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

Students listen to and talk about stories, poems, and nonfiction books read aloud together. They connect what they hear to their own lives and the world around them.

Students listen to stories and books read aloud, look at pictures and words, and talk about what they notice. Reading at this level is about exploring language together.

Students pick books they want to read, whether something caught their eye or a friend or teacher suggested it.

Kindergartners handle books, look at pictures, and listen to stories read aloud. This is how they start building the habit of reading.

Students look at pictures and familiar words in a book and use them to tell a story or explain what the book is about, drawing on their own imagination and what they notice on the page.

Reading print means understanding that words on a page go left to right, top to bottom, and that spaces separate words. Students learn how a book is held, where a story starts, and what a letter looks like compared to a word.

Students learn to tell the difference between a picture and a written word on a page, a poster, or a book cover.

Reading moves in a specific direction: top to bottom, left to right, and page by page. Students practice tracking that path across a book so their eyes follow the same order as the words.

Students learn the parts of a printed book: the front cover, back cover, title, and title page. They can point to each one when asked.

Students recognize every letter of the alphabet, write it in both upper and lowercase, and say the sound it makes without hesitating.

Letters on a page stand for the sounds in spoken words. Students learn that what they say out loud matches what they see written down.

Spaces between printed words match the pauses between spoken words. Students learn to point to each word while reading aloud and see that print breaks up speech the same way silence does.

Kindergartners learn to hear and play with the parts of spoken language: individual sounds, syllables, and whole words. This is the foundation for learning to read.

Students listen to a spoken word and clap or tap out each syllable, then put the parts back together to say the whole word.

Students listen to simple three-sound words like "cat" or "hop" and practice hearing each separate sound, from the first to the last. They also blend those sounds together to say the whole word.

Students practice pulling apart and pushing together the beginning sound and ending chunk of simple one-syllable words, like splitting "cat" into "c" and "at" and then blending them back.

Students listen to pairs of words and decide if they rhyme, then come up with their own rhyming words to match.

Students swap, add, or drop a single sound in a word to make a new word. For example, changing the first sound in "cat" turns it into "bat."

Students listen to a spoken sentence and pick out each word as a separate piece. This builds the understanding that speech is made up of individual words, not one continuous sound.

Kindergartners practice sounding out words letter by letter until reading feels automatic. They use what they know about letters and sounds to figure out words they haven't seen before.

Students learn that each letter makes a specific sound. They practice saying the most common sound for consonants like b, d, m, and s.

Students learn that vowels like A, E, I, O, and U can make two different sounds. Hearing the difference between the long A in "cake" and the short A in "cat" is the first step toward reading new words independently.

Students learn to change a word by swapping, adding, or removing a letter or syllable to make a new word, like turning "cat" into "hat" or "cake" into "cupcake."

Students break spoken and printed words into syllables, clap or count each part, and blend them back together.

Sounding out words by matching letters to their sounds, students read simple, predictably spelled words on the page.

Kindergartners recognize everyday words like "the," "is," and "said" on sight, without sounding them out. These are the words that appear on almost every page of a book.

Students practice reading words together in a sentence, not just one word at a time, so the sentence starts to sound like natural speech.

Students listen to or read stories and use simple fix-it moves, like rereading a line or looking at the pictures, to help make sense of what they heard or read.

Students say why they are reading a book before they start, whether to learn something new or just to enjoy a story.

Students look at a book's cover, pictures, and title before reading to figure out who made it and what it might be about.

Students picture the story or information in their mind as they listen or read. That mental image helps them follow what is happening.

Students guess what will happen next in a story, then check whether they were right by looking back at the words and pictures.

Students practice simple habits that keep them interested in a book, like asking questions about what might happen next or choosing stories on topics they enjoy.

When something breaks a student's focus while reading aloud, students practice getting back on track by using context clues, rereading a line, or asking for help.

Students look at the pictures in a book and explain what the illustrations show or add to the story that the words alone don't tell you.

