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How to learn Grade 1: English language arts

Idaho academic standards: English language arts, Grade 1

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1. Grammar and Conventions · Use knowledge of spelling in writing.

  1. Spelling from Dictation: Write simple sentences from memory when dictated by the teacher, applying taught GPCs, spelling rules, and common exception words

2. Grammar and Conventions · Demonstrate command of the conventions of English punctuation and capitalization when writing and reading aloud to create meaning.

  1. Starting and Ending Sentences: 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
  2. Grammar words: letter, word, sentence: Use basic grammatical terminology when discussing reading and writing: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark

3. Grammar and Conventions · Demonstrate command of the conventions English grammar and usage when writing and/or speaking.

  1. Building sentences: Understand that words combine to make sentences — a sentence expresses a complete thought; produce and expand complete sentences in speech and writing
  2. Prepositions: Understand and use the most frequently occurring prepositions of location and direction (e.g. to, from, in, out, on, off, for, by, with)
  3. Basic Nouns & Verbs: Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing
  4. Pronouns: Use personal, possessive, and indefinite pronouns correctly (e.g., I/me/my, they/them/their, anyone/everything), replacing nouns to avoid repetition
  5. Past, Present and Progressive Tense: 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

4. Vocabulary Development · With support, explore word relationships and nuances in word meanings.

  1. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
  2. Shades of Meaning: Distinguish shades of meaning among verbs describing similar actions and among adjectives differing in intensity; make real-life connections between words and their use
  3. Defining Words: 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

5. Vocabulary Development · Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from an array of strategies:

  1. Discussing and Questioning New Words: Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known
  2. Reading Inflectional Endings: 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
  3. Word Parts as Clues: 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

6. Reading Comprehension · Use evidence from nonfiction works to demonstrate understanding of grade-level texts.

  1. Listening to Texts Read Aloud: 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
  2. Main Topic of Informational Texts: Identify the main topic and retell key details of informational texts; describe connections between individuals, events, ideas, or pieces of information
  3. Non-Fiction Text Features: Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information
  4. Connecting reading to experience: Link what is read or heard to own experiences; draw on background knowledge and vocabulary to support understanding of texts
  5. Story Sequence and Central Message: 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

7. Reading Comprehension · Use evidence from literature to demonstrate. understanding of grade-level texts.

  1. Different Types of Texts: 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
  2. Retelling Stories with Structure: 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)
  3. Reading between the lines: Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do

8. Foundational Reading · Use knowledge of grade-level phonics and word analysis skills in decoding words.

  1. Blending Sounds to Read Words: Apply phonic knowledge to blend sounds in unfamiliar words containing taught grapheme-phoneme correspondences; respond speedily to graphemes for all 40+ phonemes
  2. Syllables (age 6+): 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
  3. R-Controlled Vowel Sounds: 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. Vowel Digraphs: 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

9. Foundational Reading · Demonstrate understanding of spoken words, syllables, and sounds.

  1. Syllables: Count, blend, and segment syllables in spoken words; divide written words into syllables as an aid to reading and spelling