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What your state expects a student to know in each grade, in English, Math, Science and Social Studies. Pick a state and a grade.

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English Language Arts 112 standards

Reading

  • Comprehension
  • Develop and demonstrate reading skills in response to reading text and read alouds by:
  • 1.R.1.A.apredicting what will happen next using prior knowledge
  • 1.R.1.A.basking and responding to relevant questions
  • 1.R.1.A.cseeking clarification and locating facts and details about stories and other texts
  • 1.R.1.A.dretelling main ideas in sequence including key details
  • 1.R.1.A.erecognizing beginning, middle, and end
  • 1.R.1.A.fmonitoring comprehension and making corrections and adjustments when that understanding breaks down
  • Vocabulary
  • Develop an understanding of vocabulary by:
  • 1.R.1.B.ausing common affixes to figure out the meaning of a word
  • 1.R.1.B.bidentifying common root words and their inflectional endings
  • 1.R.1.B.cidentifying words that name actions and words that name persons, places, or things
  • 1.R.1.B.drecognizing that compound words are made up of shorter words
  • 1.R.1.B.edetermining what words mean from how they are used in context of a sentence either heard or read
  • 1.R.1.B.fsorting words into conceptual categories
  • 1.R.1.B.gdistinguishing shades of meaning among verbs and adjectives
  • 1.R.1.B.hlocating words in a dictionary
  • 1.R.1.B.iusing words and phrases acquired through conversations, reading and being read to and responding to texts
  • Making Connections
  • Determine the connection between:
  • 1.R.1.C.atext to text (text ideas including similarities and differences in fiction and nonfiction)
  • Independent Text
  • Read independently for multiple purposes over sustained periods of time by:
  • 1.R.1.D.aengaging with and reading text that is developmentally appropriate
  • 1.R.1.D.bproducing evidence of reading
  • Fiction
  • Read, infer, analyze, and draw conclusions to:
  • 1.R.2.A.adescribe characters, setting, problem, solution, and events in logical sequences
  • 1.R.2.A.bdescribe the main idea of a story
  • 1.R.2.A.cdescribe sensory details
  • 1.R.2.A.dexplain recurring phrases and why they are used
  • 1.R.2.A.eexplain the actions of the main character and the reasons for those actions
  • 1.R.2.A.fidentify who is telling the story
  • 1.R.2.A.gcompare and contrast adventures and experiences of characters in stories
  • Poetry
  • Read, infer and draw conclusions to:
  • 1.R.2.B.ause rhythm, rhyme and alliteration through identifying a regular beat and similarities in word sounds
  • Drama
  • Read, infer and draw conclusions to:
  • 1.R.2.C.aidentify characters and dialogue in plays or performances by actors
  • 1.R.2.C.brecognize sensory details in literary texts
  • Text Features
  • Read, infer and draw conclusions to:
  • 1.R.3.A.ause text features to restate the main idea
  • 1.R.3.A.bexplain facts or details using text features and distinguish between what facts were provided by pictures and what facts were conveyed via words
  • 1.R.3.A.cuse text features to locate specific information in text
  • 1.R.3.A.dfollow written multi-step directions with picture cues to assist with understanding
  • Literary Techniques
  • Read, infer and draw conclusions to:
  • 1.R.3.B.adistinguish between fiction and nonfiction
  • 1.R.3.B.bidentify examples of sensory details
  • Text Structures
  • Read, infer and draw conclusions to:
  • 1.R.3.C.aask and answer questions to clarify meaning
  • 1.R.3.C.bidentify main ideas and provide supporting details
  • 1.R.3.C.cdescribe the connection between two individuals, events, ideas, or pieces of information in a text
  • 1.R.3.C.didentify reasons an author gives to support points in a text
  • 1.R.3.C.eidentify similarities and differences between texts on the same topic
  • Digital and Media Literacy
  • With assistance, develop an awareness of media literacy by:
  • 1.R.4.A.adistinguishing purposes of media
  • 1.R.4.A.bexplaining techniques used in media

