# Grade 1: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 47 concepts ready. In the app: https://ai.page/roadmap/al-ela-grade-1 Part of: [Alabama: English language arts](https://ai.page/roadmap/al-ela.md) Goal: Alabama academic standards: English language arts, Grade 1 ## 1. Literacy Foundations K-3 · Participate in shared research and writing projects to answer a question or describe a topic. - [Shared Research Projects](https://ai.page/c/shared-research-projects/index.md): Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question ## 2. Literacy Foundations K-3 · Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level. - [Grammar words: letter, word, sentence](https://ai.page/c/grammar-words-letter-word-sentence/index.md): Use basic grammatical terminology when discussing reading and writing: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark - [Starting and Ending Sentences](https://ai.page/c/starting-and-ending-sentences/index.md): Begin sentences with a capital letter and end them with the appropriate mark (full stop, question mark, or exclamation mark); recognise and name end punctuation ## 3. Literacy Foundations K-3 · Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately. - [Single Letter Sounds](https://ai.page/c/single-letter-sounds/index.md): Know the primary sound for each consonant and the short and long sounds for the five major vowels; respond speedily to single-letter graphemes - [Blending Sounds to Read Words](https://ai.page/c/blending-sounds-to-read-words/index.md): Apply phonic knowledge to blend sounds in unfamiliar words containing taught grapheme-phoneme correspondences; respond speedily to graphemes for all 40+ phonemes - [Prefixes and suffixes](https://ai.page/c/prefixes-and-suffixes/index.md): Read words containing common prefixes and suffixes from the Y3-4 programme, applying knowledge of root words, prefixes and suffixes (morphology and etymology) to read aloud and understand new words - [Decoding unfamiliar words](https://ai.page/c/decoding-unfamiliar-words/index.md): Read Y3-4 exception words with unusual spelling-sound correspondences, applying growing knowledge of morphology and etymology to decode unfamiliar exception words - [R-Controlled Vowel Sounds](https://ai.page/c/r-controlled-vowel-sounds/index.md): Read and spell words containing r-controlled vowels (ar, er, ir, ur, or, ore) and vowel-r patterns where 'r' modifies the vowel sound ## 4. Literacy Foundations K-3 · Write legibly, using proper pencil grip. - [Knowing all letters](https://ai.page/c/knowing-all-letters/index.md): Recognise and name all uppercase and lowercase letters of the alphabet; name the letters in order and use letter names to distinguish between alternative spellings - [Sitting and holding a pencil](https://ai.page/c/sitting-and-holding-a-pencil/index.md): Sit correctly at a table holding a pencil comfortably and correctly; form lower-case letters in the correct direction starting and finishing in the right place - [Forming Capital Letters](https://ai.page/c/forming-capital-letters/index.md): Form capital letters correctly; print many upper- and lowercase letters legibly ## 5. Literacy Foundations K-3 · Compare and contrast texts. - [Comparing Characters Across Stories](https://ai.page/c/comparing-characters-across-stories/index.md): Compare and contrast the adventures and experiences of characters in familiar stories; identify similarities and differences between two texts on the same topic - [Connecting Ideas in Texts](https://ai.page/c/connecting-ideas-in-texts/index.md): Describe connections between events, ideas, or concepts in informational text using time, sequence, cause-and-effect, and comparison language, and identify logical connections between sentences and paragraphs ## 6. Literacy Foundations K-3 · Identify and describe the main story elements in a literary text. - [Characters, settings, and events](https://ai.page/c/characters-settings-and-events/index.md): Identify characters, settings, and major events in stories; become familiar with key stories, fairy tales, and traditional tales and retell them with key details in sequence - [Retelling Stories with Structure](https://ai.page/c/retelling-stories-with-structure/index.md): Retell stories including key details in sequence, describe characters, settings, and major events using evidence from the text, and describe the overall structure of a story (beginning, middle, ending) ## 7. Literacy Foundations K-3 · Ask and answer questions about unfamiliar words and phrases in discussions and/or text. - [Discussing and Questioning New Words](https://ai.page/c/discussing-and-questioning-new-words/index.md): Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known - [Word Parts as Clues](https://ai.page/c/word-parts-as-clues/index.md): Use knowledge of common inflections and affixes (-ed, -s, un-, -er) as clues to the meaning of unknown words; understand how the prefix un- changes meaning ## 8. Literacy Foundations K-3 · Utilize new academic, content-specific, grade-level vocabulary, make connections to previously learned words, and relate new words to background