Students listen to a story or book, then answer questions about who is in it, where it happens, and what occurs. They also practice asking their own questions about what they heard.

After hearing a story or book read aloud, students retell what happened in their own words or explain what they learned from it.

Students notice how the words and pictures in a book work together to tell the story or share ideas.

After hearing a story or book, students share how it made them feel or what it made them think about.

Looking at a picture or a key word in a book, students explain what it makes them think or feel and how it helps them understand the story.

Students look at how an author's words and an illustrator's pictures work together to show feelings, places, and action. Then students compare how two different books or creators made those same choices.

Looking at pictures, photos, and other visuals in a book, students explain what they show and how they help tell the story or share information.

Students say what they liked or did not like about a book and explain why, using a detail from the story or picture to back up their thinking.

Students revisit books and stories they know to find information, answer a question, or settle a debate. Reading has a real reason behind it.

Students listen to stories read aloud and talk about what a character is thinking or feeling and why.

Students listen to a story and share how they would think or feel if the same thing happened to them.

Students practice pulling details from a book or story to back up what they say in class discussions or show in a project.

Students notice how authors and illustrators make choices in books and pictures, then borrow those ideas for their own writing and drawing.

This standard is not assessed in Kindergarten. No reading skill is listed here for this grade.

Students use drawing, pictures, and words together to share ideas and tell stories. They practice different kinds of writing, from simple labels to short sentences, using whatever tools help them express what they know.

Students draw, dictate, or write to share what they think, feel, or have experienced. This is early writing practice, not every piece needs to be revised or finished to a final draft.

Students draw, dictate, or write short pieces to share ideas with others, mixing pictures and words to get their meaning across.

Students draw or write about something real that happened to them or something they made up in their head.

Students draw, dictate, or write to share what they notice and learn about the world around them, like how a caterpillar changes or why the sky looks blue.

Students draw, dictate, or write to share what they think or like, such as a favorite animal or book.

Students draw, dictate, or write to convince someone to agree with them or try something new, like asking classmates to pick a game at recess.

Students draw, dictate, or write about something that happened, telling what came first and what came next. The focus stays on one moment or a small handful of connected moments.

Students pick a topic, make a plan, and finish a piece of writing from start to end. In kindergarten, that might mean drawing a picture, telling a story out loud, or putting words on the page.

Students find a connection between the writing prompt and something they have seen, felt, or done before drawing or writing their response.

Students figure out the steps they need to follow before starting a project, like deciding what to draw first, what to write next, and how to put it all together.

Students come up with ideas for writing and drawing, using tools like pencils, crayons, or books to help them think of what to say.

Students pick something to write or draw about, whether it is a real memory, a made-up story, or something they heard, saw, or read.

Students look at example texts and decide which parts to copy in their own writing, like how a story starts or how a page is set up.

Students practice thinking about what their reader might not know yet, then add that missing detail to their drawing or writing.

Students pick facts, pictures, or other details gathered during class research to back up what they want to say in their writing or drawing.

Students put their ideas on paper by drawing pictures, telling a sentence out loud, or writing words. This is the first try, before any fixing or finishing.

Students pick a topic and say or write at least one fact about it. This is the start of informational writing, where students tell what they know.

Stories have a beginning, a middle, and an end. Students tell or draw what happens first, next, and last so the order of events makes sense.

Students look at real books and try to copy small details they notice, like a title on the cover or words arranged in a certain way on the page.

Students write or dictate an opening line that starts a piece of writing. In kindergarten, that might be a drawing with a spoken sentence, a scribbled name, or a few words that tell what the writing is about.

Students pick a topic and say or draw what it is about. This is the first step toward writing on purpose, not just putting marks on a page.

This standard starts in first grade. Kindergartners focus on other writing skills at this level.

Students talk about something they drew, wrote, or dictated with a classmate or the class. They explain what it shows or means.

Students look back at what they drew or wrote to check if it says what they meant. This habit of reviewing their own work starts early, even before they can read every word independently.

