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How to learn Grade 1: English language arts

Missouri academic standards: English language arts, Grade 1

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1. Speaking/Listening · Speak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by:

  1. Describing Aloud: Describe familiar people, places, things, and events with detail; speak audibly and express thoughts, feelings, and ideas clearly; give well-structured descriptions and explanations

2. Speaking/Listening · Speak clearly and to the point, using conventions of language when presenting individually or with a group by:

  1. Listening and responding: Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking
  2. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions

3. Speaking/Listening · Develop and apply effective listening skills and strategies in formal and informal settings by:

  1. Engaging Listeners and Valuing Viewpoints: Gain, maintain and monitor the interest of listeners when speaking; consider and evaluate different viewpoints, attending to and building on others' contributions; begin to select appropriate language for different situations

4. Language · In written text:

  1. Knowing all letters: Recognise and name all uppercase and lowercase letters of the alphabet; name the letters in order and use letter names to distinguish between alternative spellings
  2. Segmenting words into sounds: Segment spoken words into phonemes and spell CVC and simple phonetically regular words by writing a letter or letters for each sound
  3. Writing Poetry: Write poetry, exploring patterns of language, rhyme and rhythm, and learning poems by heart for recitation with appropriate intonation
  4. 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
  5. Commas in lists: Use commas to separate items in a list within a sentence (e.g., 'I bought apples, bananas, and oranges')
  6. Capitals for Names, Days and I: Use capital letters for proper nouns (names of people, places) the days of the week, and the personal pronoun 'I'
  7. Spaces Between Words: Separate words with spaces in writing; understand that spaces mark word boundaries in print

5. Language · In speech and written form, apply standard English grammar to:

  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. Basic Nouns & Verbs: Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing
  3. 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

6. Writing · With assistance, apply research process to:

  1. Responding to Writing Feedback: 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
  2. Shared Research Projects: Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question

7. Writing · Write fiction or non-fiction narratives and poems that:

  1. Simple Stories with Beginning and Ending: Write simple narratives by sequencing sentences to describe events in order; narrate a single event or linked events with a beginning, middle, and ending or reaction
  2. Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations

8. Writing · Write informative/explanatory texts that:

  1. Writing to inform: Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it
  2. Basic Informational Writing: Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section

9. Writing · Write opinion texts that:

  1. Writing opinions: Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it
  2. Structured Opinion Writing: Compose opinion pieces that introduce a topic, state a clear point of view, provide organised reasons linked with connecting words, and include a concluding statement or section

10. Writing · With assistance from adults/peers:

  1. Sharing and Publishing Your Writing: Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing

11. Writing · Reread, revise and edit drafts, with assistance from adults/peers, to:

  1. Revising and editing: 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

12. Writing · Appropriate to genre type, develop a draft from prewriting by:

  1. Planning Ideas Before Writing: Plan before writing by saying aloud or noting down what will be written, writing down ideas and key words, and encapsulating ideas sentence by sentence before composing

13. Reading Foundations · Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing) with purpose and for comprehension.

  1. Reading fluently: Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression
  2. Reading with Expression and Accuracy: Read aloud with accuracy, appropriate rate, and expression (prosody), re-reading familiar texts to build fluency and confidence, and using context to self-correct

14. Reading Foundations · Develop phonics in the reading process by:

  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. 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. Consonant Digraphs: Read and spell words containing consonant digraphs and less common consonant spellings (ch, sh, th, ck, tch, ng, ph, wh, k for /k/)

15. Reading Foundations · Develop print awareness in the reading process by:

  1. Understanding print: Demonstrate understanding that print carries meaning, follows left-to-right top-to-bottom directionality, and is organised page by page in books

16. Reading · With assistance, develop an awareness of media literacy by:

  1. Connecting reading to experience: Link what is read or heard to own experiences; draw on background knowledge and vocabulary to support understanding of texts

17. Reading · Read, infer and draw conclusions to:

  1. 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
  2. Inferring Characters' Feelings and Motives: Draw inferences from independently-read texts, such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence from the text
  3. Asking Questions: Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood

18. Reading · Read, infer, analyze, and draw conclusions to:

  1. Characters, settings, and events: 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
  2. Comparing Characters Across Stories: Compare and contrast the adventures and experiences of characters in familiar stories; identify similarities and differences between two texts on the same topic

19. Reading · Read independently for multiple purposes over sustained periods of time by:

  1. Reading for Meaning: 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

20. Reading · Determine connection between:

  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

21. Reading · Develop an understanding of vocabulary by:

  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. Sorting & Categorising Words: Sort common objects and words into categories to understand how concepts relate; demonstrate understanding of opposites (antonyms) for common verbs and adjectives
  4. Compound Words: Recognise and spell compound words by identifying the two component words that combine to form a single word
  5. 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

22. Reading · Develop and demonstrate reading skills in response to reading text and read alouds by:

  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. Predicting what happens next: Predict what might happen next in a story based on what has been read so far; discuss the significance of titles and events