knowledge. - [Using New Vocabulary](https://ai.page/c/using-new-vocabulary/index.md): Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing ## 9. Literacy Foundations K-3 · Read grade-appropriate texts with accuracy and fluency. - [Reading with Expression and Accuracy](https://ai.page/c/reading-with-expression-and-accuracy/index.md): Read aloud with accuracy, appropriate rate, and expression (prosody), re-reading familiar texts to build fluency and confidence, and using context to self-correct ## 10. Literacy Foundations K-3 · Apply knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately both in isolation and within decodable, grade-appropriate - [Reading Contractions](https://ai.page/c/reading-contractions/index.md): Read and understand contractions with apostrophes, knowing the apostrophe represents omitted letters - [Syllables (age 6+)](https://ai.page/c/syllables-age-6/index.md): Decode words of two or more syllables by breaking them into syllable chunks, applying knowledge that every syllable must contain a vowel sound, and blending the parts together - [Vowel Digraphs](https://ai.page/c/vowel-digraphs/index.md): Read and spell words containing common vowel digraphs (ai, ay, ee, ea, oa, oe, oo, oi, oy) including where a digraph can represent more than one sound - [Trigraphs](https://ai.page/c/trigraphs/index.md): Read and spell words containing trigraphs — three-letter graphemes representing a single sound (igh, air, ear, are) - [Consonant Digraphs](https://ai.page/c/consonant-digraphs/index.md): Read and spell words containing consonant digraphs and less common consonant spellings (ch, sh, th, ck, tch, ng, ph, wh, k for /k/) ## 11. Literacy Foundations K-3 · Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words. - [Rhyming words](https://ai.page/c/rhyming-words/index.md): Recognise and produce rhyming words; join in with predictable phrases and rhymes in stories and poems; learn to appreciate and recite poems by heart - [Syllables](https://ai.page/c/syllables/index.md): Count, blend, and segment syllables in spoken words; divide written words into syllables as an aid to reading and spelling ## 12. Literacy Foundations K-3 · Locate a book's title, table of contents, glossary, and the names of author(s) and illustrator(s). - [Book Features and Author's Reasons](https://ai.page/c/book-features-and-author-s-reasons/index.md): Identify front cover, back cover, and title page of a book; identify the reasons an author gives to support points in informational text ## 13. Literacy Foundations K-3 · Present information orally using complete sentences and appropriate volume. - [Describing Aloud](https://ai.page/c/describing-aloud/index.md): Describe familiar people, places, things, and events with detail; speak audibly and express thoughts, feelings, and ideas clearly; give well-structured descriptions and explanations ## 14. Writing - [Inferring Characters' Feelings and Motives](https://ai.page/c/inferring-characters-feelings-and-motives/index.md): Draw inferences from independently-read texts, such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence from the text - [Structured Opinion Writing](https://ai.page/c/structured-opinion-writing/index.md): Compose opinion pieces that introduce a topic, state a clear point of view, provide organised reasons linked with connecting words, and include a concluding statement or section - [Writing to inform](https://ai.page/c/writing-to-inform/index.md): Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it - [Basic Informational Writing](https://ai.page/c/basic-informational-writing/index.md): Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section - [Simple Stories with Beginning and Ending](https://ai.page/c/simple-stories-with-beginning-and-ending/index.md): Write simple narratives by sequencing sentences to describe events in order; narrate a single event or linked events with a beginning, middle, and ending or reaction - [Narrative Writing](https://ai.page/c/narrative-writing/index.md): Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations ## 15. Comprehension - [Main Topic of Informational Texts](https://ai.page/c/main-topic-of-informational-texts/index.md): Identify the main topic and retell key details of informational texts; describe connections between individuals, events, ideas, or pieces of information - [Characters' Viewpoints and Responses](https://ai.page/c/characters-viewpoints-and-responses/index.md): Identify and compare characters' points of view, recognise who is narrating a story, describe how characters respond to events and challenges, and compare characters' experiences across different stories or versions of the same story - [Reading between the lines](https://ai.page/c/reading-between-the-lines/index.md): Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do ## 16. Vocabulary - [Sorting & Categorising Words](https://ai.page/c/sorting-and-categorising-words/index.md): Sort common objects and words into categories to understand how concepts relate; demonstrate understanding of opposites (antonyms) for common verbs and adjectives - [Domain Vocabulary