Students explain their drawing or writing to a teacher or classmate, saying out loud what they made and what it means.

Students share their drawing or writing with a classmate or adult and ask what the other person thinks it means. This helps students see whether their message came through.

Students look back at something they drew, wrote, or dictated and make it better by adding a detail, changing a word, or fixing a picture.

Students look back at a drawing or sentence they already made and add a word, label, or detail to say more about it.

Students finish a piece of writing or drawing and share it with someone, like a classmate, a family member, or a class website. The audience is always someone familiar and safe.

Students listen, talk, and share ideas with classmates during group conversations and class discussions. This happens face to face or through a teacher-guided online tool.

Students take turns talking and listening in class conversations, staying on topic and responding kindly to what others say.

Students learn what it means to take turns talking, listen while others speak, and adjust how they act when the class works together.

Students listen closely enough to answer questions about what others said earlier in the same conversation, keeping the back-and-forth going.

Students practice speaking up in group conversation by asking questions about what classmates say. This builds the habit of listening closely and responding with curiosity instead of sitting quietly.

Students answer questions by drawing on what they've seen, done, or already know. This is the foundation of classroom discussion.

After a classmate speaks, students repeat back the main idea in their own words and ask a question if something was unclear.

Students learn to listen to what a classmate says and then add on to it, keeping the conversation going instead of just waiting for their own turn to talk.

Students listen to a conversation and point out where people agree or where they see things differently.

Students practice asking "why" questions to understand how a classmate sees things differently. It's an early lesson in curiosity over argument.

Students notice when listening to others changes their own mind about something, and say so out loud.

Students talk about the parts of a story or lesson that stood out to them, sharing what felt important or stuck in their memory.

This standard doesn't start until 3rd grade. Kindergarteners focus on other speaking and listening skills.

Students take turns, share ideas, and work alongside classmates to finish a shared task or project.

Students learn the rules for group conversations, like taking turns and listening, and adjust their behavior when the situation changes.

Students share how a class project connects to something they care about or have experienced in their own life.

Students look back at what they did and talk about what still needs to get done.

Students share their own thoughts, stories, and ideas out loud with the class, using words to describe what they have done, seen, or made.

Students pick a topic to talk or write about, drawing from a book they heard, something they did, or an idea from their imagination.

Students think about what they want to say before they say it, choosing words and details that fit the conversation or question.

Students pick a picture, drawing, or object to show during a presentation so the audience understands the idea more clearly.

Students practice choosing how to speak and act when sharing ideas with others, like when to use a quiet voice or a louder one, and how to stand or look at the people listening.

Students learn to speak in their own natural voice, sharing ideas in a way that feels like them. Conversations and sharing time help students grow more confident speaking up.

Students learn when to talk, when to listen, and how to share their ideas in a way that fits the conversation. In kindergarten, that means figuring out how to respond to a classmate or teacher based on what the moment calls for.

Students choose the right words, and decide whether to speak in English, another language, or both, to best get their point across in a conversation or presentation.

Students practice deciding what personal information to share during class discussions and what to keep private.

Students speak loudly enough to be heard, use hand gestures, and slow down or speed up to make their point land.

Students learn the grammar, spelling, and word skills that help them speak in complete sentences, write their ideas, and understand what they hear and read.

Students learn that the words and tone they use at school, with friends, and at home can sound different, and that both styles are correct for their situation.

Students match the spoken and written names for everyday things they already talk about, like a chair, a dog, or a snack. Words mean the same thing whether they hear them at home, at school, or on the playground.

Students practice picking the right word or sentence that answers a question, learning to tell the difference between a useful answer and one that misses the point.

This standard is marked "Not in K," meaning it is not taught in Kindergarten. Nothing for students to practice here yet.

Students practice saying and writing complete sentences, both on their own and with the class, when talking or writing about things they have done or learned.

Students put words together to make a complete thought, like "The dog runs fast." This is the first step toward writing full paragraphs on their own.