Reading Foundations

  • Print Awareness
  • Develop print awareness in the reading process by:
  • 1.RF.1.A.arecognizing that sentences are comprised of words separated by spaces
  • 1.RF.1.A.brecognizing the distinguishing features of a sentence
  • Phonemic Awareness
  • Develop phonemic awareness in the reading process by:
  • 1.RF.2.A.aproducing and identifying sounds and syllables in spoken words
  • 1.RF.2.A.bdistinguishing between long and short vowel sounds
  • 1.RF.2.A.crecognizing the change in a spoken word when a specific phoneme is added, changed, or removed
  • 1.RF.2.A.dblending spoken phonemes to form 1 or 2 syllable words including consonant blends
  • 1.RF.2.A.esegmenting spoken words of 3 – 5 phonemes into individual phonemes
  • Phonics
  • Develop phonics in the reading process by:
  • 1.RF.3.A.adecoding words in context by using letter sound knowledge
  • 1.RF.3.A.bidentifying letters for the spelling of short and long vowels
  • 1.RF.3.A.cproducing consonant blends
  • 1.RF.3.A.dproducing consonant digraphs
  • 1.RF.3.A.ecombining sounds from letters and common spelling patterns to create and decode recognizable words
  • 1.RF.3.A.fusing syllabication patterns to decode words
  • 1.RF.3.A.greading irregularly spelled words
  • 1.RF.3.A.hreading root words with inflectional endings
  • 1.RF.3.A.ireading contractions and compound words
  • 1.RF.3.A.jreading high frequency words
  • 1.RF.3.A.kdemonstrating decoding skills when reading
  • Fluency
  • Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing) with purpose and for comprehension
  • 1.RF.4.A.ause context to confirm or self-correct word recognition and understanding, rereading as necessary

Writing

  • Prewriting
  • Follow a writing process to plan a first draft by:
  • 1.W.1.A.abrainstorming and recording key ideas
  • Draft
  • Appropriate to genre type, develop a draft from prewriting by:
  • 1.W.1.B.asequencing ideas into sentences and stay on topic throughout the text
  • 1.W.1.B.bgenerating evidence of a simple opening and simple closing
  • Revise/Edit
  • Reread, revise, and edit drafts, with assistance from adults/peers, to:
  • 1.W.1.C.arespond to questions and suggestions, clarifying meaning by adding details to sentence construction and strengthening writing
  • 1.W.1.C.bedit by leaving spaces between words in sentences
  • 1.W.1.C.cedit for language conventions
  • Produce/Publish and Share Writing
  • With assistance from adults/peers:
  • 1.W.1.D.ause a variety of conventional/digital tools to produce and publish writing
  • Opinion/Argumentative
  • Write opinion texts that:
  • 1.W.2.A.aintroduce a topic or text being studied
  • 1.W.2.A.bstate an opinion about the topic or text and provide a reason for the opinion
  • 1.W.2.A.cuse some specific words that are related to the topic
  • 1.W.2.A.dfollow a sense of order in writing
  • 1.W.2.A.eprovide some sense of closure
  • Informative/Explanatory
  • Write informative/ explanatory texts that:
  • 1.W.2.B.aintroduce a topic or text being studied and supply facts
  • 1.W.2.B.buse some specific words that are related to the topic
  • 1.W.2.B.cfollow a sense of order in writing
  • 1.W.2.B.dcreate some sense of closure
  • Narrative/Literary
  • Write fiction or non-fiction narratives and poems that:
  • 1.W.2.C.anarrate a story or experience
  • 1.W.2.C.buse details to describe the story or experience
  • 1.W.2.C.cplace events in the order they occurred
  • 1.W.2.C.duse linking words to indicate beginning/middle/ end
  • 1.W.2.C.euse words that are related to the topic
  • 1.W.2.C.fprovide a reaction to what happened in the events
  • Research Process
  • With assistance, apply research process to:
  • 1.W.3.A.agenerate a list of open-ended questions about topics of interest
  • 1.W.3.A.bdecide what sources of information might be relevant to answer these questions
  • 1.W.3.A.cgather personal and natural evidence from available sources, as well as from interviews with local experts
  • 1.W.3.A.dorganize information found during group or individual research, using graphic organizers or other aids
  • 1.W.3.A.emake informal presentations of information gathered
  • 1.W.3.A.fself-evaluate using previously established teacher/student criteria

