# Grade 1: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 46 concepts ready. In the app: https://ai.page/roadmap/mo-ela-grade-1 Part of: [Missouri: English language arts](https://ai.page/roadmap/mo-ela.md) Goal: Missouri academic standards: English language arts, Grade 1 ## 1. Speaking/Listening · Speak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: - [Describing Aloud](https://ai.page/c/describing-aloud/index.md): 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: - [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 ## 3. Speaking/Listening · Develop and apply effective listening skills and strategies in formal and informal settings by: - [Engaging Listeners and Valuing Viewpoints](https://ai.page/c/engaging-listeners-and-valuing-viewpoints/index.md): 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: - [Knowing all letters](https://ai.page/c/knowing-all-letters/index.md): 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 - [Segmenting words into sounds](https://ai.page/c/segmenting-words-into-sounds/index.md): Segment spoken words into phonemes and spell CVC and simple phonetically regular words by writing a letter or letters for each sound - [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 - [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 - [Commas in lists](https://ai.page/c/commas-in-lists/index.md): Use commas to separate items in a list within a sentence (e.g., 'I bought apples, bananas, and oranges') - [Capitals for Names, Days and I](https://ai.page/c/capitals-for-names-days-and-i/index.md): Use capital letters for proper nouns (names of people, places) the days of the week, and the personal pronoun 'I' - [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 ## 5. Language · In speech and written form, apply standard English grammar to: - [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 - [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 - [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 ## 6. Writing · With assistance, apply research process to: - [Responding to Writing Feedback](https://ai.page/c/responding-to-writing-feedback/index.md): 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 - [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 ## 7. Writing · Write fiction or non-fiction narratives and poems that: - [Simple Stories with Beginning and Ending](https://ai.page/c/simple-stories-with-beginning-and-ending/index.md): 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 - [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 ## 8. Writing · Write informative/explanatory texts that: - [Writing to inform](https://ai.page/c/writing-to-inform/index.md): Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it - [Basic Informational Writing](https://ai.page/c/basic-informational-writing/index.md): 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: - [Writing opinions](https://ai.page/c/writing-opinions/index.md): Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it - [Structured Opinion Writing](https://ai.page/c/structured-opinion-writing/index.md): 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: - [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 ## 11. Writing · Reread, revise and edit drafts, with assistance from adults/peers, to: - [Revising and editing](https://ai.page/c/revising-and-editing/index.md): 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: - [Planning Ideas Before Writing](https://ai.page/c/planning-ideas-before-writing/index.md): 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. - [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 - [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 ## 14. Reading Foundations · Develop phonics in the reading process by: - [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 - [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 - [Consonant Digraphs](https://ai.page/c/consonant-digraphs/index.md): 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: - [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 ## 16. Reading · With assistance, develop an awareness of media literacy by: - [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 ## 17. Reading · Read, infer and draw conclusions to: - [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 - [Inferring Characters' Feelings and Motives](https://ai.page/c/inferring-characters-feelings-and-motives/index.md): 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 - [Asking Questions](https://ai.page/c/asking-questions/index.md): 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: - [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 - [Comparing Characters Across Stories](https://ai.page/c/comparing-characters-across-stories/index.md): 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: - [Reading for Meaning](https://ai.page/c/reading-for-meaning/index.md): 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: - [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 ## 21. Reading · Develop an understanding of vocabulary by: - [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 - [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 - [Compound Words](https://ai.page/c/compound-words/index.md): Recognise and spell compound words by identifying the two component words that combine to form a single word - [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 ## 22. Reading · Develop and demonstrate reading skills in response to reading text and read alouds by: - [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 - [Predicting what happens next](https://ai.page/c/predicting-what-happens-next/index.md): Predict what might happen next in a story based on what has been read so far; discuss the significance of titles and events ## Health: 0 of 100 Of its 46 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): - Describing Aloud has no explanation yet - Listening and responding has no explanation yet - Group discussions has no explanation yet - Engaging Listeners and Valuing Viewpoints has no explanation yet - Knowing all letters comes before Understanding print, which it needs - Knowing all letters has no explanation yet - Segmenting words into sounds has no explanation yet - Writing Poetry has no explanation yet - Starting and Ending Sentences comes before Building sentences, which it needs - Starting and Ending Sentences has no explanation yet - Commas in lists has no explanation yet - Capitals for Names, Days and I has no explanation yet - Spaces Between Words comes before Building sentences, which it needs - Spaces Between Words has no explanation yet - Building sentences has no explanation yet - Basic Nouns & Verbs has no explanation yet - Grammar words: letter, word, sentence has no explanation yet - Responding to Writing Feedback has no explanation yet - Shared Research Projects has no explanation yet - Simple Stories with Beginning and Ending has no explanation yet - Narrative Writing has no explanation yet - Writing to inform has no explanation yet - Basic Informational Writing has no explanation yet - Writing opinions has no explanation yet - Structured Opinion Writing has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Revising and editing has no explanation yet - Planning Ideas Before Writing 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 - Blending Sounds to Read Words has no explanation yet - Reading Inflectional Endings has no explanation yet - Consonant Digraphs has no explanation yet - Understanding print has no explanation yet - Connecting reading to experience has no explanation yet - Reading between the lines comes before Characters, settings, and events, which it needs - Reading between the lines has no explanation yet - Inferring Characters' Feelings and Motives has no explanation yet - Asking Questions has no explanation yet - Characters, settings, and events comes before Listening to Texts Read Aloud, which it needs - Characters, settings, and events has no explanation yet - Comparing Characters Across Stories has no explanation yet - Reading for Meaning has no explanation yet - Different Types of Texts has no explanation yet - Using New Vocabulary has no explanation yet - Shades of Meaning has no explanation yet - Sorting & Categorising Words has no explanation yet - Compound Words has no explanation yet - Word Parts as Clues has no explanation yet Credit: The structure of Missouri academic standards: English language arts (http://dese.mo.gov/sites/default/files/curr-mls-standards-ela-k-5-sboe-2016.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.