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

Reading starts with hearing how words sound and knowing how letters match those sounds. Students practice breaking words apart and blending them back together so they can read words on the page.

Reading starts with knowing how a book works. Students learn that print moves left to right, that spaces separate words, and that letters on the page match the sounds they say aloud.

Reading starts at the top left of the page and moves right, then down, one line at a time. Students learn that print has a direction, and every page follows the same pattern.

Students name every letter of the alphabet, both the big (uppercase) and small (lowercase) versions, when they see them on paper.

Reading a sentence, students learn that the white gaps between words on a page are what separate one word from the next. Spaces are what make a string of letters readable.

Spoken words are made of smaller parts. Students learn to hear syllables in words, break words into their separate sounds, and put those sounds back together.

Students listen to words and recognize when they rhyme, then make their own rhyming pairs. They also notice when words share the same starting sound, like "big," "ball," and "bug."

Students clap out syllables in longer words and practice pulling them apart or swapping pieces, like turning "cupcake" into "cup" or "snowball" into "snowman."

Students practice hearing and changing individual sounds in short words, like swapping the first sound in "map" to make "cap." This builds the ear-to-letter connection reading depends on.

Sounding out written words by matching letters to their sounds. Students use what they know about letters and letter patterns to read unfamiliar words on the page.

Students sound out short three-letter words like "cat," "hot," and "cup" by matching each letter to its sound. With enough practice, they read those words quickly without stopping to puzzle them out.

Students read common short words like "the," "said," and "you" quickly and without sounding them out, both on a page and when shown the word on its own.

Students read short books made up of words they have already learned in phonics lessons. A teacher or adult is nearby to help when they get stuck.

Students pick up books on their own and read through them, including stories and nonfiction. Over the year they read texts from different kinds of people and communities, not just familiar ones.

Students follow along in a book and fix their own mistakes while reading, using clues in the words and pictures to figure out what they don't understand yet.

With a little help from a teacher, students pick books that connect to who they are and what they care about.

Students read stories and nonfiction books about Dakota and Anishinaabe people, chosen by themselves or their teacher. The texts include both historical accounts and stories from today.

Students pick books or stories that show the lives and experiences of Dakota and Anishinaabe people, past and present. A teacher helps them choose and understand what they read.

Reading carefully to understand what a story or article is really about. Students find the big idea the author wants readers to take away, whether the text is a made-up story or a piece about real life.

Students listen to a story or book, then answer simple questions about what happened, who was in it, and why. A teacher helps by asking guiding questions along the way.

Students pick out what a book or passage is mostly about, usually with a teacher's help.

Students name who is in a story and where it takes place. A teacher or grown-up helps by asking questions and pointing to clues in the pictures and words.

Students find two facts in a nonfiction book and explain how they connect. A teacher or adult helps by asking guiding questions.

Students learn to recognize how a story or book is put together, whether it has characters and a plot, or facts and headings, and use that structure to understand what they're reading. Wait, I used an em dash. Let me fix that. Students learn to notice how a story or book is organized. Recognizing that structure (characters and a plot, or facts and headings) helps them understand and think about what they read.

Students learn which part of a book is the front, which is the back, and where to find the title. With digital text, they practice tapping or scrolling to move through the pages.

Students learn to tell the difference between a storybook (made-up characters and events) and an informational book (real facts about the world). This works whether a teacher reads aloud or students read on their own.

Students look at the pictures in a book and explain how they help tell the story or give information in the words.

Reading a story means asking why the author wrote it this way. Students learn to notice whether a story is real or made up, when it was written, and whose voice is telling it, including Native perspectives like those of the Dakota and Anishinaabe peoples.

Authors write the words in a book. Illustrators draw the pictures. Students learn what each person's job is and how both help tell the story.

This skill starts in first grade. Kindergarteners are not assessed on this one yet.

Students learn that books come in different forms. A storybook tells a made-up tale, a poem plays with words and rhythm, and an informational book shares real facts about the world.

Students listen to a nonfiction text and decide whether the author's point makes sense. They look at the reasons given and say whether those reasons actually back up what the author is saying.

