, and then look through books or other sources to find what they need.

Students find books, pictures, or other sources that answer a question they are researching. They pick the ones that actually help, not just the first thing they see.

Students learn the difference between a firsthand source (like a photo or diary) and a secondhand source (like a book about an event). They also practice deciding whether a source can be trusted.

Students combine facts from more than one source to answer a question, then say or write where they found the information.