# Grade 1: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 27 concepts ready. In the app: https://ai.page/roadmap/id-ela-grade-1 Part of: [Idaho: English language arts](https://ai.page/roadmap/id-ela.md) Goal: Idaho academic standards: English language arts, Grade 1 ## 1. Grammar and Conventions · Use knowledge of spelling in writing. - [Spelling from Dictation](https://ai.page/c/spelling-from-dictation/index.md): 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. - [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 - [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 ## 3. Grammar and Conventions · Demonstrate command of the conventions English grammar and usage when writing and/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) - [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 - [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 - [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 ## 4. Vocabulary Development · With support, explore word relationships and nuances in word meanings. - [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 - [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 - [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 ## 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: - [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 - [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 - [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 ## 6. Reading Comprehension · Use evidence from nonfiction works to demonstrate understanding of grade-level 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 - [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 - [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 - [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 - [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 ## 7. Reading Comprehension · Use evidence from literature to demonstrate. understanding of grade-level texts. - [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 - [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) - [Reading between the lines](https://ai.page/c/reading-between-the-lines/index.md): 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. - [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 - [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 - [R-Controlled Vowel Sounds](https://ai.page/c/r-controlled-vowel-sounds/index.md): Read and spell words containing r-controlled vowels (ar, er, ir, ur, or, ore) and vowel-r patterns where 'r' modifies the vowel sound - [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 ## 9. Foundational Reading · Demonstrate understanding of spoken words, syllables, and sounds. - [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 27 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): - Spelling from Dictation comes before Starting and Ending Sentences, which it needs - Spelling from Dictation has no explanation yet - Starting and Ending Sentences comes before Building sentences, which it needs - Starting and Ending Sentences 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 - Building sentences has no explanation yet - Prepositions has no explanation yet - Basic Nouns & Verbs has no explanation yet - Pronouns has no explanation yet - Past, Present and Progressive Tense has no explanation yet - Using New Vocabulary has no explanation yet - Shades of Meaning has no explanation yet - Defining Words has no explanation yet - Discussing and Questioning New Words has no explanation yet - Reading Inflectional Endings comes before Blending Sounds to Read Words, which it needs - Reading Inflectional Endings has no explanation yet - Word Parts as Clues has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Main Topic of Informational Texts has no explanation yet - Non-Fiction Text Features has no explanation yet - Connecting reading to experience has no explanation yet - Story Sequence and Central Message comes before Reading between the lines, which it needs - Story Sequence and Central Message has no explanation yet - Different Types of Texts has no explanation yet - Retelling Stories with Structure has no explanation yet - Reading between the lines has no explanation yet - Blending Sounds to Read Words has no explanation yet - Syllables (age 6+) comes before Syllables, which it needs - Syllables (age 6+) has no explanation yet - R-Controlled Vowel Sounds has no explanation yet - Vowel Digraphs has no explanation yet - Syllables has no explanation yet Credit: The structure of Idaho academic standards: English language arts (https://www.sde.idaho.gov/topics/admin-rules/files/negotiated-rulemaking/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf); 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.