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

Students learn the sounds that letters and groups of letters make, then use that knowledge to read words accurately and smoothly out loud.

Students learn that a printed sentence starts with a capital letter and ends with a period, question mark, or exclamation point. Those two details help readers see where each sentence begins and ends.

Students break spoken words into parts, then put them back together. They clap out syllables, pull apart sounds in short words like "cat" or "stop," and blend those sounds back into a whole word.

Students break written words into their sounds and match each letter or letter group to the sound it makes, building toward reading words accurately on the page.

Reading words where two consonants team up to make one sound (like "sh" in "ship") or blend together (like "bl" in "black"). Students spot these letter pairs and say them correctly when reading aloud.

Students sound out short words where a silent e changes the vowel sound (like "cake"), where two vowels work together (like "rain"), and where endings like -ing or -ed are added. The goal is reading those words correctly and quickly, without sounding them out every time.

Students read common words like "the," "said," and "was" on sight, without sounding them out. Recognizing these words quickly helps students read sentences smoothly instead of stopping at every word.

Students read short books made up of words they have already learned to sound out, building speed and accuracy until the words come easily without sounding out each letter.

Students read books on their own, including stories and nonfiction, chosen by themselves or their teacher. Some books reflect lives like theirs; others show lives and experiences that look different from their own.

Students read on their own and check that what they're reading makes sense. When they get stuck on a word or lose the thread, they use clues from the sentence or the pictures to figure it out.

Students pick books or passages that match a task their teacher assigns, then read closely enough to answer questions and talk about what they read.

Students pick books on topics they're curious about and read them for fun, not just for school. This is the habit of reading by choice.

Students read stories and nonfiction books about Dakota and Anishinaabe people, both past and present. Some books are chosen by the teacher; others students pick themselves.

Students pick books or stories they want to read, including ones that show the lives and experiences of Dakota and Anishinaabe people, past and present. The choice can be for fun, curiosity, or a class assignment.

Reading carefully to understand what a story or article is really about. Students find the big idea the author is building, not just what happens on the surface.

Students ask "who," "what," and "where" questions about a story or book, then answer them using details from the text. They also retell what happened in their own words.

Students find the big lesson or main point of a story, sometimes with a little help from the teacher.

Students point out who is in a story and where it takes place. A teacher may give hints to help them find those answers in the text.

Students find two facts or ideas in a nonfiction passage and explain how they connect or relate to each other.

Students learn that stories have a beginning, middle, and end, and that non-fiction books are organized differently. Knowing how a text is built helps students follow what they read and make sense of new books on their own.

Students identify where a story starts, what happens in the middle, and how it ends. This helps them follow the order of events from the first page to the last.

Students learn to use the parts of a nonfiction book or website that help them find information fast, like headings, a table of contents, and a glossary.

Students look at the pictures in a book and explain how they help tell the story or add detail the words alone don't give. A drawing can change the mood, clarify what's happening, or show something the text leaves out.

Students look at who wrote a story or article, when it was written, and whether it is true or made up. That background helps explain why the author chose certain words, details, and ideas.

Students look at a book, article, or webpage and find who wrote it, who drew the pictures, and where it came from, like a magazine or website.

Students look at clues in the words and pictures to figure out when and where a story takes place, such as long ago or today, inside a house or out in a forest.

Students look at a book or passage and decide whether it tells a made-up story or gives real facts about the world.

Students look at what an author says and decide whether the reasons given actually back up the point being made.

This skill starts in grade 3. In grade 1, students are building the reading foundation they will need when they get there.

Students study specific words an author chose and talk about why those words matter. They practice noticing how one word can change the feeling or meaning of a sentence.

Students listen for patterns like rhyme, repeated lines, and rhythm in poems and songs, then talk about how those patterns shape the feel and meaning of the words.

Students ask questions about words they don't recognize in a nonfiction passage, then use the text and pictures around those words to figure out what they mean.

Students find information in books, websites, and other sources, then decide which sources are trustworthy and which details actually answer their question.

Students find two different sources on the same topic, like a book and a website, and notice that information can come from more than one place.

