# Grade 1: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 19 concepts ready. In the app: https://ai.page/roadmap/ny-ela-grade-1 Part of: [New York: English language arts](https://ai.page/roadmap/ny-ela.md) Goal: New York academic standards: English language arts, Grade 1 ## 1. Language Standards · Demonstrate understanding of 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 ## 2. Language Standards · Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies. - [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 - [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 ## 3. Speaking and Listening · Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play). - [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 - [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. Reading Standards - [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 - [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 - [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 - [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 - [Pictures and Text Working Together](https://ai.page/c/pictures-and-text-working-together/index.md): Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension - [Expressive and Sensory Language](https://ai.page/c/expressive-and-sensory-language/index.md): Recognise recurring literary language in stories and poetry, identify words and phrases that suggest feelings or appeal to the senses, and discuss favourite words and phrases - [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 - [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 - [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 - [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 ## Health: 0 of 100 Of its 19 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): - 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 - Word Parts as Clues 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 - Blending Sounds to Read Words has no explanation yet - Reading fluently has no explanation yet - Understanding print has no explanation yet - Connecting reading to experience has no explanation yet - Different Types of Texts has no explanation yet - Pictures and Text Working Together has no explanation yet - Expressive and Sensory Language has no explanation yet - Characters, settings, and events has no explanation yet - Main Topic of Informational Texts has no explanation yet - Main Topic & Key Details has no explanation yet - Reading between the lines has no explanation yet Credit: The structure of New York academic standards: English language arts (http://www.nysed.gov/common/nysed/files/nys-next-generation-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.