# Grade 1: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 51 concepts ready. In the app: https://ai.page/roadmap/oh-ela-grade-1 Part of: [Ohio: English language arts](https://ai.page/roadmap/oh-ela.md) Goal: Ohio academic standards: English language arts, Grade 1 ## 1. Language Standards - [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 - [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 - [Starting and Ending Sentences](https://ai.page/c/starting-and-ending-sentences/index.md): Begin sentences with a capital letter and end them with the appropriate mark (full stop, question mark, or exclamation mark); recognise and name end punctuation - [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 ## 2. Speaking and Listening Standards - [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 - [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 - [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 - [Asking Questions](https://ai.page/c/asking-questions/index.md): Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood - [Listening to Texts Read Aloud](https://ai.page/c/listening-to-texts-read-aloud/index.md): Listen to and discuss poems, stories, and non-fiction at a level beyond independent reading; confirm understanding of texts read aloud by asking and answering questions about key details - [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 ## 3. Writing Standards - [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 - [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 - [Responding to Writing Feedback](https://ai.page/c/responding-to-writing-feedback/index.md): With teacher guidance, re-read own writing aloud to check it sounds right; listen and respond to questions and suggestions from teacher or peers to add detail, clarify meaning, and strengthen writing — this is the scaffolded beginning of writing self-evaluation, not an independent skill - [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 - [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 - [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 ## 4. Reading Standards for Foundational Skills - [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 ## 5. Reading Standards for Informational 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 - [Book Features and Author's Reasons](https://ai.page/c/book-features-and-author-s-reasons/index.md): Identify front cover, back cover, and title page of a book; identify the reasons an author gives to support points in informational 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 ## 6. Reading Standards for Literature - [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 - [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 - [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 - [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 - [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 - [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 - [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 ## 7. Language Standards · With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain - [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 ## 8. Language Standards · Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation - [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' ## 9. Speaking and Listening Standards · Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-up - [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 ## 10. Writing Standards · With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. - [Question Words](https://ai.page/c/question-words/index.md): Understand and use question words (who, what, where, when, why, how) to form and answer questions ## 11. Writing Standards · Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure - [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 ## 12. Reading Standards: Foundational Skills · Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally wi - [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. Reading Standards: Foundational Skills · Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Dec - [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 - [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/) - [Vowel Digraphs](https://ai.page/c/vowel-digraphs/index.md): Read and spell words containing common vowel digraphs (ai, ay, ee, ea, oa, oe, oo, oi, oy) including where a digraph can represent more than one sound ## 14. Reading Standards: Foundational Skills · Demonstrate understanding of spoken words, syllables, and phonemes (sounds). a. Distinguish ling from short vowel sounds in spoken single syllable words. b. Or - [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 ## 15. Reading Standards for Informational Text · With prompting and support, read informational texts appropriately complex for grade 1. - [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 Inflectional Endings](https://ai.page/c/reading-inflectional-endings/index.md): Read words containing taught GPCs with common inflectional endings (-s, -es, -ing, -ed, -er, -est) and the prefix un-; read multi-syllable words with taught patterns ## 16. Reading Standards for Informational Text · Identify the reasons an author gives to support points in 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 - [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 ## 17. Reading Standards for Informational Text · Describe the connection between two individuals, events, ideas, or pieces of information in a text. - [Connecting Ideas in Texts](https://ai.page/c/connecting-ideas-in-texts/index.md): Describe connections between events, ideas, or concepts in informational text using time, sequence, cause-and-effect, and comparison language, and identify logical connections between sentences and paragraphs ## 18. Reading Standards and Literature · Describe characters, settings, and major events in a story, using key details. - [Retelling Stories with Structure](https://ai.page/c/retelling-stories-with-structure/index.md): Retell stories including key details in sequence, describe characters, settings, and major events using evidence from the text, and describe the overall structure of a story (beginning, middle, ending) ## 19. Reading Standards and Literature · Analyze literary text development. a. Demonstrate understanding of the lesson. b. Retell stories, including key details. - [Story Sequence and Central Message](https://ai.page/c/story-sequence-and-central-message/index.md): Discuss the sequence of events in narrative texts and how items of information are related in non-fiction, retelling stories including key details and demonstrating understanding of central message or lesson ## 20. Reading Standards and Literature · Ask and answer questions about key details in a text. - [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 ## Health: 0 of 100 Of its 51 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 - Starting and Ending Sentences comes before Building sentences, which it needs - Starting and Ending Sentences has no explanation yet - Grammar words: letter, word, sentence comes before Building sentences, which it needs - Grammar words: letter, word, sentence has no explanation yet - Building sentences has no explanation yet - Pictures and Text Working Together has no explanation yet - Describing Aloud has no explanation yet - Asking Questions comes before Question Words, which it needs - Asking Questions comes before Listening and responding, which it needs - Asking Questions has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Group discussions comes before Listening and responding, which it needs - Group discussions has no explanation yet - Shared Research Projects has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Responding to Writing Feedback has no explanation yet - Simple Stories with Beginning and Ending has no explanation yet - Narrative Writing has no explanation yet - Writing to inform has no explanation yet - Basic Informational Writing has no explanation yet - Structured Opinion Writing comes before Writing opinions, which it needs - Structured Opinion Writing has no explanation yet - Blending Sounds to Read Words comes before Single Letter Sounds, which it needs - Blending Sounds to Read Words has no explanation yet - Reading fluently has no explanation yet - Understanding print has no explanation yet - Main Topic of Informational Texts has no explanation yet - Book Features and Author's Reasons has no explanation yet - Non-Fiction Text Features has no explanation yet - Connecting reading to experience has no explanation yet - Characters, settings, and events has no explanation yet - Comparing Characters Across Stories has no explanation yet - Characters' Viewpoints and Responses comes before Retelling Stories with Structure, which it needs - Characters' Viewpoints and Responses has no explanation yet - Different Types of Texts has no explanation yet - Expressive and Sensory Language has no explanation yet - Reading between the lines has no explanation yet - Sorting & Categorising Words has no explanation yet - Capitals for Names, Days and I has no explanation yet - Listening and responding has no explanation yet - Question Words has no explanation yet - Writing opinions has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Syllables (age 6+) comes before Syllables, which it needs - Syllables (age 6+) has no explanation yet - Single Letter Sounds has no explanation yet - Consonant Digraphs has no explanation yet Credit: The structure of Ohio academic standards: English language arts (https://www.ocali.org/up_doc/ExtendedStandardsEnglishVersion2.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.