With a teacher's help, students practice asking whether a book or source actually answers the question they're trying to answer. Not every book about animals helps if the question is about frogs specifically.

Students practice putting spoken words onto paper correctly, using spelling rules, capitalization, and punctuation to make their ideas readable.

Students practice writing every letter of the alphabet, both the big version and the small version, by hand.

A sentence starts with a capital letter and ends with a period, question mark, or exclamation point. Students learn to spot those features so they can write sentences that look and read like real sentences.

Students spell common sight words correctly and use sound-by-sound spelling for words they haven't memorized yet.

Students write simple sentences using everyday words like action words, naming words, and position words (in, on, under). The focus is on using those basic building blocks correctly, not just filling in a blank.

Students write regularly across subjects, sharing their own thoughts and point of view. The goal is to make writing a normal part of the school day, not just a special assignment.

Students write, draw, and talk to share their ideas on a regular basis, not just for special assignments. The goal is to make writing a normal, everyday habit.

Students pick a topic they know and care about, then share their own thoughts through drawing, talking, or writing.

Students learn to write by moving through clear steps: first planning what to say, then drafting, improving, fixing mistakes, and sharing a finished piece.

Students work with their class to plan, draft, and improve a piece of writing together. The teacher leads, but every student helps shape the ideas and words on the page.

Students write a sentence or short paragraph to convince someone of an opinion, giving a reason that backs it up. The writing aims at a real reader, not just the teacher.

Students pick a topic they have an opinion about, write a sentence stating what they think, and back it up with a reason or two explaining why.

Students write to explain something real, like how an animal lives or how something works. They pick details that help a reader understand, not just a reader who already knows the topic.

Students pick a topic and write sentences that share real facts about it. No stories, no opinions, just true information a reader can learn from.

Students read a story and write about it, sharing what happened or what they think about it. This is early practice at putting ideas from a book into their own words on paper.

Students write short stories and poems using specific details to express an idea, not just what happened but how it felt or looked.

Students write a short story with a character and a place, adding details that show who the character is and where the story happens.

Students write a short story with a beginning, middle, and end, putting events in an order that makes sense to a reader.

Students pick a question they want to answer, find information about it, and then write or present what they learned. The topic, purpose, and audience can change from project to project.

Students work with a group to ask questions, look for answers, and help write about what the group finds together.

Students pick a topic, look it up in a source the teacher points them to, and write down what they find. A teacher helps along the way.

Students find facts or details from a book or website to back up what they wrote, then name where those details came from. They also learn that copying someone else's words without permission is not allowed.

Students practice telling apart the author's exact words from their own words when they write about something they read.

Students take turns talking and listening in group conversations, sharing their own stories and ideas while also making room for classmates with different backgrounds and experiences.

Students share their own stories and listen to classmates' stories, paying attention to how people from different backgrounds, including Dakota and Anishinaabe communities, see the world differently.

Students help make the rules for class discussions and then follow them. That means taking turns, listening while others talk, and treating everyone's stories and ideas with respect.

Students take turns talking and listening in a group, responding to what others say and adding their own ideas to keep the conversation going.

Students share their own ideas, stories and experiences out loud with the class or a small group.

Students work with a group toward a shared goal, adding their own idea or effort to help the group get somewhere together.

Students listen to a story or set of directions and follow along in order, tracking what happens first, next, and last.

Students listen to a classmate or adult speak, then ask a question to find out more or clear up something confusing.

Students practice saying their ideas out loud in ways that fit the situation, choosing words carefully and adjusting how they speak depending on who is listening.

Students learn how changing their voice (going up, going down, pausing) affects what a spoken sentence means and how it sounds to a listener.

Students listen to, read, or watch something, then talk or write about it in a way that fits the topic and the people they are sharing it with.

Students share what they know by writing, speaking, or making something like a drawing or video. They practice different ways of presenting ideas depending on what the task calls for.

Students use a teacher-chosen digital tool to make and share something, then explain what the tool does well and what it can't do. They also learn that what they post online can stick around.