Across Subject Areas](https://ai.page/c/domain-vocabulary-across-subject-areas/index.md): Acquire and use accurately academic and domain-specific vocabulary relevant to grade-level topics, including words that signal precise meaning in informational texts across subject areas ## 17. Fluency - [Reading High-Frequency Words by Sight](https://ai.page/c/reading-high-frequency-words-by-sight/index.md): Read common high-frequency and exception words automatically by sight, including words with irregular spelling patterns - [Reading fluently](https://ai.page/c/reading-fluently/index.md): Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression ## 18. Phonics - [Phonics Vocabulary](https://ai.page/c/phonics-vocabulary/index.md): Know and use the vocabulary of phonics and word structure — phoneme, grapheme, GPC (grapheme-phoneme correspondence), blend, segment, digraph, CVC, vowel, consonant, syllable, root word, suffix, prefix, and homophone — and understand that these words describe the building blocks that phonics instruction is built on - [Segmenting words into sounds](https://ai.page/c/segmenting-words-into-sounds/index.md): Segment spoken words into phonemes and spell CVC and simple phonetically regular words by writing a letter or letters for each sound ## 19. Concept of Print - [Understanding print](https://ai.page/c/understanding-print/index.md): Demonstrate understanding that print carries meaning, follows left-to-right top-to-bottom directionality, and is organised page by page in books ## 20. Oral Language - [Listening and responding](https://ai.page/c/listening-and-responding/index.md): Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking - [Asking Questions](https://ai.page/c/asking-questions/index.md): Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood - [Discussing Texts as a Group](https://ai.page/c/discussing-texts-as-a-group/index.md): Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities ## Health: 0 of 100 Of its 47 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Shared Research Projects has no explanation yet - Grammar words: letter, word, sentence has no explanation yet - Starting and Ending Sentences has no explanation yet - Single Letter Sounds comes before Knowing all letters, which it needs - Single Letter Sounds has no explanation yet - Blending Sounds to Read Words has no explanation yet - Prefixes and suffixes has no explanation yet - Decoding unfamiliar words comes before Reading High-Frequency Words by Sight, which it needs - Decoding unfamiliar words has no explanation yet - R-Controlled Vowel Sounds has no explanation yet - Knowing all letters comes before Understanding print, which it needs - Knowing all letters has no explanation yet - Sitting and holding a pencil has no explanation yet - Forming Capital Letters has no explanation yet - Comparing Characters Across Stories comes before Characters, settings, and events, which it needs - Comparing Characters Across Stories has no explanation yet - Connecting Ideas in Texts comes before Main Topic of Informational Texts, which it needs - Connecting Ideas in Texts has no explanation yet - Characters, settings, and events has no explanation yet - Retelling Stories with Structure has no explanation yet - Discussing and Questioning New Words has no explanation yet - Word Parts as Clues has no explanation yet - Using New Vocabulary has no explanation yet - Reading with Expression and Accuracy comes before Reading fluently, which it needs - Reading with Expression and Accuracy has no explanation yet - Reading Contractions has no explanation yet - Syllables (age 6+) comes before Syllables, which it needs - Syllables (age 6+) has no explanation yet - Vowel Digraphs has no explanation yet - Trigraphs has no explanation yet - Consonant Digraphs has no explanation yet - Rhyming words has no explanation yet - Syllables has no explanation yet - Book Features and Author's Reasons comes before Understanding print, which it needs - Book Features and Author's Reasons has no explanation yet - Describing Aloud has no explanation yet - Inferring Characters' Feelings and Motives comes before Reading between the lines, which it needs - Inferring Characters' Feelings and Motives has no explanation yet - Structured Opinion Writing has no explanation yet - Writing to inform has no explanation yet - Basic Informational Writing has no explanation yet - Simple Stories with Beginning and Ending has no explanation yet - Narrative Writing has no explanation yet - Main Topic of Informational Texts has no explanation yet - Characters' Viewpoints and Responses has no explanation yet - Reading between the lines has no explanation yet - Sorting & Categorising Words has no explanation yet - Domain Vocabulary Across Subject Areas has no explanation yet - Reading High-Frequency Words by Sight has no explanation yet - Reading fluently has no explanation yet Credit: The structure of Alabama academic standards: English language arts (https://www.alsde.edu/sec/sct/COS/2021%20Alabama%20English%20Language%20Arts%20Course%20of%20Study.pdf); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.