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

Students listen to a story and answer questions about what happened, who was in it, and where it took place. A teacher or parent helps guide them when they get stuck.

Students listen to a story, then retell it in their own words with a teacher's help. They name who was in the story and what happened.

Students name who is in a story, where it takes place, and what happens. A teacher or parent helps by asking questions like "Who is this about?" or "Where are they?"

Students stop at unfamiliar words in a story and ask what they mean. Teachers and classmates help figure them out from the pictures or words nearby.

Students learn that not all books look or sound the same. A poem is laid out differently from a storybook, and each one has its own feel on the page.

The author writes the words in a book; the illustrator draws the pictures. Students learn what each person's job is and how both work together to tell a story.

Students look at the pictures in a book and explain how they match what the words say. A teacher or adult helps them find the connection.

This standard does not apply to literature at this grade. It covers how authors support ideas with reasons and evidence, which is a skill taught through informational texts, not stories.

Students look at two storybook characters and talk about how their adventures are alike and how they're different. A teacher helps guide the conversation.

Students listen to and talk about stories read aloud as a group, building the habit of reading with a reason in mind.

With a teacher's help, students ask and answer questions about a nonfiction book or passage. They point to details in the text that back up their answers.

A teacher or parent reads a nonfiction book aloud, then asks students what the book was mostly about and what details they remember. Students practice finding the big idea and recalling the facts that support it.

Students look at a book about the real world and explain how two things in it go together. A teacher or parent helps them find and talk about the connection.

Students notice unfamiliar words in a nonfiction book and ask what they mean. A teacher or adult helps them figure it out from the page.

Students point to the front cover, back cover, and title page of a nonfiction book and explain what each part is for.

The author writes the words in a book; the illustrator draws the pictures. Students learn what each person's job is and can talk about what the book is trying to show or tell.

Students look at the pictures in a book and explain how they match what the words say. A teacher or adult helps them make that connection.

Students find the reasons an author gives to back up a main point. A teacher or grown-up may help by asking questions or pointing to key parts of the book.

Two books can teach the same topic in different ways. Students listen to or look at both, then point out what the books share and where they differ.

Students follow along and join in as the class reads nonfiction books together, like books about animals or weather. They listen for meaning, not just words.

Students learn that words on a page run left to right, that spaces separate words, and that printed letters form the words we speak. This is the foundation for learning to read.

Reading moves left to right, top to bottom, one page at a time. Students learn to track words in that order as they follow along with a book.

Letters on a page stand for the sounds in spoken words. Students learn that each written word has its own specific order of letters, and changing those letters changes the word.

Words on a page have gaps between them. Students learn to point to each word as they read, recognizing that the spaces signal where one word ends and the next begins.

Students name every letter of the alphabet, both capital and lowercase, when they see it on a page.

Students learn to hear how spoken words are built from smaller pieces. They break words into syllables, listen for rhymes, and identify individual sounds like the first sound in "cat."

Students listen to pairs of words and decide whether they rhyme, then come up with their own rhyming words. Think "cat" and "hat," or "dog" and "log."

Students clap out or tap the syllable beats in spoken words, then put those beats back together to say the whole word.

Students break a spoken word into its opening sound and the rest of the word, then put them back together. For example, they hear /c/ and /at/ and say "cat," or hear "cat" and split it into /c/ and /at/.

Students practice hearing the three separate sounds in simple words like "cat" or "hop," including the vowel sound in the middle. They say each sound on its own, not just the first or last.

Students swap or add a single sound in a short word to build a new one. Change the "c" in "cat" to "b" and get "bat."

Students use letter-sound patterns they know to read unfamiliar words. When a word is new, they sound it out instead of guessing.

Students learn that each consonant letter makes a specific sound, like the "b" in "ball" or the "s" in "sun." When they see a consonant, they can say the sound it most commonly makes.

Students learn that each vowel (a, e, i, o, u) has two sounds: a short sound like the "a" in "cat" and a long sound like the "a" in "cake." They practice matching each vowel to both its sounds.

Students recognize and read short common words like "the," "you," and "is" on sight, without sounding them out. These words show up so often in books that readers need to know them instantly.

Students look at two words that are almost identical, like "cat" and "cut," and figure out which letter sounds are different. This builds the habit of reading each letter carefully instead of guessing from the shape of the word.

Students read simple beginner books out loud, paying attention to what the words mean, not just how they sound.

Students pick a favorite book or topic and share their opinion about it, using pictures, spoken words, or writing to explain what they think and why.

