# Grade 1: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 33 concepts ready. In the app: https://ai.page/roadmap/ga-ela-grade-1 Part of: [Georgia: English language arts](https://ai.page/roadmap/ga-ela.md) Goal: Georgia academic standards: English language arts, Grade 1 ## 1. Texts (T) Students grow in their learning as they purposefully engage with texts. · Curating Sources & Evidence Reference parts of texts to address a specific topic or question and explore various sou - [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 ## 2. Texts (T) Students grow in their learning as they purposefully engage with texts. · Research & Inquiry Build knowledge about the world by asking or generating questions about topics of interest, resea - [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 ## 3. Texts (T) Students grow in their learning as they purposefully engage with texts. · Poetic Techniques Identify and use poetic techniques to shape understanding. - [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 ## 4. Texts (T) Students grow in their learning as they purposefully engage with texts. · Opinion Techniques Identify and use opinion techniques to shape understanding. - [Author's word choices](https://ai.page/c/author-s-word-choices/index.md): Recognise how an author's deliberate choices — of words, structure, tone, and perspective — create particular effects on you as a reader - [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 ## 5. Texts (T) Students grow in their learning as they purposefully engage with texts. · Expository Techniques Identify and use expository techniques to shape understanding. - [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 ## 6. Texts (T) Students grow in their learning as they purposefully engage with texts. · Narrative Techniques Identify and use narrative techniques to shape understanding. - [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 ## 7. Texts (T) Students grow in their learning as they purposefully engage with texts. · Organization Identify and use organizational structures to craft meaning. - [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 - [Text Features & Presentation](https://ai.page/c/text-features-and-presentation/index.md): Identify how language choices, text structure and presentational features (illustrations, diagrams, bold print, layout) contribute to the overall meaning and effect of a text ## 8. Texts (T) Students grow in their learning as they purposefully engage with texts. · Authors & Speakers Investigate the relationships between authors and speakers in texts. - [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 - [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. Texts (T) Students grow in their learning as they purposefully engage with texts. · Purpose & Audience Explain how authors of texts use language for a specific purpose and a target audience. - [Why the author wrote it](https://ai.page/c/why-the-author-wrote-it/index.md): Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose ## 10. Language (L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determi - [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 - [Formal and Informal English](https://ai.page/c/formal-and-informal-english/index.md): Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context - [Revising and editing (age 7+)](https://ai.page/c/revising-and-editing-age-7/index.md): Evaluate and edit writing by assessing effectiveness, proposing changes to grammar and vocabulary for consistency, and proof-reading for spelling, grammar and punctuation errors at Y3-4 level - [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 - [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 - [Reading Contractions](https://ai.page/c/reading-contractions/index.md): Read and understand contractions with apostrophes, knowing the apostrophe represents omitted letters - [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) - [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 - [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 - [Regular Plural Nouns](https://ai.page/c/regular-plural-nouns/index.md): Form and use regular plural nouns orally and in writing by adding -s or -es; understand that plural means more than one ## 11. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Presentation Use presentation skil - [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 ## 12. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Writing like a Reader Construct te - [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 ## 13. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Writing Processes Compose a range - [Writing Process Vocabulary](https://ai.page/c/writing-process-vocabulary/index.md): Know and use the vocabulary of the writing process — compose, plan, draft, revise, edit, proofread, genre, audience, purpose, narrative, recount, instruction, paragraph, sequence, and detail — and understand that these words describe distinct steps and decisions that all writers make, not just tasks to tick off ## 14. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Engagement & Intention Engage in w - [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 ## 15. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Transcription & Handwriting Fluency Use working memory to transcribe oral language - [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 ## 16. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Oral & Silent Reading Fluency Demonstrate oral and silent reading fluency while rea - [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 ## 17. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Encoding with Phonics Use grade-level phonics skills to encode words in context and - [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 ## 18. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Decoding with Phonics Use grade-level phonics skills to decode words in context and - [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 ## 19. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Phoneme-Grapheme Correspondences Identify and produce phoneme-grapheme corresponden - [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 ## 20. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Onsets & Rimes Blend and segment onsets and rimes in spoken words. - [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 ## 21. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Syllables Identify and manipulate syllables in spoken words. - [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 ## Health: 0 of 100 Of its 33 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): - Connecting reading to experience has no explanation yet - Shared Research Projects has no explanation yet - Writing Poetry comes before Rhyming words, which it needs - Writing Poetry has no explanation yet - Author's word choices has no explanation yet - Expressing & Justifying Opinions has no explanation yet - Pictures and Text Working Together has no explanation yet - Narrative Writing has no explanation yet - Understanding print has no explanation yet - Text Features & Presentation has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Different Types of Texts has no explanation yet - Why the author wrote it has no explanation yet - Using New Vocabulary has no explanation yet - Formal and Informal English has no explanation yet - Revising and editing (age 7+) has no explanation yet - Building sentences has no explanation yet - Rhyming words has no explanation yet - Reading Contractions comes before Blending Sounds to Read Words, which it needs - Reading Contractions has no explanation yet - Prepositions has no explanation yet - Grammar words: letter, word, sentence has no explanation yet - Basic Nouns & Verbs has no explanation yet - Regular Plural Nouns has no explanation yet - Reciting Poetry has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Writing Process Vocabulary has no explanation yet - Discussing Texts as a Group 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 - Syllables (age 6+) comes before Blending Sounds to Read Words, which it needs - Syllables (age 6+) comes before Syllables, which it needs - Syllables (age 6+) has no explanation yet - Blending Sounds to Read Words comes before Onsets & Rimes, which it needs - Blending Sounds to Read Words has no explanation yet - Phonics Vocabulary has no explanation yet - Onsets & Rimes has no explanation yet - Syllables has no explanation yet Credit: The structure of Georgia academic standards: English language arts (https://case.georgiastandards.org/391c3abe-c1ec-4a4a-a942-c9e152b35102/81848a48-ee42-417b-ab91-b3c54ec40b99/68); 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.