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

Students point to exact words or sentences in a story to 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 retell what a story is mostly about and name the big idea the author keeps coming back to. They also pick out the details that support that idea.

Students explain why a character does something in a story and how that choice affects what happens next. They trace how people and events connect from the beginning of a story to the end.

Students learn what a word means by looking at how it's used in a story, noticing when a word has a feeling or a hidden meaning beyond its dictionary definition.

Students notice how a story is put together: how one sentence leads to the next, how a paragraph fits with the rest, and how all the pieces add up to one complete story.

Students figure out who is telling the story and how that choice affects what gets said and how it sounds. A character telling their own story shares different details than a narrator watching from the outside.

Students look at a picture, photo, or illustration alongside a story and explain how it adds to what the words say.

This standard doesn't apply to Grade 1 Reading Literature. "Evaluate Arguments" is a skill for older students, and the official text here belongs to a higher grade level. Check that the standard code is correct before using this definition.

Two stories can cover the same idea in different ways. Students read two books on the same topic and talk about what each author chose to show and how their choices differ.

Students read short stories and simple books on their own, understanding what happens and what the text means without help.

Students find sentences in a nonfiction book that back up what they're saying. They point to the exact words on the page to show how they know something is true.

Students find the main point of a nonfiction book or article, then point to the facts and details that back it up. They can retell what the text is mostly about in their own words.

Students read a short nonfiction passage and explain why something happened or how one event led to the next. The focus is on cause and effect in real-world topics, not made-up stories.

Students figure out what unfamiliar words mean by looking at the sentences around them. In a nonfiction book or article, they practice reading carefully enough to understand words the author chose on purpose.

Students learn how a nonfiction book fits together: why one sentence leads to the next, how a paragraph connects to the rest of the page, and how all the parts add up to one main idea.

Students identify who is telling the information in a book or article and notice how that person's view shapes what gets included. A weather scientist and a farmer might describe the same storm very differently.

Students look at a photo, map, or drawing alongside a short text and explain what extra information the picture adds. Reading is not just words on a page.

Students look at what an author is trying to prove and decide whether the reasons given actually make sense. This starts simply in first grade: does the book give real reasons for what it says?

Two books about the same topic can say different things. Students look at both and notice what each author chose to include or explain differently.

Students read short nonfiction books and passages on their own, working through unfamiliar words and ideas without stopping to ask for help. The goal is steady, independent reading of real texts.

Students learn how a book works: which way to hold it, where reading starts on a page, and how spaces separate words. These are the basic rules print follows so readers can make sense of it.

Students listen to spoken words and work with their parts: clapping syllables, blending sounds together, or swapping one sound to make a new word.

Students use letter-sound rules to figure out unfamiliar words on the page. This includes spotting patterns like silent-e words and common endings to read new words without help.

Students read sentences and short passages out loud smoothly enough that the words make sense, not just sound correct. The goal is reading that feels natural, not halting word by word.

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

Students pick a topic they know and write sentences that explain it clearly. The goal is to share real facts, not a personal opinion or made-up story.

Students write short stories about something that really happened or something made up. They put events in order, add details that matter, and give the story a clear shape from beginning to end.

Students write sentences that fit the assignment. A story sounds like a story; directions sound like directions. The writing stays on topic and makes sense to the reader.

Students plan, write, and revise their work, fixing words or sentences that aren't clear. Sometimes that means rewriting a whole piece from a different angle.

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

Students pick a question they want to answer, then find information about it and show what they learned. This is the start of real research: one clear question, one focused topic.

Students find facts from books and websites, check that the source seems trustworthy, and put the information into their own words instead of copying it directly.

Students point to a specific line or detail from a story or book to back up what they think or noticed. This starts simple in first grade, like saying "I know the character was scared because the book said..."

Students write often, both in quick bursts and over several days, for different reasons and different readers. Practice across many kinds of writing builds the habit of putting thoughts on paper.

First graders take turns in a conversation, listen to what a classmate says, and add their own idea to keep the discussion going. They learn to say what they think in a way others can follow.

Students listen to a story read aloud, watch a short video, or look at a picture and then talk about what they learned. They start connecting what they see and hear to make sense of the bigger idea.

Students listen to someone talk and decide whether the speaker's reasons make sense and whether the evidence backs up what they're saying.

Students practice telling ideas out loud in a clear order so that listeners can follow along. The words and details they choose fit the topic and the people they're talking to.

Students add pictures, drawings, or simple charts to a presentation to make their ideas easier to follow. Visuals help the audience understand what words alone might not show.

Students practice switching between everyday talk and more formal speech, knowing when each fits. They learn to sound different in a classroom discussion than on the playground.

Students apply basic grammar rules when they write sentences or speak out loud. This covers how words fit together, including nouns, verbs, and complete sentences.

Students learn when to use capital letters, where to put punctuation marks like periods and question marks, and how to spell common words. These rules help their writing make sense to a reader.

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 real.

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

Students learn that words can do more than state facts. They explore how some phrases paint a picture, how words can be sorted by what they have in common, and how two words can mean almost the same thing but feel different.

Students learn and use the kinds of words that show up across subjects, like words for describing, comparing, and explaining. Those words help them read, write, and talk about what they're learning.