Students pick a topic and explain it by drawing a picture, telling a teacher what to say, or writing words. The goal is to share real information, not tell a story.

Students draw pictures and write or dictate words to tell a simple story about something that happened. They put the events in order and share how it felt or what they thought about it.

This standard doesn't start until third grade. Kindergarten writing focuses on drawing, dictating, and forming letters to share ideas.

Students listen to feedback from a teacher or classmate, then add a detail or fix a sentence to make their writing clearer. They don't revise alone. An adult or peer helps them see what to change.

With help from a teacher, students use a computer, tablet, or other device to write and share their work. The goal is a finished piece others can read.

Students work with a teacher to explore a topic together, then help write or share what they found. It might be reading several books by the same author and talking about what they liked.

Students find an answer to a question by thinking back to something they experienced or by looking at a book or picture an adult gives them.

This standard starts in 4th grade. Kindergartners focus on other writing skills first.

This standard doesn't apply in Kindergarten. Writing range expectations start in 3rd grade.

Talking and listening with classmates and adults is a skill students practice in kindergarten. Students take turns sharing ideas about books and topics in small groups and with the whole class.

Students listen quietly while classmates talk, then wait their turn to speak. Taking turns and staying on topic are the two rules that make a class conversation work.

Students take turns talking and listening in a back-and-forth conversation, keeping it going for more than one or two exchanges instead of stopping after a single comment.

After a teacher reads a story or plays a video, students show they understood by answering questions about what happened. If something confuses them, they ask about it instead of guessing.

Students ask questions to get help or learn something new, and answer questions others ask them. This is how they start to have real back-and-forth conversations in class.

Students talk about people, places, or things they know and answer follow-up questions to add more detail. A teacher may prompt them to say more.

Students pair a drawing or picture with something they describe out loud to give listeners more to look at. The picture helps the explanation land.

Students practice speaking loudly and clearly enough for others to hear and understand them. They say what they think or feel in full, clear sentences.

Students follow basic grammar rules when they write or speak. That means using the right words in the right order, and saying sentences that make sense.

Students practice writing both capital and lowercase letters by hand. The focus is forming letters correctly, not just recognizing them.

Students practice using everyday naming words (like "dog" or "table") and action words (like "run" or "eat") in their speaking and writing.

Students practice turning one into many by saying the plural out loud: one dog becomes dogs, one wish becomes wishes. It's the first step toward understanding how spoken words change when there's more than one.

Students learn the question words: who, what, where, when, why, and how. They practice using these words to ask questions in speech and writing.

Students practice small words that show where things are or how they relate, like "on the table" or "out of the box." These connecting words show up constantly in reading and writing.

Students practice saying and building complete sentences out loud, often with the whole class. They learn that a sentence has a beginning and an end, not just a single word or a trailing thought.

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

Students learn that every sentence starts with a capital letter and that the word "I" is always capitalized. It is one of the first writing rules students practice.

Students learn that a sentence can end with a period, a question mark, or an exclamation point, and that each mark means something different about how the sentence sounds.

Students practice writing the letters that make up everyday sounds, like the "b" in "ball" or the short "a" in "cat." This is how sounding out words turns into writing them down.

Students sound out simple words and write the letters they hear. This is early spelling: matching the sounds in a word to the letters that stand for those sounds.

This standard doesn't apply in Kindergarten. The language concepts it covers start in second grade.

Students figure out what an unfamiliar word means by looking at the words and sentences around it. This skill shows up in stories, nonfiction books, and classroom conversations.

A word can mean more than one thing. Students learn that a familiar word like "duck" can also be a verb, then practice using both meanings correctly in speech or writing.

When students see an unfamiliar word, they use word parts like -ed, -s, un-, or -ful to figure out what it means. A teacher or adult helps them work through it.

Students learn that words can be related to each other and that some words are close in meaning but not quite the same. A teacher helps them notice the difference between words like "happy" and "excited" or group words that belong together.

Students sort everyday objects like food, animals, or shapes into groups that belong together. This builds the idea that words and things can be organized by what they have in common.

Students learn words by pairing them with their opposites. "Hot" and "cold," "big" and "small," "run" and "stop" are the kinds of pairs they practice.

Students connect vocabulary words to real things they see or do. For example, they might look around the classroom to find something that matches a word they just learned.

Students sort words that mean almost the same thing but feel different, like the gap between walking and stomping. They act out each word to show they understand the difference.

Students practice using new words they pick up from books, classroom talk, and stories read aloud. The goal is to bring those words into their own speaking and writing.