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

Reading a story or poem with a teacher's help, students figure out what is happening and who the characters are. They learn to make sense of what they heard or read.

Students point to the who, what, and where in a story after a teacher reads it aloud or asks guiding questions.

Students point to who is in a story, where it takes place, and what happens. This is the first step in understanding how a story works.

Students stop at words they don't know and ask what they mean, then use the answer to better understand the story.

Students tell or write a short personal story with a teacher's help, putting events in order and using words that show what happened.

Students set up a story for listeners by introducing where it happens or who it is about before the action begins.

Students retell what happened in a story, naming the key events in the order they occurred.

Reading a simple nonfiction book or article, students answer questions about what it says. A teacher or adult guides them through it.

Students point to what a short book or passage is mostly about, then name a few details from the text that back it up.

Students ask and answer questions about words that describe familiar things, like how an animal looks or feels. This builds the habit of noticing details in what they read or hear.

Students point to specific words in a nonfiction passage and explain why the author chose them to describe the topic.

Students practice building simple informational writing in language arts, like labeling a drawing or telling facts about a topic, with help from the teacher.

Students write or dictate a sentence that tells readers what their piece is about. The opening line names the topic so the reader knows what's coming.

Students pick a topic and add real details to tell readers more about it. A sentence about a frog might include what it looks like or where it lives.

Reading simple charts, graphs, or picture math problems and explaining what the numbers or pictures mean. Students use prompts and support from a teacher to make sense of what math information is showing them.

Students point to a number, shape, or math word on a page and name what it is. This is the first step in reading math: recognizing what something is called before working with it.

Students look at a math picture, chart, or simple graph and say what they see: how many objects there are and what they look like.

Students practice putting math ideas into words, drawing a picture or writing a sentence to explain something like how many objects they counted or which shape is bigger.

Students name or sort a math idea, like explaining what a triangle is or which numbers are even. With help from a teacher, they put things into groups or describe what makes something what it is.

Students use pictures, words, or numbers to explain a math idea, like what a circle looks like or what counting means. A teacher helps them shape their thinking into something others can understand.

Students explain how two things are alike and how they are different. In math, that might mean saying a square and a triangle both have straight sides, but one has four corners and the other has three.

Reading simple science books and talking about what they show. Students explain what they learned from pictures, labels, and words on the page.

Students look at a science book or article and figure out the main topic. What animal, plant, or idea is the whole thing about?

Students read simple science texts and put a thing into words or sort it into a group. They might say what a frog is or explain that it belongs with animals, not plants.

Students draw a picture and write words or simple sentences to share what they observed or learned about a science topic.

Students pick a science topic they know, like a bug or the rain, and write or draw to share basic facts about it with someone who wants to learn.

Students pick one thing, like a frog or a cloud, and write or draw details that tell readers what it looks or acts like. The goal is to show what makes that thing specific, not just name it.

Reading or listening to a simple science explanation and telling back what it means, in their own words.

Students look at what they noticed or measured and turn it into a question worth testing. This is the first step in figuring out how something works.

Students look at what they noticed during an observation and use it to explain why something happened. They connect what they saw to a pattern, like why ice melts or why plants lean toward light.

Students practice putting scientific observations into words, saying out loud or in writing what they noticed and why they think it happened.

Students look at something in nature or a classroom experiment and put what they noticed into words. They describe what they saw, heard, or felt in simple sentences.

Students explain, in their own words, how one thing leads to another. They practice putting cause-and-effect into simple sentences, like why a plant grows or why ice melts.

Students look at two or more ways to solve the same problem and talk or write about how those solutions are alike or different.

Reading simple texts about community helpers, maps, or history, then answering questions about what the text says. Students explain what they learned in their own words.

Students listen to or look at a social studies text and figure out what topic it is about, connecting it to a big question the class is exploring.

Students pick out the key details that describe something, like what makes a dog different from a cat or what a police officer does. They learn to name what something looks like, does, or is made of.

Students build simple sentences or short books that share facts about people, places, or communities. They practice putting real information into words, on paper or out loud.

Students write or draw to introduce a topic that answers a question about the world around them, like why we have rules or what a community does.

Students pick one fact they learned about a social studies topic and write or dictate a sentence that tells it. The detail should connect to the main idea, not wander off into something unrelated.