How to learn Grade 1: English language arts

Nebraska academic standards: English language arts, Grade 1

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1. Speaking and Listening · Tell a story or recount experiences with appropriate facts and pertinent descriptive details.

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. Reporting & Recounting: Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace
3. 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. Writing · With prompting and support, identify information from provided sources to answer a question.

1. Writing to inform: Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it

3. Writing · With prompting and support, write informative/explanatory pieces about a topic or text with supporting facts and details.

1. 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

4. Writing · With prompting and support, express an opinion about a topic or text and provide a supporting reason.

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

5. Writing · With prompting and support, write personal or fictional creative and/or expressive pieces that retell two or more appropriately sequenced events.

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

6. Writing · Develop, strengthen, and produce writing appropriate to the audience, purpose, and discipline.

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
2. Writing Process Vocabulary: Know and use the vocabulary of the writing process — compose, plan, draft, revise, edit, proofread, genre, audience, purpose, narrative, recount, instruction, paragraph, sequence, and detail — and understand that these words describe distinct steps and decisions that all writers make, not just tasks to tick off
3. Writing for an audience: Produce clear and coherent writing in which the development and organisation are appropriate to the task, purpose, and audience, maintaining a consistent style and structure throughout
4. Building Writing Stamina: Write about real events and for different purposes, developing stamina for sustained writing across genres beyond narrative (e.g., recounts, letters, instructions)

7. Writing · Write and expand grammatically correct simple sentences and paragraphs.

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. Regular Plural Nouns: Form and use regular plural nouns orally and in writing by adding -s or -es; understand that plural means more than one
3. Basic Nouns & Verbs: Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing
4. 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'

8. Writing · Demonstrate sound-letter concepts when writing.

1. Single Letter Sounds: Know the primary sound for each consonant and the short and long sounds for the five major vowels; respond speedily to single-letter graphemes
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

9. Writing · Demonstrate and apply handwriting skills.

1. Spaces Between Words: Separate words with spaces in writing; understand that spaces mark word boundaries in print
2. Letter Formation Families: Understand which letters belong to which handwriting families based on similar formation patterns and practise letters in groups
3. Forming Capital Letters: Form capital letters correctly; print many upper- and lowercase letters legibly

10. Vocabulary · Interpret an author's use of figurative, connotative, and technical language in grade-level literary and informational text.

1. 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
2. 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
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. 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

11. Vocabulary · Build and use a range of conversational, academic, and discipline-specific grade-level vocabulary.

1. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing

12. Foundations of Reading · Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension.

1. 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

13. Foundations of Reading · Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

1. Syllables: Count, blend, and segment syllables in spoken words; divide written words into syllables as an aid to reading and spelling
2. 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

14. Foundations of Reading · Demonstrate knowledge of the organization and basic concepts of print.

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