This skill starts in third grade. Kindergarten reading focuses on stories, basic questions, and learning how print works.

Students notice how word choices shape the feel and meaning of a story or book. A scary word and a funny word can send a reading in completely different directions.

Students listen for patterns in read-aloud poems and songs: words that start with the same sound, lines that repeat, and a beat they can clap along to.

Students hear a nonfiction book read aloud and ask about words they don't know. They also answer questions about those words when a teacher asks.

Students look at books, pictures, and other sources to find information. They start to notice whether a source actually answers their question.

Kindergartners are just beginning to explore books and stories. This standard formally starts in first grade.

Writing in kindergarten means putting spoken words onto paper. Students practice spelling sounds they hear, forming letters correctly, and using basic rules like spaces between words and capital letters to start a sentence.

Students practice writing both the capital and small version of many letters of the alphabet.

Words on a page are made of letters in a specific order, with spaces between each word. Students learn that sentences are built by arranging those words in order, not at random.

Students match each letter to the sound it makes. When they see the letter B, they know it says "buh", that kind of connection is what early reading and spelling are built on.

Students write regularly across different subjects, sharing their own thoughts and experiences in their own words. The goal is building the habit of putting ideas on paper.

Kindergartners practice writing regularly, using drawings, spoken words, or written letters to share their ideas. A teacher or adult helps them along the way.

Students share what they think, feel, or notice by talking out loud or drawing a picture that shows their own point of view.

Students practice writing in steps: first they plan what to say, then they write it out, then they fix and improve it before sharing it with others.

Students plan and draft a piece of writing with a teacher or group, then look back at it to make it clearer or stronger. At this age, that can mean drawing a picture, saying words aloud, or writing letters and words.

Students write sentences that try to convince someone of something, giving a reason that supports their point. The writing is aimed at a specific reader, not just a general audience.

Students share what they think or believe about something, then back it up with a reason. A teacher helps them say it out loud, draw it, or write it down.

Students write to explain something real, like how an animal lives or how something works. They choose words and details that help the reader understand, not just the writer.

Students pick a topic and say or draw one fact about it. This is the beginning of writing to inform.

Students share what they noticed or felt about a story, by talking about it or drawing a picture. A teacher or adult helps guide the conversation.

Students write their own stories and poems, adding specific details to bring their ideas to life. The goal is learning to choose words that make writing feel vivid and real.

Students tell a story from their own life or about a made-up character, sharing it by talking, drawing, or writing sentences on paper.

Students put a story in order: what happens first, what happens next, and how it ends. With help from a teacher, they learn that stories move in a sequence that makes sense to a reader.

Students ask a question they're curious about, then find answers and turn what they learn into a drawing, story, or simple presentation to share with others.

Students ask questions to help the class explore a topic together, then use what they find to write or create something as a group.

Students find facts or details from a book or website, use them in their writing, and name where the information came from. They also learn that copying someone else's words without credit is not allowed.

This skill starts in first grade. Kindergarten students focus on other writing foundations first.

Students take turns talking and listening in group conversations, sharing their own stories and ideas while making room for what classmates think and experience too.

Students share their own stories and listen to others, including stories from Dakota and Anishinaabe people. Talking together helps students learn from voices and experiences different from their own.

Students practice the simple rules that make a conversation work, like taking turns, listening while others talk, and treating every voice with respect.

Students take turns talking and listening in a group conversation, keeping the discussion going with more than one back-and-forth exchange.

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 story, poem, or song and ask questions about what they heard. When something is confusing, they say so and ask for help understanding it.

Students practice choosing their words carefully and speaking in full, clear sentences. They learn to adjust how they talk depending on who is listening, like a teacher versus a friend.

Students practice saying their thoughts out loud so other people can hear and understand them.

Students learn to choose the right words and format for the moment, whether they're sharing a story out loud, writing a sentence, or looking at a picture. The goal is to think about who's listening or reading before they speak or create.

With help from a teacher, students share what they know by drawing, talking, or making something simple like a picture or short recording.

Students make a simple digital or multimedia project, like a drawing with recorded voice or a slideshow, to share a story or idea. A teacher helps them think about who will see it and what it means to put something online.