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

Reading runs left to right, top to bottom, with spaces between words. Students learn how a page of text is organized before they start reading on their own.

Students learn how a page of writing works: text runs left to right, words have spaces between them, and sentences begin with a capital letter and end with punctuation.

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 read and write sentences correctly.

Students listen to spoken words and break them apart by syllable or individual sound. This is the ear work that reading is built on.

Students learn to hear and work with the sounds inside spoken words. They clap syllables, blend sounds together to form words, and break words apart into their smallest sound pieces.

Students listen to a spoken word and identify whether the vowel sounds long (like the "a" in "cake") or short (like the "a" in "cat"). This is all done by ear, with no reading required.

Students listen to separate sounds spoken aloud and blend them into a complete word. For example, hearing /k/ /æ/ /t/ and saying "cat."

Students listen to a spoken word and pick out the individual sounds: the sound at the start, the vowel sound in the middle, and the sound at the end. For example, in "cat" they identify /k/, /a/, and /t/ separately.

Students listen to a word like "cat" and break it into its separate sounds: /k/ /a/ /t/. This is one of the first steps in learning to read and spell.

Students use what they know about letters and sounds to read unfamiliar words, both on their own and inside sentences. This is the core decoding work of first grade reading.

Students use letter-sound patterns they know to sound out unfamiliar words, both on their own and while reading sentences and short passages.

Students learn that some pairs of consonants make one sound, like the "sh" in ship or the "ch" in chin. They practice reading and spelling words that use those letter pairs.

Students read short, simple words by sounding out each letter in order. Words like "sit," "frog," and "clap" follow predictable spelling patterns that make them easier to decode.

Students learn that a silent "e" at the end of a word stretches the vowel sound (like in "cake" or "hope"), and that two vowels side by side often make one long sound (like in "rain" or "feet").

Students count the vowel sounds in a written word to figure out how many syllables it has. Every syllable needs at least one vowel, so finding the vowels helps students break longer words into readable parts.

Students learn to split longer words into smaller chunks to read them. A word like "basket" becomes "bas" and "ket" so each part is easier to sound out.

Students read words that have endings like -s, -ed, and -ing added to them. Seeing "jumping" or "jumped" and knowing it comes from "jump" is the skill.

Students read common words that don't follow normal spelling rules, like "said," "was," and "the." Recognizing these words on sight helps students read sentences without stopping to sound each word out.

Students read short books and passages written at first-grade level, using the letter-sound skills they've practiced. The focus is on understanding what they read, not just saying the words.

Students use what they know about letters and sounds to spell words correctly and write them so others can read them.

Students practice spelling words by applying what they know about letter sounds and patterns. They also write letters clearly enough for others to read.

Students spell one-syllable words correctly, including words with letter pairs like "sh" or "ch," double letters like "ff," and consonant clusters like "st" or "nd."

Students spell common one-syllable words correctly, including words with a silent e (like "bike"), vowel pairs (like "rain"), a final y (like "fly"), and r-controlled vowels (like "her" or "corn").

Students add endings like -s, -ed, and -ing to base words and spell the new word correctly. Think "jump" becoming "jumping" or "cat" becoming "cats."

Students practice spelling longer words like "happy," "quickly," and "cupcake." They learn to break a word into two parts and spell each part correctly.

When students don't know how to spell a word, they sound it out and write what they hear, using the letter patterns they've already learned.

Students practice writing common words like "the," "said," and "have" from memory. The focus is on words that show up constantly in reading and writing, including ones that don't follow normal spelling rules.

Students practice writing every letter of the alphabet, both capital and lowercase, by hand.

Students read aloud smoothly and accurately enough that the words don't slow down their understanding. The goal is reading that sounds natural, not word by word.

Students read a book or passage smoothly enough that they can focus on what it means, not just what each word says. Accuracy and pace work together so meaning comes through.

Students read first-grade stories and passages out loud with enough understanding to explain what they just read. The focus is on meaning, not just saying the words correctly.

Students practice reading the same passage more than once, getting smoother and more expressive each time. The goal is to read aloud clearly, at a steady pace, with the kind of feeling that shows they understand what the words mean.

When students read a sentence and a word doesn't seem right, they reread it and use the surrounding words to figure out what it should be. It's a habit that keeps reading on track.

Students write sentences that start with a capital letter and end with the right punctuation mark. When they speak, they use words and sentences that sound clear and correct.

Students write sentences that start with a capital letter and end with the right punctuation mark. When they speak, they use correct grammar too.

Students practice three kinds of nouns: common words like "dog" or "city," names like "Maria" or "Tuesday," and possessive forms like "the dog's leash." They use all three in their own sentences.

Students practice matching nouns and verbs in simple sentences, writing "the dog runs" instead of "the dog run" and "the dogs run" instead of "the dogs runs."

