# Grade 1: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 31 concepts ready. In the app: https://ai.page/roadmap/ne-ela-grade-1 Part of: [Nebraska: English language arts](https://ai.page/roadmap/ne-ela.md) Goal: Nebraska academic standards: English language arts, Grade 1 ## 1. Speaking and Listening · Tell a story or recount experiences with appropriate facts and pertinent descriptive details. - [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 - [Reporting & Recounting](https://ai.page/c/reporting-and-recounting/index.md): Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace - [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 ## 2. Writing · With prompting and support, identify information from provided sources to answer a question. - [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 ## 3. Writing · With prompting and support, write informative/explanatory pieces about a topic or text with supporting facts and details. - [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 ## 4. Writing · With prompting and support, express an opinion about a topic or text and provide a supporting reason. - [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 ## 5. Writing · With prompting and support, write personal or fictional creative and/or expressive pieces that retell two or more appropriately sequenced events. - [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 ## 6. Writing · Develop, strengthen, and produce writing appropriate to the audience, purpose, and discipline. - [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 - [Writing Process Vocabulary](https://ai.page/c/writing-process-vocabulary/index.md): 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 - [Writing for an audience](https://ai.page/c/writing-for-an-audience/index.md): 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 - [Building Writing Stamina](https://ai.page/c/building-writing-stamina/index.md): 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. - [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 - [Regular Plural Nouns](https://ai.page/c/regular-plural-nouns/index.md): Form and use regular plural nouns orally and in writing by adding -s or -es; understand that plural means more than one - [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 - [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' ## 8. Writing · Demonstrate sound-letter concepts when writing. - [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 - [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 ## 9. Writing · Demonstrate and apply handwriting skills. - [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 - [Letter Formation Families](https://ai.page/c/letter-formation-families/index.md): Understand which letters belong to which handwriting families based on similar formation patterns and practise letters in groups - [Forming Capital Letters](https://ai.page/c/forming-capital-letters/index.md): 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. - [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 - [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 - [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 - [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 ## 11. Vocabulary · Build and use a range of conversational, academic, and discipline-specific grade-level vocabulary. - [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 ## 12. Foundations of Reading · Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension. - [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 ## 13. Foundations of Reading · Demonstrate understanding of spoken words, syllables, and sounds (phonemes). - [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 - [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 ## 14. Foundations of Reading · Demonstrate knowledge of the organization and basic concepts of print. - [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 ## Health: 0 of 100 Of its 31 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 - Reporting & Recounting has no explanation yet - Listening and responding has no explanation yet - Writing to inform comes before Writing Process Vocabulary, which it needs - Writing to inform has no explanation yet - Basic Informational Writing has no explanation yet - Writing opinions comes before Writing Process Vocabulary, which it needs - Writing opinions has no explanation yet - Structured Opinion Writing has no explanation yet - Simple Stories with Beginning and Ending comes before Writing Process Vocabulary, which it needs - Simple Stories with Beginning and Ending has no explanation yet - Narrative Writing has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Writing Process Vocabulary has no explanation yet - Writing for an audience has no explanation yet - Building Writing Stamina has no explanation yet - Building sentences has no explanation yet - Regular Plural Nouns has no explanation yet - Basic Nouns & Verbs has no explanation yet - Capitals for Names, Days and I has no explanation yet - Single Letter Sounds has no explanation yet - Segmenting words into sounds has no explanation yet - Spaces Between Words has no explanation yet - Letter Formation Families has no explanation yet - Forming Capital Letters has no explanation yet - Shades of Meaning has no explanation yet - Discussing and Questioning New Words has no explanation yet - Sorting & Categorising Words has no explanation yet - Defining Words has no explanation yet - Using New Vocabulary has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Syllables has no explanation yet - Blending Sounds to Read Words has no explanation yet - Understanding print has no explanation yet Credit: The structure of Nebraska academic standards: English language arts (https://cdn.education.ne.gov/wp-content/uploads/2021/10/ELA-Standards-Final-Draft-edited-10.6.21.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.