# Grade 1: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 31 concepts ready. In the app: https://ai.page/roadmap/hi-ela-grade-1 Part of: [Hawaii: English language arts](https://ai.page/roadmap/hi-ela.md) Goal: Hawaii academic standards: English language arts, Grade 1 ## 1. Language · With guidance and support from adults, demonstrate understanding of 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 - [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 ## 2. Language · 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: - [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 - [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 ## 3. Language · Demonstrate command of the conventions of English grammar and usage when reading, 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) - [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 - [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 - [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') ## 4. Speaking and Listening · Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups: - [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 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 ## 5. Writing · Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions): - [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 ## 6. Writing Foundations · Demonstrate command of the conventions of English when writing sentences and single paragraphs: - [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 ## 7. Writing Foundations · Know and apply phonics and word analysis skills when encoding 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 - [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 ## 8. Writing Foundations · Demonstrate and apply correct handwriting skills: - [Spaces Between Words](https://ai.page/c/spaces-between-words/index.md): Separate words with spaces in writing; understand that spaces mark word boundaries in print - [Letter Formation Families](https://ai.page/c/letter-formation-families/index.md): Understand which letters belong to which handwriting families based on similar formation patterns and practise letters in groups - [Forming Capital Letters](https://ai.page/c/forming-capital-letters/index.md): Form capital letters correctly; print many upper- and lowercase letters legibly ## 9. Reading Literature · Describe story elements: - [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) ## 10. Reading Literature · Analyze literary text development: - [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 ## 11. Reading Informational · Analyze informational text development: - [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 ## 12. Reading Foundations · Know and apply grade-level phonics and word analysis skills to read: - [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 - [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 ## 13. Reading Foundations · 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 ## 14. Reading Foundations · 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 ## Health: 0 of 100 Of its 31 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): - Shades of Meaning has no explanation yet - Sorting & Categorising Words has no explanation yet - Defining Words has no explanation yet - Word Parts as Clues has no explanation yet - Root Words & Inflections has no explanation yet - Discussing and Questioning New Words has no explanation yet - Building sentences 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 - Past, Present and Progressive Tense has no explanation yet - Pronouns has no explanation yet - Subject-verb agreement has no explanation yet - Discussing Texts as a Group has no explanation yet - Listening and responding has no explanation yet - Group discussions has no explanation yet - Shared Research Projects has no explanation yet - Starting and Ending Sentences has no explanation yet - Single Letter Sounds has no explanation yet - Blending Sounds to Read Words has no explanation yet - Spaces Between Words has no explanation yet - Letter Formation Families has no explanation yet - Forming Capital Letters has no explanation yet - Characters, settings, and events has no explanation yet - Retelling Stories with Structure has no explanation yet - Connecting reading to experience has no explanation yet - Main Topic of Informational Texts has no explanation yet - Reading fluently 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 Credit: The structure of Hawaii academic standards: English language arts (https://docs.google.com/document/d/1IJBp5DMmlPSO2ftfvgPQ8dLJMMfq71XR1LLH4HIrtnQ/edit?pli=1&tab=t.0); 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.