Students learn to swap out repeated nouns for words like "he," "she," "they," "mine," and "someone" so their sentences don't repeat the same name over and over.

Students practice writing sentences that show when something happened, is happening, or will happen, using the right verb form for each.

Students choose describing words, like "tall," "cold," or "red," to make their sentences more specific. This is early practice picking the right word to say exactly what something looks and feels like.

Students connect ideas in a sentence using words like "and," "but," and "so." These small linking words help sentences say more than they could on their own.

Students learn when to write "a," "an," and "the" in front of a noun, and when to use pointing words like "this" and "that." It helps their sentences sound natural and clear.

Students practice using common position and time words like "during," "beyond," and "toward" to connect ideas inside a sentence.

Students write and stretch out basic sentences, including statements, questions, and commands. They practice making sentences longer and more detailed when a teacher gives them a starting idea.

Students learn that names of people and dates start with a capital letter. So "Emma" gets a capital E, and "Monday" or "January" gets one too.

Students learn to put a period, question mark, or exclamation point at the end of every sentence they write.

Students practice putting commas between items in a list and between the day and year in a date, like "October 31, 2024" or "apples, bananas, and grapes."

Students figure out what an unfamiliar word means by reading the surrounding sentences for clues, looking at parts of the word, or checking a dictionary.

When students come across a word they don't know, they use clues from the sentence or the picture to figure out what it means. Some words have more than one meaning, and students practice choosing the right one.

When students hit an unfamiliar word, they use the other words in the sentence to figure out what it means. Context clues are the surrounding words that point toward the answer.

Students learn that adding letters to the beginning or end of a word changes its meaning. Knowing that "un-" means not, or "-er" means more, helps them figure out unfamiliar words on their own.

Students spot a base word (like "jump") and recognize its common forms: "jumped," "jumping," and "jumps." This helps them read and understand new words faster.

Students sort and compare words by what they mean, like grouping "cold," "cool," and "freezing" by how they relate. Adults guide the work.

Students group words into categories, like sorting animal names separately from food names. Sorting helps them see what words have in common and build a clearer picture of how the world is organized.

Students sort words into groups and name what makes each group tick. For example, they might say a dog is an animal that barks, or a triangle is a shape with three sides.

Students match words they are learning to real things they see and do. For example, they might connect the word "chilly" to how the morning air feels or "enormous" to the biggest dog on the block.

Students sort words that are close in meaning but not quite the same, like the difference between "cold," "chilly," and "freezing." They pick the right word for a situation or act it out to show they understand the difference.

Students use connecting words like "because," "but," and "so" to link their ideas in speech and writing. They pick up these words from books, conversations, and class discussions.

Students read a story carefully, then point to exact words or sentences that back up what they say about it. They also make smart guesses about what the author means but doesn't say outright.

Students read a story and practice asking and answering questions about what happened, who was there, and where it took place.

Students find the big idea a story keeps coming back to and explain how the details in the book build it up. They can also retell the key parts in their own words.

Students retell a story in their own words, covering the key moments, then explain what lesson the story teaches. Think of it as answering: what happened, and what did it mean?

Students describe how a character feels and why, and explain how one event leads to the next in a story. They look for the reasons things happen, not just what happens.

Students pick out the characters, where the story takes place, and what happens, then organize those details in a chart or simple drawing.

Students figure out what individual words mean in a story and notice how an author's word choices change the feeling of what they read.

Students find words in stories and poems that describe how something looks, sounds, smells, or feels. Those words help readers picture a scene or understand how a character is feeling.

Students look at how a story is put together, noticing how one part connects to another. They see how a single sentence or paragraph fits into the bigger picture of the whole story.

Story books have characters and events; information books explain facts about the real world. Students learn to tell the difference between the two by reading both kinds.

Students figure out who is telling a story and how that choice changes what gets shared and how it sounds. A story told by a character feels different from one told by an outside narrator.

Students figure out who is narrating the story and notice when the voice shifts as the story moves along.

Students look at pictures, photos, or illustrations in a story and explain how they connect to what the words are saying. The image and the text work together to tell the full story.

Students look at the pictures and read the words in a story to describe who is in it, where it happens, and what occurs. They share what they notice by talking or writing.

Students read two stories on the same topic and talk about how they are alike or different. They notice how each author tells the story in their own way.

Students look at two stories side by side and explain what is the same and what is different about what the characters do or go through, using details from the words and pictures.

Students read short stories and simple books on their own, working toward handling longer or trickier texts without help.

Students read short stories and poems at a first-grade level, with a teacher nearby to help when the words or ideas get tricky.

Students read a short nonfiction passage and answer questions about what it says. They also practice asking their own questions about what they read.

