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

Students read a story closely and point to specific words or sentences that back up what they say about it. They explain their thinking using details from the page, not just a guess.

Students find the big idea a story is really about, then point to the details that show it. They put those details together into a short summary in their own words.

Students describe how a character changes or why an event happens as the story moves forward. They explain how one part of the story connects to another.

Students figure out what words mean by how they're used in a story, including words that paint a picture or set a mood. They also notice how an author's word choices change the way a sentence feels.

Students notice how the beginning, middle, and end of a story fit together. They explain how one part of a story leads into another.

Students identify who is telling a story and notice how that choice changes what gets shared and how it sounds. A narrator inside the story feels different from one watching from the outside.

Students look at pictures, illustrations, and words together to better understand a story. They explain how the images add detail that the words alone don't show.

This standard doesn't quite fit first grade reading. It asks students to spot an author's opinion in a story or book, explain the reasons the author gives, and decide whether those reasons actually make sense.

Two stories can cover the same topic in different ways. Students read two books on the same subject and talk about what each author chose to show, say, or leave out.

Students read stories and simple books on their own, building the habit of reading without needing help on every page.

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

Students find the main point of a short nonfiction book or article, then explain which details back it up. It is an early version of summarizing: what is this about, and how do you know?

Students read a short nonfiction passage and explain how a person, event, or idea changes from the beginning to the end. They look for the reasons why those changes happen.

Students figure out what unfamiliar words mean by looking at the sentences around them. They also notice how an author's word choices change the feel of a piece of writing.

Students notice how a sentence, a paragraph, and the full piece fit together, like how an opening question gets answered by the end of the article.

Students figure out who wrote a text and why, then notice how that shapes what the author chose to say and leave out.

Students look at a picture, map, or chart in a nonfiction book and explain what it adds to the words on the page.

Students find the main point an author is trying to prove in a nonfiction book or article, then decide whether the reasons given actually back it up.

Two books on the same topic can tell the story differently. Students read two nonfiction books on the same subject and notice what each author includes, leaves out, or explains in a different way.

Students read short nonfiction books and passages on their own, working toward doing that without help. The goal is handling a variety of real-world topics, not just stories.

Students learn how a book works: which way to hold it, where reading starts on a page, and how spaces separate words. These basics let students follow along with any printed text.

Students listen to spoken words and work with the sounds inside them. They clap syllables, blend sounds together, and break words apart by ear before they see the words on a page.

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

Students read a short book or passage smoothly enough that they can focus on what it means, not just on sounding out each word.

Students write a sentence or two taking a side on a topic and explain why they think that way. They back up their opinion with reasons from what they read or know.

Students write short pieces that explain how something works or share what they know about a topic, using clear details a reader can follow.

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

Students write sentences that fit the job: a story sounds like a story, directions sound like directions, and the whole piece stays on topic from start to finish.

Students learn that a first draft is just the start. They practice going back to their writing to fix words, add details, or try a completely different approach until the piece says what they mean.

Students learn to type or record their writing on a computer or tablet and share it with classmates or a teacher. That might mean posting a sentence online or using a simple tool to publish their work for others to read.

Students pick a question they want answered, then gather information to answer it. The work might take a few days and ends with students showing what they found out.

Students find facts from books and websites, check whether each source can be trusted, and put the information into their own words.

Students point to specific words or sentences from a story or book to back up what they think or noticed. This starts early, with simple observations tied directly to the page.

Students write often, for different reasons and different readers. Some pieces take a few days to finish; others get done in a single sitting.

Talking and listening in a group takes practice. Students learn to share their own ideas clearly and build on what a classmate just said, not just wait for their turn to talk.

Students listen to a story, watch a video, or look at a picture and then explain what they learned from it. They practice pulling ideas from different sources, not just books.

Students listen to someone speak and decide whether that person's reasons and examples actually support what they're saying.

Students tell or show something they learned, keeping their ideas in an order that makes sense for who is listening and why.

Students add pictures, drawings, or simple charts to a presentation to help the audience understand the main idea. The visuals do more than decorate, they make the information clearer. Wait, no em dash. Let me fix that. Students add pictures, drawings, or simple charts to a presentation to help the audience understand the main idea. The visuals do more than decorate. They make the information clearer.

Students practice switching how they talk depending on the situation. Talking to a teacher sounds different from talking to a friend, and first graders start learning when to use more formal, careful language.

Students use correct grammar when they write sentences and talk out loud. This means putting words in the right order, using the right verb forms, and building sentences that make sense.

Students learn when to use a capital letter, where to put a period or comma, and how to spell common words correctly in their writing.

Students learn that word choices change how a sentence sounds and what it means. They practice picking words that fit the moment, whether writing a story or explaining something real.

When students hit a word they don't know, they use clues from nearby sentences, look at word parts like prefixes or endings, or check a dictionary to figure out what it means.

Students learn that words can mean more than they say. They practice spotting playful language, noticing how words connect, and choosing the right word when two words seem close in meaning.

Students learn and use new words that show up across subjects, like words for describing, comparing, and explaining. Knowing these words helps them read, write, and talk about what they're learning.