# Grade 1: English Language Arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 42 concepts ready. In the app: https://ai.page/roadmap/ccss-ela-grade-1-english-language-arts Part of: [Common Core: English](https://ai.page/roadmap/ccss-ela.md) Goal: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Grade 1 ## 1. Language · Conventions of Standard English - [Joining Letters](https://ai.page/c/joining-letters/index.md): Begin to join letters using diagonal and horizontal strokes, understanding which letter pairs are best left unjoined, forming letters of correct size relative to one another - [Subject-verb agreement](https://ai.page/c/subject-verb-agreement/index.md): Use singular and plural nouns with matching verbs in sentences, maintaining subject-verb agreement (e.g., 'He hops' vs 'We hop') - [Subordinate clauses](https://ai.page/c/subordinate-clauses/index.md): Use subordination (when, if, that, because) and co-ordination (or, and, but) to join clauses and create compound and complex sentences - [Determiners and articles](https://ai.page/c/determiners-and-articles/index.md): Use determiners (articles a/an/the and demonstratives this/that/these/those) correctly before nouns - [Prepositions](https://ai.page/c/prepositions/index.md): Understand and use the most frequently occurring prepositions of location and direction (e.g. to, from, in, out, on, off, for, by, with) - [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 - [Four Types of Sentences](https://ai.page/c/four-types-of-sentences/index.md): Understand and use the four sentence types — statement, question, exclamation, and command — recognising how grammatical patterns indicate sentence function - [Capitals for Names, Days and I](https://ai.page/c/capitals-for-names-days-and-i/index.md): Use capital letters for proper nouns (names of people, places) the days of the week, and the personal pronoun 'I' - [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 - [Spelling Contracted Forms](https://ai.page/c/spelling-contracted-forms/index.md): Spell contracted forms correctly by placing the apostrophe where letters are omitted (can't, didn't, I'll, it's, etc.) - [Commas in lists](https://ai.page/c/commas-in-lists/index.md): Use commas to separate items in a list within a sentence (e.g., 'I bought apples, bananas, and oranges') - [Alternative Spellings for Sounds](https://ai.page/c/alternative-spellings-for-sounds/index.md): Spell words using alternative grapheme choices for known phonemes, learning new spellings for sounds already encountered (e.g., /ɔ:/ as 'a' before ll, /ʌ/ as 'o', words ending -tion), including distinguishing common homophones - [Suffixes](https://ai.page/c/suffixes/index.md): Apply suffix spelling rules that require changes to the root word: dropping final -e before vowel suffixes, changing -y to -i, doubling final consonants in short-vowel words; use suffixes -ment, -ness, -ful, -less, -ly ## 2. Language · Vocabulary Acquisition and Use - [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 - [Root Words & Inflections](https://ai.page/c/root-words-and-inflections/index.md): Identify frequently occurring root words and their inflectional forms (e.g., look/looks/looked/looking), using affixes as clues to word meaning and understanding how suffixes create nouns and adjectives - [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 - [Defining Words](https://ai.page/c/defining-words/index.md): Define words by category and by one or more key attributes (e.g., 'a duck is a bird that swims'), making real-life connections between words and their use - [Shades of Meaning](https://ai.page/c/shades-of-meaning/index.md): Distinguish shades of meaning among verbs describing similar actions and among adjectives differing in intensity; make real-life connections between words and their use - [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 ## 3. Reading · Phonological Awareness - [Alternative Spellings for Known Sounds](https://ai.page/c/alternative-spellings-for-known-sounds/index.md): Recognise alternative grapheme-phoneme correspondences for known phonemes (e.g., /dʒ/ as ge/dge/g, /s/ as c, /n/ as kn/gn, /r/ as wr, /ʒ/ as s), reading words with less common spellings for familiar sounds ## 4. Reading · Phonics and Word Recognition - [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/) - [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 - [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 - [Split Digraphs and Magic E](https://ai.page/c/split-digraphs-and-magic-e/index.md): Read and spell words containing split digraphs (a-e, e-e, i-e, o-e, u-e) where a final 'e' makes the preceding vowel long - [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 ## 5. Reading · 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 ## 6. Reading · Range of Reading and Level of Text Complexity - [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 ## 7. Reading · Key Ideas and Details - [Non-Fiction