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

Students answer questions about a story using details straight from the words on the page. They point to or say exactly what the text tells them, rather than guessing.

Students listen to a story and figure out what it is really about, then retell the most important parts in their own words.

Students identify the characters and key moments in a story, then talk about how one event leads to the next. It builds the habit of asking "what happened, and why?"

Students listen to a story and talk about what key words mean in context. They notice how the words an author picks change how a scene feels, such as whether a character seems scary or friendly.

Students learn that a story has a beginning, a middle, and an end, and that each part connects to the others. They notice how one sentence leads into the next.

Students practice noticing who is telling a story and how that changes what readers learn. A character telling their own story shares different details than someone watching from the outside.

Students look at pictures, photos, or illustrations in a story and talk about what those images show. They connect what they see to what they hear when the story is read aloud.

This standard is not typically assessed in Kindergarten ELA reading literature. At this grade level, students focus on listening to stories and retelling basic details, not evaluating arguments or claims.

Two stories can share the same big idea even when the characters and pictures look different. Students listen to or read two books on the same topic and talk about what the authors did the same or differently.

Students listen to and follow along with stories and books that are a bit of a stretch, building the habit of sticking with harder reading over time.

Students answer questions about a book by pointing to or retelling details they actually read. They stick to what the words and pictures say, not just what they think or feel.

Students listen to a nonfiction book and name the main idea: what the whole book is mostly about. Then they point to the details that back it up.

Students listen to a nonfiction book and talk about why things happen: why a person did something, how one event led to the next. They start to see that ideas in a book connect to each other.

Students notice words that feel strong, happy, scary, or strange in a book or article and think about why the author chose those words instead of different ones.

Students notice how the parts of a nonfiction book fit together, like how one sentence gives a detail that supports the main idea a few lines up. They practice seeing how smaller pieces connect to the bigger picture.

Students identify who is telling the information in a book and why. Noticing the author's purpose helps students see why certain details were included.

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

Students listen to a nonfiction book and say whether the author's reason makes sense. They tell why they agree or disagree using details from the book.

Two books about the same topic can teach different things. Students listen to or look at both, then talk about what was the same, what was different, and what they learned from each one.

Kindergartners listen to and talk about nonfiction books on their own, building the habit of making sense of what they read or hear.

Reading starts with understanding how a book works. Students learn that print goes left to right, that words have spaces between them, and that letters form words on a page.

Students listen to spoken words and practice breaking them apart by syllables and individual sounds. This is the groundwork for learning to read.

Students use what they know about letters and sounds to figure out unfamiliar words on the page. This is the start of learning to read independently.

Students read simple words and short sentences aloud smoothly enough to understand what they say. The goal is accuracy first, then building the habit of reading without stopping to decode every word.

Kindergartners share an opinion about a topic or a book and give a reason why they think so.

Students pick a topic they know and write sentences that share real facts about it. The writing sticks to the subject and tells the reader something true.

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

Writing should match the job it's doing. Students learn to write differently for a story, a letter, or a how-to, choosing words and details that fit what they're writing and who will read it.

Students learn that writing is a process. They plan what to say, try it out, fix what isn't working, and rewrite until the piece says what they meant.

Students use a computer or tablet to type their writing and share it with the class or teacher. They may also work with a partner to write something together online.

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

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

Students point to pictures or words in a book to back up what they say about it. This skill builds through later grades; in kindergarten, it shows up mostly during read-alouds and shared writing.

Students practice writing often, for different reasons: drawing and labeling a picture, finishing a short story, or responding to a question. Writing happens regularly, not just on special assignments.

Kindergartners take turns talking with classmates, listen to what others say, and add their own ideas to the conversation. The goal is for students to build on what a partner said, not just wait for their turn to talk.

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

Students listen to someone speak and decide whether their idea makes sense and whether they backed it up. In kindergarten, this means asking: did the speaker give a reason, or just say so?

Students share ideas out loud in an order that makes sense for the listener. They pick words and details that fit who they're talking to and why.

Students use pictures, drawings, or simple visuals to help explain what they are sharing with the class. A photo or drawing makes an idea easier for others to follow.

Students practice using formal English when the moment calls for it, like speaking to a teacher or presenting to the class, instead of how they might talk with friends at recess.

Students learn the basic rules of speaking and writing in English: things like using words in the right order and choosing the right word for the job. This standard covers grammar habits practiced all year through talking, dictating, and writing.

Students practice the basic rules of written English: capitalizing the first word in a sentence, adding a period at the end, and spelling simple words correctly.

Students learn that word choice shapes meaning. They practice picking words that fit what they are trying to say, whether they are telling a story, asking a question, or listening to one.

When students come across a word they don't know, they use nearby words in the sentence to figure out what it means. They also look at parts of the word itself, or check a dictionary for help.

Words can mean more than what they say. Students learn to notice when language is playful or surprising, like when something is described as "cold as ice," and start building a sense of how word choices shape meaning.

Students learn and use everyday words that show up across subjects, like words for comparing, describing, or explaining. Knowing these words helps students read, write, and talk about what they are learning.