# Grade 1: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 36 concepts ready. In the app: https://ai.page/roadmap/nc-ela-grade-1 Part of: [North Carolina: English language arts](https://ai.page/roadmap/nc-ela.md) Goal: North Carolina academic standards: English language arts, Grade 1 ## 1. Language · Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness lev - [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 ## 2. Language · Demonstrate understanding of figurative language 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 ## 3. Language · Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, word relationships, and consulting general an - [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 ## 4. Language · Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions cont - [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 ## 5. Language · Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum. - [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. Speaking and Listening · Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. - [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 ## 7. Speaking and Listening · Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to tas - [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 - [Expressing & Justifying Opinions](https://ai.page/c/expressing-and-justifying-opinions/index.md): Articulate and justify answers, arguments, and opinions; participate in discussions, presentations, performances, role play, and debates ## 8. Speaking and Listening · Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. - [Identifying Reasons Behind a Speaker's Points](https://ai.page/c/identifying-reasons-behind-a-speaker-s-points/index.md): Identify the reasons and evidence a speaker provides to support particular points, evaluating whether the reasoning is logical and the evidence is relevant ## 9. Speaking and Listening · Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and pe - [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 ## 10. Writing · Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. - [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 ## 11. Writing · Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. - [Short Research Projects](https://ai.page/c/short-research-projects/index.md): Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes ## 12. Writing · Use digital tools and resources to produce and publish writing and to interact and collaborate with others. - [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 ## 13. Writing · Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. - [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 ## 14. Writing · Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. - [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 ## 15. Writing · Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. - [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 ## 16. Reading Foundational Skills - [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 - [Onsets & Rimes](https://ai.page/c/onsets-and-rimes/index.md): Blend and segment onsets and rimes in single-syllable words; isolate and pronounce individual phonemes (initial, medial, final) in CVC words; add or substitute phonemes to make new 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 - [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](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 - [Forming Capital Letters](https://ai.page/c/forming-capital-letters/index.md): Form capital letters correctly; print many upper- and lowercase letters legibly - [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 ## 17. Reading Informational Text · Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text. - [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 ## 18. Reading Informational Text · Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. - [How authors support their points](https://ai.page/c/how-authors-support-their-points/index.md): Explain how an author of an informational text uses reasons and evidence to support particular points, evaluating whether the reasoning is sound and the evidence is relevant and sufficient ## 19. Reading Informational Text · Assess how point of view, perspective, or purpose shapes the content and style of a text. - [Why the author wrote it](https://ai.page/c/why-the-author-wrote-it/index.md): Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose ## 20. Reading Informational Text · Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone. - [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 ## 21. Reading Informational Text · Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas. - [Main Topic & Key Details](https://ai.page/c/main-topic-and-key-details/index.md): Identify the main topic of a multi-paragraph informational text, determine the focus of specific paragraphs, and explain how key details support the main idea ## 22. Reading Literature · Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text. - [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 ## 23. Reading Literature · Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. - [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 ## 24. Reading Literature · Assess how point of view, perspective, or purpose shapes the content and style of a text. - [Characters' Viewpoints and Responses](https://ai.page/c/characters-viewpoints-and-responses/index.md): Identify and compare characters' points of view, recognise who is narrating a story, describe how characters respond to events and challenges, and compare characters' experiences across different stories or versions of the same story ## 25. Reading Literature · Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and - [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 - [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 - [Text Features & Presentation](https://ai.page/c/text-features-and-presentation/index.md): Identify how language choices, text structure and presentational features (illustrations, diagrams, bold print, layout) contribute to the overall meaning and effect of a text ## 26. Reading Literature · Analyze how and why individuals, events, and ideas develop and interact over the course of a text. - [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 ## Health: 0 of 100 Of its 36 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): - Using New Vocabulary has no explanation yet - Shades of Meaning has no explanation yet - Discussing and Questioning New Words has no explanation yet - Revising and editing has no explanation yet - Grammar words: letter, word, sentence has no explanation yet - Engaging Listeners and Valuing Viewpoints comes before Expressing & Justifying Opinions, which it needs - Engaging Listeners and Valuing Viewpoints has no explanation yet - Describing Aloud has no explanation yet - Expressing & Justifying Opinions has no explanation yet - Identifying Reasons Behind a Speaker's Points has no explanation yet - Listening and responding has no explanation yet - Group discussions has no explanation yet - Shared Research Projects has no explanation yet - Short Research Projects has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Narrative Writing has no explanation yet - Basic Informational Writing has no explanation yet - Structured Opinion Writing has no explanation yet - Single Letter Sounds has no explanation yet - Onsets & Rimes has no explanation yet - Blending Sounds to Read Words has no explanation yet - Reading fluently has no explanation yet - Syllables has no explanation yet - Forming Capital Letters has no explanation yet - Understanding print has no explanation yet - Main Topic of Informational Texts has no explanation yet - How authors support their points comes before Why the author wrote it, which it needs - How authors support their points has no explanation yet - Why the author wrote it 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 - Main Topic & Key Details has no explanation yet - Connecting reading to experience has no explanation yet - Comparing Characters Across Stories comes before Characters, settings, and events, which it needs - Comparing Characters Across Stories has no explanation yet - Characters' Viewpoints and Responses has no explanation yet - Different Types of Texts has no explanation yet - Non-Fiction Text Features has no explanation yet - Text Features & Presentation has no explanation yet - Characters, settings, and events has no explanation yet Credit: The structure of North Carolina academic standards: English language arts (http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/0417-adopted-ela-standards.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.