Language

  • Grammar
  • In speech and written form, apply standard English grammar to:
  • 1.L.1.A.ause nouns and action verbs that designate past, present, and future in sentences
  • 1.L.1.A.buse adjectives/adverbs in sentences
  • 1.L.1.A.cuse the conjunctions and, but, and so in sentences
  • 1.L.1.A.duse the articles a, an, and the in sentences
  • 1.L.1.A.euse common prepositions
  • 1.L.1.A.fuse common pronouns
  • 1.L.1.A.gproduce complete simple and compound sentences
  • Punctuation, Capitalization, Spelling
  • In written text:
  • 1.L.1.B.aprint legibly, using correct spacing between words and sentences
  • 1.L.1.B.buse ending punctuation
  • 1.L.1.B.ccapitalize the first letter of others’ first and last names
  • 1.L.1.B.duse commas to separate single words in a series
  • 1.L.1.B.espell words using regular spelling patterns
  • 1.L.1.B.fspell words phonetically using phonemic awareness and spelling knowledge
  • 1.L.1.B.garrange words in alphabetical order, to the first letter

Speaking/Listening

  • Purpose
  • Develop and apply effective listening skills and strategies in formal and informal settings by:
  • 1.SL.1.A.afollowing classroom listening rules
  • 1.SL.1.A.bbuilding on others’ talk in conversations by responding to the comments of others
  • 1.SL.1.A.cfollowing two-step instructions, according to classroom expectations
  • Entertainment
  • Develop and apply effective listening skills and strategies in formal and informal settings by:
  • 1.SL.2.A.ademonstrating active listening, according to classroom expectations
  • Collaborative Discussions
  • Speak clearly and to the point, using conventions of language when presenting individually or with a group by:
  • 1.SL.3.A.ataking turns speaking, according to classroom expectations
  • 1.SL.3.A.bbuilding on others’ talk in conversations by responding to comments of others
  • 1.SL.3.A.cconfirming comprehension of read-alouds and other media by retelling and asking appropriate questions
  • Presenting
  • Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by:
  • 1.SL.4.A.aexplaining a topic (student-chosen), using a prop, picture, or other visual aid, with assistance to show understanding
  • 1.SL.4.A.breciting poetry with a group or individually
  • 1.SL.4.A.cusing complete sentences and adjusting volume, as needed

Mathematics 30 standards

Number Sense

  • Understand and use numbers up to 120.
  • 1.NS.A.1Count to 120, starting at any number less than 120.
  • 1.NS.A.2Read and write numerals and represent a number of objects with a written numeral.
  • 1.NS.A.3Count backward from a given number between 20 and 1.
  • 1.NS.A.4Count by 5s to 100 starting at any multiple of five.

Number Sense and Operations in Base Ten

  • Understand place value of two-digit numbers.
  • 1.NBT.A.1Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”.
  • 1.NBT.A.2Understand two-digit numbers are composed of ten (s) and ones (s).
  • 1.NBT.A.3Compare two two-digit numbers using the symbols >, = or <.
  • 1.NBT.A.4Count by 10s to 120 starting at any number.
  • Use place value understanding to add and subtract
  • 1.NBT.B.5Add within 100.
  • 1.NBT.B.6Calculate 10 more or 10 less than a given number mentally without having to count.
  • 1.NBT.B.7Add or subtract a multiple of 10 from another two-digit number, and justify the solution.