Students take a short sentence and stretch it by adding a detail that makes the meaning clearer. "The dog ran" becomes "The big dog ran away."

Students learn that every sentence starts with a capital letter. They practice spotting and fixing lowercase letters at the beginning of their own sentences.

Students learn the marks that end a sentence: a period, a question mark, or an exclamation point. They practice spotting those marks in books and naming what each one is called.

Students use new words they pick up from conversations, books, and read-alouds in their own talking and writing. The goal is to grow their everyday vocabulary by actually using the words, not just hearing them once.

Students figure out what an unfamiliar word means by looking at the words and sentences around it.

Students learn the most common everyday words, like words for things they see, actions they do, and where things are placed. Knowing these words helps them read and write simple sentences on their own.

Students learn the question words (who, what, where, when, why, how) and practice using them in conversation and writing to ask about people, places, and events.

Students learn to make words plural by saying them aloud with an "s" or "es" sound at the end. One cat becomes cats, one box becomes boxes.

Students learn that the word "I" is always written as a capital letter, no matter where it appears in a sentence.

Students learn that words can be close in meaning but not identical. They sort words like big, bigger, and biggest, and start to see how choosing one word over another changes what a sentence says.

Common word endings and beginnings, like "un-" or "-ful," are clues to what an unfamiliar word means. Students use those word parts to take a guess at meaning before asking for help.

Students sort everyday objects like shoes, fruits, and animals into groups to practice matching words to the things they name.

Students learn that words have opposites. They practice pairing common describing words and action words with their antonyms, like hot and cold or run and stop.

Students learn that words like "walk," "march," and "stomp" all describe moving on foot but feel different. Choosing the right word makes writing more exact.

Students pick a question they want answered, then look for the answer in books, pictures, or conversations. They share what they find.

Students learn to notice where information comes from and who made it. They begin to see that a photo, a video, or a book is a choice someone made to share a message.

Students learn to wonder out loud. They practice asking questions about a topic a teacher shares or something that caught their own attention.

Students learn to look for answers in books, pictures, or videos a teacher provides, rather than guessing.

Students talk about where to look when they have a question, like asking a person, checking a book, or looking at a sign.

Students learn where to find information, like books at a library or websites on a screen, and that different places hold different kinds of sources.

Students watch an adult use a search engine or other digital tool to look something up. The goal is simply to see how grown-ups find information online.

Students discuss what they've learned about a topic by talking with a classmate or grown-up, practicing the kind of back-and-forth conversation that helps ideas stick.

When looking for an answer to a question, students pick out the facts and details that actually help. They skip what doesn't fit and hold on to what does.

Students practice sharing what they just learned, through drawing, talking, or showing someone else what they now know.

Media messages (ads, videos, signs) are meant to make people feel or do something. Students learn to notice what a message is trying to get them to think, feel, or buy.

Students look at a photo, video, or ad and name the feeling it gives them, such as happy, scared, or excited. They start to see that media is made to affect how people feel.

This standard is not taught in Kindergarten. No definition is available.

Students look at a picture, a video, or a book cover and notice what each part is trying to show or say. They start to see that media is made up of choices, like which words or images someone picked.

Students learn to tell the difference between a fact (something true that can be checked) and an opinion (what someone thinks or feels) when watching a video, reading a sign, or looking at an ad.

Students look at pictures, videos, and stories to sort out what could happen in real life and what is made up.

Students look at pictures in videos, ads, or books and name what they see. Recognizing images is the first step to understanding how media uses visuals to send a message.

Students learn that information comes from real people, like doctors, teachers, or news reporters. They practice naming who shared a fact and why that person might know it.

Students look at a book, video, or website and name the person or group who chose what to put in it. They practice noticing that someone made decisions about what to include and what to leave out.

Students learn that some people know a lot about one topic, like a doctor knowing about health or a firefighter knowing about fire safety, and that those people are good sources of information.

This standard is not assessed in Kindergarten. No definition is available.