Text Features](https://ai.page/c/non-fiction-text-features/index.md): Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information - [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 - [Story Sequence and Central Message](https://ai.page/c/story-sequence-and-central-message/index.md): Discuss the sequence of events in narrative texts and how items of information are related in non-fiction, retelling stories including key details and demonstrating understanding of central message or lesson - [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) ## 8. Reading · Craft and Structure - [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 - [Pictures and Text Working Together](https://ai.page/c/pictures-and-text-working-together/index.md): Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension - [Expressive and Sensory Language](https://ai.page/c/expressive-and-sensory-language/index.md): Recognise recurring literary language in stories and poetry, identify words and phrases that suggest feelings or appeal to the senses, and discuss favourite words and phrases - [Different Types of Texts](https://ai.page/c/different-types-of-texts/index.md): Recognise common types of texts (storybooks, poems, non-fiction); name the author and illustrator and define the role of each in telling or presenting a text ## 9. Reading · Integration of Knowledge and Ideas - [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 - [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 ## 10. Speaking & Listening · Comprehension and Collaboration - [Listening to Texts Read Aloud](https://ai.page/c/listening-to-texts-read-aloud/index.md): Listen to and discuss poems, stories, and non-fiction at a level beyond independent reading; confirm understanding of texts read aloud by asking and answering questions about key details - [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 ## 11. Speaking & Listening · Presentation of Knowledge and Ideas - [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 - [Reciting Poetry](https://ai.page/c/reciting-poetry/index.md): Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations ## Health: 0 of 100 Of its 42 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): - Joining Letters has no explanation yet - Subject-verb agreement has no explanation yet - Subordinate clauses has no explanation yet - Determiners and articles has no explanation yet - Prepositions has no explanation yet - Starting and Ending Sentences has no explanation yet - Four Types of Sentences has no explanation yet - Capitals for Names, Days and I has no explanation yet - Segmenting words into sounds has no explanation yet - Spelling Contracted Forms has no explanation yet - Commas in lists has no explanation yet - Alternative Spellings for Sounds has no explanation yet - Suffixes has no explanation yet - Discussing and Questioning New Words has no explanation yet - Word Parts as Clues has no explanation yet - Root Words & Inflections has no explanation yet - Sorting & Categorising Words has no explanation yet - Defining Words has no explanation yet - Shades of Meaning has no explanation yet - Using New Vocabulary has no explanation yet - Alternative Spellings for Known Sounds comes before Consonant Digraphs, which it needs - Alternative Spellings for Known Sounds comes before Vowel Digraphs, which it needs - Alternative Spellings for Known Sounds comes before Blending Sounds to Read Words, which it needs - Alternative Spellings for Known Sounds has no explanation yet - Consonant Digraphs has no explanation yet - Blending Sounds to Read Words has no explanation yet - Vowel Digraphs has no explanation yet - Split Digraphs and Magic E has no explanation yet - Syllables (age 6+) 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 fluently has no explanation yet - Non-Fiction Text Features comes before Book Features and Author's Reasons, which it needs - Non-Fiction Text Features has no explanation yet - Characters, settings, and events comes before Listening to Texts Read Aloud, which it needs - Characters, settings, and events has no explanation yet - Story Sequence and Central Message has no explanation yet - Retelling Stories with Structure has no explanation yet - Book Features and Author's Reasons has no explanation yet - Pictures and Text Working Together has no explanation yet - Expressive and Sensory Language comes before Listening to Texts Read Aloud, which it needs - Expressive and Sensory Language has no explanation yet - Different Types of Texts has no explanation yet - Shared Research Projects has no explanation yet - Comparing Characters Across Stories has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Asking Questions has no explanation yet - Describing Aloud has no explanation yet - Reciting Poetry has no explanation yet Credit: The structure of Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects; 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.