Relationships and Algebraic Thinking

  • Represent and solve problems involving addition and subtraction
  • 1.RA.A.1Use addition and subtraction within 20 to solve problems.
  • 1.RA.A.2Solve problems that call for addition of three whole numbers whose sum is within 20.
  • 1.RA.A.3Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false.
  • 1.RA.A.4Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
  • Understand and apply properties of operations and the relationship between additional nd subtraction.
  • 1.RA.B.5Use properties as strategies to add and subtract.
  • 1.RA.B.6Demonstrate that subtraction can be solved as an unknown-addend problem.
  • Add and subtract within 20
  • 1.RA.C.7Add and subtract within 20.
  • Add and subtract within 21
  • 1.RA.C.8Demonstrate fluency with addition and subtraction within 10.

Geometry and Measurement

  • Reason with shapes and their attributes.
  • 1.GM.A.1Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes.
  • 1.GM.A.2Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes.
  • 1.GM.A.3Recognize two- and three-dimensional shapes from different perspectives and orientations.
  • 1.GM.A.4Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally.
  • Measure lengths in non-standard units
  • 1.GM.B.5Order three or more objects by length.
  • 1.GM.B.6Compare the lengths of two objects indirectly by using a third object.
  • 1.GM.B.7Demonstrate the ability to measure length or distance using objects.
  • Work with time and money.
  • 1.GM.C.8Tell and write time in hours and half-hours using analog and digital clocks.
  • 1.GM.C.9Know the value of a penny, nickel, dime and quarter.

Data and Statistics

  • Represent and interpret data
  • 1.DS.A.1Collect, organize and represent data with up to three categories.
  • 1.DS.A.2Draw conclusions from object graphs, picture graphs, T-charts and tallies.

Science 11 standards

Earth and Space Sciences

  • The Universe and its Stars
  • 1.ESS1.A.1Describe the presence of the Sun, Moon, and stars in the sky over time.
  • 1.ESS1.A.2Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.]
  • Weather and Climate
  • 1.ESS2.D.1Identify patterns indicating relationships between observed weather data and weather phenomena (e.g., temperature and types of precipitation, clouds and amounts of precipitation).

Engineering, Technology, and Application of Science

  • Defining and Delimiting Engineering Proble6-8
  • 1.ETS1.A.1Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • Developing Possible Solutions
  • 1.ETS1.B.1Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • Optimizing the Solution Process
  • 1.ETS1.C.1Analyze data from tests of two objects designed to solve the same problem to compare the strength and weaknesses of how each performs.

Life Sciences

  • Structure and Function
  • 1.LS1.A.1Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.]
  • Inheritance of Traits
  • 1.LS3.A.1Make observations to construct an evidence based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.]

Physical Sciences

  • Definitions of Energy
  • 1.PS3.A.1Identify the source of energy that causes an increase in the temperature of an object (e.g., Sun, stove, flame, light bulb).
  • Wave Properties
  • 1.PS4.A.1Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.]
  • Information Technologies and Instrumentation
  • 1.PS4.C.1Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats.]

Social Studies 29 standards

Knowledge of the principles expressed in documents shaping constitutional democracy in the United States

  • Purposes and principles of the Constitution
  • 1.PC.1.B.aIdentify and explain why cities make laws.
  • Purposes and principles of the Bill of Rights
  • 1.PC.1.C.aDiscuss how individual rights are protected.
  • Role of citizens and governments in carrying out constitutional principles
  • 1.PC.1.D.aGive examples of being an active and informed citizen in your classroom or community.
  • Character traits and civic attitudes of significant individuals.
  • 1.PC.1.E.aDescribe the character traits of role models within your community.
  • Knowledge of the symbols of our state and the nation.
  • 1.PC.1.F.aRecognize and explain the significance of the Statue of Liberty, U.S. Capitol, Bald Eagle and the Liberty Bell.
  • 1.PC.1.F.bRecognize and explain the significance of symbols of your local community.

Knowledges of principles and processes of governance systems.

