# Grade 1: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 51 concepts ready. In the app: https://ai.page/roadmap/co-ela-grade-1 Part of: [Colorado: English language arts](https://ai.page/roadmap/co-ela.md) Goal: Colorado academic standards: English language arts, Grade 1 ## 1. Writing and Composition · Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. - [Revising and editing](https://ai.page/c/revising-and-editing/index.md): Proof-read own writing to check for errors in spelling, grammar, and punctuation; evaluate and revise writing with teacher/peer support, re-reading to ensure meaning is clear and tense is consistent - [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 - [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' ## 2. Writing and Composition · Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. - [Building sentences](https://ai.page/c/building-sentences/index.md): Understand that words combine to make sentences — a sentence expresses a complete thought; produce and expand complete sentences in speech and writing - [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) - [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 Nouns & Verbs](https://ai.page/c/basic-nouns-and-verbs/index.md): Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing - [Past, Present and Progressive Tense](https://ai.page/c/past-present-and-progressive-tense/index.md): Use verbs to convey past and present tense correctly and consistently, including the progressive form (e.g., she is drumming, he was shouting), understanding how tense indicates time - [Pronouns](https://ai.page/c/pronouns/index.md): Use personal, possessive, and indefinite pronouns correctly (e.g., I/me/my, they/them/their, anyone/everything), replacing nouns to avoid repetition - [Forming Capital Letters](https://ai.page/c/forming-capital-letters/index.md): Form capital letters correctly; print many upper- and lowercase letters legibly ## 3. Reading for All Purposes · With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. - [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 - [Connecting reading to experience](https://ai.page/c/connecting-reading-to-experience/index.md): Link what is read or heard to own experiences; draw on background knowledge and vocabulary to support understanding of texts - [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 ## 4. Reading for All Purposes · Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. - [Reading for Meaning](https://ai.page/c/reading-for-meaning/index.md): Understand that reading is about making meaning, not just saying words correctly — a text that can be decoded but not understood has not been read - [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 ## 5. Reading for All Purposes · Read with sufficient accuracy and fluency to support comprehension: - [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 - [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 for All Purposes · Know and apply grade-level phonics and word analysis skills in decoding words. - [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 - [Onsets & Rimes](https://ai.page/c/onsets-and-rimes/index.md): Blend and segment onsets and rimes in single-syllable words; isolate and pronounce individual phonemes (initial, medial, final) in CVC words; add or substitute phonemes to make new words - [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 - [Reading Inflectional Endings](https://ai.page/c/reading-inflectional-endings/index.md): Read words containing taught GPCs with common inflectional endings (-s, -es, -ing, -ed, -er, -est) and the prefix un-; read multi-syllable words with taught patterns - [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 ## 7. Reading for All Purposes · Demonstrate understanding of spoken words, syllables, and sounds (phonemes). - [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 ## 8. Reading for All Purposes · Demonstrate understanding of the organization and basic features 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 ## 9. Reading for All Purposes · Use Integration of Knowledge and Ideas to: - [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 - [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 ## 10. Reading for All Purposes · Use Craft and Structure to: - [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 - [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 - [Writing Poetry](https://ai.page/c/writing-poetry/index.md): Write poetry, exploring patterns of language, rhyme and rhythm, and learning poems by heart for recitation with appropriate intonation - [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 - [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 ## 11. Reading for All Purposes · Use Key Ideas and Details to: - [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 - [Main Topic & Key Details](https://ai.page/c/main-topic-and-key-details/index.md): Identify the main topic of a multi-paragraph informational text, determine the focus of specific paragraphs, and explain how key details support the main idea - [Predicting what happens next](https://ai.page/c/predicting-what-happens-next/index.md): Predict what might happen next in a story based on what has been read so far; discuss the significance of titles and events - [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) ## 12. Oral Expression and Listening · Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. - [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 - [Group discussions](https://ai.page/c/group-discussions/index.md): Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions ## 13. With guidance and support students can: - [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 - [Sharing and Publishing Your Writing](https://ai.page/c/sharing-and-publishing-your-writing/index.md): Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing - [Responding to Writing Feedback](https://ai.page/c/responding-to-writing-feedback/index.md): With teacher guidance, re-read own writing aloud to check it sounds right; listen and respond to questions and suggestions from teacher or peers to add detail, clarify meaning, and strengthen writing — this is the scaffolded beginning of writing self-evaluation, not an independent skill - [Expressing & Justifying Opinions](https://ai.page/c/expressing-and-justifying-opinions/index.md): Articulate and justify answers, arguments, and opinions; participate in discussions, presentations, performances, role play, and debates - [Writing opinions](https://ai.page/c/writing-opinions/index.md): Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it - [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 - [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 - [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 - [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 - [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 ## Health: 0 of 100 Of its 51 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): - Revising and editing comes before Responding to Writing Feedback, which it needs - Revising and editing has no explanation yet - Grammar words: letter, word, sentence comes before Building sentences, which it needs - Grammar words: letter, word, sentence has no explanation yet - Starting and Ending Sentences comes before Building sentences, which it needs - Starting and Ending Sentences has no explanation yet - Capitals for Names, Days and I has no explanation yet - Building sentences has no explanation yet - Prepositions has no explanation yet - Writing to inform has no explanation yet - Basic Nouns & Verbs has no explanation yet - Past, Present and Progressive Tense has no explanation yet - Pronouns has no explanation yet - Forming Capital Letters has no explanation yet - Shades of Meaning has no explanation yet - Connecting reading to experience has no explanation yet - Sorting & Categorising Words has no explanation yet - Defining Words has no explanation yet - Reading for Meaning has no explanation yet - Root Words & Inflections has no explanation yet - Reading fluently comes before Blending Sounds to Read Words, which it needs - Reading fluently has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Single Letter Sounds has no explanation yet - Onsets & Rimes has no explanation yet - Blending Sounds to Read Words has no explanation yet - Reading Inflectional Endings has no explanation yet - Syllables (age 6+) comes before Syllables, which it needs - Syllables (age 6+) has no explanation yet - Syllables has no explanation yet - Understanding print 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 - Book Features and Author's Reasons has no explanation yet - Pictures and Text Working Together has no explanation yet - Non-Fiction Text Features comes before Main Topic of Informational Texts, which it needs - Non-Fiction Text Features has no explanation yet - Asking Questions comes before Listening and responding, which it needs - Asking Questions has no explanation yet - Writing Poetry comes before Rhyming words, which it needs - Writing Poetry has no explanation yet - Different Types of Texts 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 - Main Topic of Informational Texts comes before Listening to Texts Read Aloud, which it needs - Main Topic of Informational Texts has no explanation yet - Main Topic & Key Details has no explanation yet - Predicting what happens next 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 Credit: The structure of Colorado academic standards: English language arts (https://www.cde.state.co.us/coreadingwriting/2020cas-rw-p12); 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.