# Grade 1: English language arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 26 concepts ready. In the app: https://ai.page/roadmap/nj-ela-grade-1

Part of: [New Jersey: English language arts](https://ai.page/roadmap/nj-ela.md)

Goal: New Jersey academic standards: English language arts, Grade 1

## 1. Speaking and Listening Domain · Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

- [Discussing Texts as a Group](https://ai.page/c/discussing-texts-as-a-group/index.md): Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities
- [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

## 2. Writing Domain · With prompts, guidance and support develop and strengthen writing as needed by planning, revising, and editing.

- [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
- [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

## 3. Writing Domain · With prompts and support, write narratives of several complete sentences based on real or imagined experiences or events.

- [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

## 4. Writing Domain · With prompts and support, write informative/explanatory texts to examine a topic and convey ideas and information.

- [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

## 5. Writing Domain · With prompts and support, write opinion pieces on a topic or texts.

- [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

## 6. Language Domain · With guidance and support from adults, demonstrate understanding of figurative language, word relationships 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
- [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
- [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

## 7. Language Domain · Demonstrate command and use of the conventions of writing, (including those proficiencies listed in L.WF.K.3):

- [Grammar Terms: Clauses and Conjunctions](https://ai.page/c/grammar-terms-clauses-and-conjunctions/index.md): Use and understand Year 3 grammatical terminology accurately when discussing reading and writing: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant letter, vowel letter, inverted commas/speech marks
- [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
- [Four Types of Sentences](https://ai.page/c/four-types-of-sentences/index.md): Understand and use the four sentence types — statement, question, exclamation, and command — recognising how grammatical patterns indicate sentence function
- [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'
- [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)

## 8. Language Domain · Demonstrate command of the conventions of encoding and spelling common, regular, single-syllable words (including those proficiencies listed in L.WF.K.2) with:

- [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
- [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/)

## 9. Language Domain · Demonstrate command of the conventions of writing (including those proficiencies listed in L.WF.K.1).

- [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
- [Syllables (age 6+)](https://ai.page/c/syllables-age-6/index.md): Decode words of two or more syllables by breaking them into syllable chunks, applying knowledge that every syllable must contain a vowel sound, and blending the parts together

## 10. Language Domain · Read with sufficient accuracy and fluency to support 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

## 11. Language Domain · Know and apply grade-level phonics and word analysis skills in decoding 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

## Health: 0 of 100

Of its 26 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):

- Discussing Texts as a Group has no explanation yet
- Listening and responding has no explanation yet
- Group discussions has no explanation yet
- Writing Process Vocabulary has no explanation yet
- Revising and editing 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
- Shades of Meaning has no explanation yet
- Sorting & Categorising Words has no explanation yet
- Defining Words has no explanation yet
- Discussing and Questioning New Words has no explanation yet
- Grammar Terms: Clauses and Conjunctions has no explanation yet
- Building sentences has no explanation yet
- Four Types of Sentences has no explanation yet
- Capitals for Names, Days and I has no explanation yet
- Building Writing Stamina has no explanation yet
- Single Letter Sounds has no explanation yet
- Consonant Digraphs has no explanation yet
- Syllables has no explanation yet
- Syllables (age 6+) comes before Blending Sounds to Read Words, which it needs
- Syllables (age 6+) 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

Credit: The structure of New Jersey academic standards: English language arts (https://docs.google.com/document/d/1Lnt3kbxyJ1XDaYhm8-jzLULMUQxljy4V/edit?usp=sharing&ouid=112511048841336886170&rtpof=true&sd=true); 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.