Students find the big idea a nonfiction book or article is mostly about, then recall the important details that support it.

Students find two people, events, or ideas in a nonfiction book and explain how they connect. They might use a simple chart or a drawing with words to show the relationship.

Students figure out what unfamiliar words mean using clues from the rest of the page. The focus is on words that come up in books about science, social studies, and other real topics.

Students use headings, captions, and pictures in a nonfiction book to find specific facts quickly. They learn that these features are shortcuts, not decoration.

Pictures and words each tell part of a story. Students learn to notice what the illustration shows versus what the words say, and spot when the two give different details.

Students use the pictures and words on the page together to explain what a nonfiction book or article is mostly about.

Students listen to or read a nonfiction book and decide whether the author's reasons actually support what the author is trying to prove. They practice asking: does this reason make sense, and does it really fit?

Students find the reasons an author gives to back up the main point in a book or article. For example, if the author says dogs make good pets, students look for the sentences that explain why.

Students look at two books on the same topic and point out what's the same and what's different, using details from the words and pictures in each book.

Students read nonfiction books and articles that match a first-grade reading level, with a teacher nearby to help when the text gets tricky.

Students listen to a story read aloud, watch a short video, or look at a picture and then talk about what they learned. They practice pulling information from more than one source.

Students listen to a story or video, then ask or answer questions about the important details they heard.

Students listen to a speaker and decide whether the reasons given actually support the point being made. They look for whether the speaker backs up what they say with facts or examples.

Students listen to someone speak, then ask questions to learn more or clear up something confusing. They also answer questions from others about what was said.

Students take turns talking with classmates, listen well enough to add on to what someone else said, and share their own ideas in words others can follow.

Students talk with classmates and adults about books and topics from class, in small groups and as a whole class.

Students share what they learned out loud in a way that makes sense to whoever is listening. The order and words they choose fit the topic and the person they're talking to.

Students describe a person, place, or event out loud using specific details. They explain what they noticed and how they felt about it in clear, complete sentences.

Students add pictures, videos, or simple charts to a presentation to help the audience understand the main idea. The visuals do real work, not just decoration.

Students add a drawing or picture to help make an idea or feeling clearer when words alone aren't enough.

Students learn when to use everyday talk and when to switch to careful, complete sentences. A first grader who asks a friend to play uses different words than one answering a question in front of the class.

With a teacher's help, students practice saying full sentences out loud rather than one-word answers, choosing the right words for the moment. This builds the habit of speaking clearly when the situation calls for it.

Students write a sentence or two taking a side on a topic and give a reason that backs it up. This is the foundation of argument writing, built one simple claim at a time.

Students write a short opinion piece, name the topic, give one reason for their thinking, and wrap it up with a closing sentence. Teachers and aides help along the way.

Students write short explanatory pieces that explain a topic using facts and details, organized so a reader can follow along easily.

Students pick a topic, write a few facts about it, and wrap it up with a closing sentence. It is their first practice at writing the kind of informative piece they will use all through school.

Students write a story about something real or made up. They put events in order, pick details that matter, and use basic storytelling moves to make the story easy to follow.

Students write a short story about something that happened, using words like "first," "then," and "finally" to show the order of events. They include details about what happened and how it felt, and wrap it up with an ending.

Students write sentences that stay on topic and make sense to the reader. The words, order, and details match what the writing is supposed to do.

Students write sentences that match the job: a story sounds like a story, a thank-you note sounds like a thank-you note. With a teacher's help, students choose words and a structure that fit what they're writing and who will read it.

Students learn that writing improves when you go back and change it. They practice planning before they write, fixing mistakes, and trying a different way if something is not working.

Students practice taking feedback on their writing, then add details or make changes to improve it. A teacher or adult helps them stay focused on the topic and decide what to fix.

Students use a computer or tablet to write, share, and publish their work. They may also type messages or stories to work with classmates or a teacher online.

Students practice typing and sharing their writing using computers or tablets, with help from a teacher or classmate. The focus is on getting comfortable with simple digital tools, not writing long pieces.

Students pick a question they want to answer, then read or look things up to find the answer. By the end, they can explain what they learned that they did not know before.

Students work with classmates to research a topic using books or other sources, then write a simple how-to guide or set of steps together.

Students gather facts from books and websites, then put those facts into their own words. They use more than one source and do not copy sentences word for word.

Students use what they remember or look through books and pictures a teacher provides to find the answer to a question. The ideas come from real sources, not imagination.

Students write often, both in quick single-sitting pieces and longer projects they return to over several days. The goal is to get comfortable writing for different reasons and different readers.

Students write often, a little at a time, so putting words on the page starts to feel natural. Regular short writing practice builds the habit and the confidence to keep going.