  • Processes of governmental systems in decision making
  • 1.GS.2.C.aDescribe how authoritative decisions are made, enforced and interpreted within schools and local communities.
  • Functions of governmental systems
  • 1. GS.2.D.aDescribe roles and responsibilities of people in government, such as a judge, mayor, police, city council member, in a community.

Knowledge of continuity and change in the history of Missouri and the United States.

  • Historical perspective/Thinking/Passage of time
  • 1.H.3.B.aCompare and contrast our community in the past and the present.
  • Knowledge of the contributions of significant persons in U.S. history
  • 1.H.3.C.aDescribe the contributions of people typically studied in K-5 programs associated with national holidays.

Knowledge of economic concepts and principles

  • Knowledge of basic economic concepts.
  • 1.E.4.A.aDescribe examples of scarcity within your school and community.
  • 1.E.4.A.bDescribe examples of goods and services within your school and community.
  • 1.E.4.A.cDescribe consumers and producers and the relationship to goods and services within your school and community.

Knowledge of major elements of geographical study and analysis and their relationship to changes in society and the environment.

  • Reading and constructing maps.
  • 1.EG.5.A.aIdentify globes as representations of real places.
  • 1.EG.5.A.bWith assistance, read, construct, and use maps which have a title and key.
  • 1.EG.5.A.cDescribe how maps are created for different purposes such as a school fire drill, a trip to the zoo etc.
  • 1.EG.5.A.dUse a compass rose to identify cardinal directions on a map.
  • Understanding the concept of location to make predictions and solve problems.
  • 1.EG.5.B.aLocate a place by pointing it out on a map and by describing its relative location.
  • Understanding the concept of place.
  • 1.EG.5.C.aIdentify physical characteristics of your community
  • 1.EG.5.C.bDescribe human characteristics of your community

Knowledge of relationships of the individual and groups to institutions and cultural traditions.

  • Cultural characteristics of all people
  • 1.RI.6.A.aDescribe cultural characteristics of your school and community
  • Methods of resolving conflicts
  • 1.RI.6.B.aPropose peaceful resolutions of disputes in the classroom and on the playground.
  • Ideas and beliefs of different cultures
  • 1.RI.6.C.aRecount stories about locations, people, and cultural events in your community.
  • Cultural heritage and preservation.
  • 1.RI.6.D.aDescribe how your community commemorates its cultural heritage.

Knowledge of the use of tools of social science inquiry

  • Identify, select, analyze, and evaluate resources to create a product of social science inquiry
  • 1.TS.7.A.aIdentify and analyze primary and secondary social studies’ sources in classroom discussion with guidance and support from an adult.
  • 1.TS.7.A.bIdentify and use artifacts to share information on social studies’ topics.
  • Use visual tools to communicate information and ideas.
  • 1.TS.7.B.aCreate visual tools to communicate information.
  • Conducting and presenting research with appropriate resources.
  • 1.TS.7.D.aShare findings about a social studies’ topic.
  • Developing a research plan and identifying resources
  • 1.TS.7.E.aAsk supporting questions and find answers about social studies’ topics, with assistance.
More Information: Missouri Dates, Sources and Homeschool Law

Missouri Learning Standards, published by the Missouri Department of Elementary and Secondary Education (DESE).

  • Adopted by the state: 2016
  • Science reviewed: September 2024 (DESE's reviewed file)
  • Last checked by NexStudents: September 25, 2026

Copied from the state's own files, word for word. States revise their standards, so check the state's page for the current version.

Homeschool Law in Missouri

School required for ages
7–17
Ways to homeschool
One
Notice to the state
No
Teacher qualifications
No
Required subjects
Yes
Testing or evaluation
Yes
Immunization records
No
Instruction time
1,000 hours a year. 600 of them in reading, math, social studies, language arts and science, and 400 of those 600 at home.
The law
Missouri Revised Statute §167.031

Written from HSLDA's summary of Missouri homeschool law, read September 25, 2026. Laws change and this is not legal advice. Read HSLDA's full step-by-step guide before you file anything.