What does a student learn in StateDistrict of Columbia,GradeGrade 1,SubjectEnglish Language Arts?

Students read a short story carefully and point to specific words or sentences that back up what they think the story means. They use what the text actually says, not just a guess.

Students find the big idea a story keeps coming back to, then explain which details from the text show it. They also retell the most important parts in their own words.

Students explain how a character changes across a story and why those changes happen. They trace how one event leads to the next.

Students figure out what words mean by how they're used in a story, noticing when a word has a feeling behind it or works as a comparison. They look at how a writer's word choices change the mood of what they're reading.

Students notice how a story is built: how one sentence leads into the next, how a paragraph fits with the others, and how all the parts work together to make the whole story.

Students figure out who is telling the story and notice how that choice changes what readers see and hear. A narrator who is part of the story shares different details than one watching from the outside.

Students look at a picture, illustration, or other image in a story and explain how it adds to what the words say. They connect what they see to what they read.

Stories and poems don't usually make arguments, but some books try to convince readers of something. Students learn to spot the main point an author is pushing, then check whether the reasons given actually hold up.

Two books can tell stories about the same idea in different ways. Students read two stories on the same topic and talk about what each author chose to show, and what each one left out.

Students read short stories and simple books on their own, without help sounding out every word or figuring out what it means.

Students read a nonfiction passage closely and point to specific sentences or details from the text to back up what they say or write about it.

Students find the main point of a nonfiction passage and explain which details back it up. They can retell what the piece is mostly about in their own words.

Students read a short nonfiction passage and explain how a person, event, or idea changes or connects to something else in the same text. They look for cause and effect or simple sequences.

Students figure out what words mean by looking at how they're used in a sentence or paragraph. They also notice how the author's word choices change the feeling of what they're reading.

Students look at how a nonfiction book or article is built. They notice how one sentence connects to the next, and how each paragraph fits into the whole piece.

Students figure out who wrote a piece and why, then notice how that shapes what details the author included and how the writing sounds.

Students look at a picture, chart, or photo alongside a written passage and explain what the image adds to the words. They practice getting information from more than one place on the page.

Students find the main point an author is trying to prove, then decide whether the reasons given actually support it. They ask: does this make sense, and does the author back it up?

Two books can cover the same topic in different ways. Students read two stories or articles on the same subject and talk about what each one teaches and how the two are alike or different.

Students read short books and articles on their own, without help on every word or sentence. The goal is building enough reading stamina to get through a full page or passage independently.

Students learn how a page of writing works: that words go left to right, sentences start with a capital letter, and spaces sit between words.

Students listen to spoken words and practice breaking them into syllables and individual sounds. This is the ear-training behind reading: hearing where words start, split, and end.

Students use letter-sound patterns they've learned to figure out unfamiliar words on the page. This is the decoding work that turns printed letters into words students can read and say aloud.

Students read aloud smoothly and accurately enough to understand what the words mean together. Reading at the right pace helps students focus on the story or information instead of sounding out each word.

Students write a sentence or short paragraph that takes a side and backs it up with reasons from a book or topic they studied.

Students write short pieces that explain a topic clearly, sharing facts in a way a reader can follow. Think labels, how-to steps, or a few sentences about why something works the way it does.

Students write short stories about real or imagined events in the order they happened. They choose details that help the reader picture what's going on.

Students write sentences that fit the assignment: the right amount of detail, a clear order, and words that match who will read it.

Students plan what they want to say, write a draft, then go back and fix or rework it until it says what they mean.

Students use a computer or tablet to write and share their work, and sometimes read or respond to what classmates have written.

Students pick a question they want to answer, then find information to answer it. They do this over a few days, not just one sitting.

Students find facts from books and websites, check that the source can be trusted, and put what they learned into their own words.

Students point to a specific line or detail from a story or book to back up what they think or want to say about it.

Students write often, both in quick exercises and longer projects. The topics, purposes, and readers they write for change so they practice adjusting their writing to fit different situations.

Students take turns talking with classmates, listen to what others say, and add on to their ideas. They also share their own thoughts in a way that's clear enough for others to follow.

Students listen to or watch something, like a read-aloud or a short video, then talk about what they learned from it. They practice putting together information from what they see and hear.

Students listen to someone talk and decide whether their ideas make sense and whether they backed them up with good reasons.

Students share ideas out loud in a way that makes sense to a listener, keeping their sentences organized and on topic for the audience they're talking to.

Students add pictures, drawings, or simple slides to a presentation to help listeners understand the main idea. Visuals should match what students are saying, not just decorate the page.

Students practice shifting how they talk depending on the situation. Telling a story to a friend sounds different from answering a question in class, and students learn to recognize which tone fits where.

Students follow basic grammar rules when they write sentences or speak out loud. This includes using the right words in the right order so what they say and write makes sense.

Students practice writing sentences with capital letters in the right places, correct end punctuation, and correctly spelled words. This is the foundation for all written work going forward.

Students learn that word choice changes how a sentence sounds and what it means. Picking a stronger verb or a more exact word helps writing feel clearer and makes reading easier to follow.

When students hit a word they don't know, they figure it out by looking at the words around it or by breaking the word into parts. They can also look it up in a dictionary or glossary.

Words don't always mean exactly what they say. Students learn to spot playful or surprising language, notice how words relate to each other, and pick up on the small differences in meaning between similar words.

Students learn words that show up across many subjects, like "compare," "describe," or "explain," and practice using them when they read, write, and talk in class.