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How to learn Grade 1: English language arts

Rhode Island academic standards: English language arts, Grade 1

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1. Language Standards · Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career rea

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

2. Language Standards · Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  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

3. Language Standards · Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized

  1. 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

4. Language Standards

  1. Starting and Ending Sentences: 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

5. Speaking and Listening · Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate

  1. 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

6. Speaking and Listening · Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

  1. Engaging Listeners and Valuing Viewpoints: 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

7. Speaking and Listening · Present information, findings, and supporting evidence such that:<ul><li>Listeners can follow the line of reasoning.</li><li>The organization, development, vocabulary, and sty

  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. Expressing & Justifying Opinions: Articulate and justify answers, arguments, and opinions; participate in discussions, presentations, performances, role play, and debates

8. Speaking and Listening · Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

  1. Identifying Reasons Behind a Speaker's Points: Identify the reasons and evidence a speaker provides to support particular points, evaluating whether the reasoning is logical and the evidence is relevant

9. Speaking and Listening · Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and pe

  1. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions

10. Writing · Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audienc

  1. 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
  2. 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)

11. Writing · Draw evidence from literary or informational texts to support analysis, interpretation, reflection, and research.

  1. Literary Evidence in Writing: Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature

12. Writing · When conducting research, gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoidin

  1. Shared Research Projects: Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question

13. Writing · Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

  1. Short Research Projects: Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes

14. Writing · Use technology to produce and publish writing and to interact and collaborate with others.

  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

15. Writing · Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

  1. Responding to Writing Feedback: 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
  2. Revising and editing: 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

16. Writing · Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

  1. 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

17. Writing · Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured sequences.

  1. Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations

18. Writing · Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

  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

19. Writing · Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  1. 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

20. Reading Standards for Informational Text · Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  1. Main Topic of Informational Texts: Identify the main topic and retell key details of informational texts; describe connections between individuals, events, ideas, or pieces of information

21. Reading Standards for Informational Text · Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the ev

  1. How authors support their points: 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

22. Reading Standards for Informational Text · Assess how point of view or purpose shapes the content and style of a text.

  1. Why the author wrote it: Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose

23. Reading Standards for Informational Text · Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text relate to each other and the whole.

  1. Non-Fiction Text Features: Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information

24. Reading Standards for Informational Text · Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word

  1. Reading between the lines: Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do

25. Reading Standards for Informational Text · Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

  1. Main Topic & Key Details: 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

26. Reading Standards for Informational Text · Read closely to determine what a text states explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to su

  1. Listening to Texts Read Aloud: 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

27. Reading Standards for Literature · Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  1. Comparing Characters Across Stories: Compare and contrast the adventures and experiences of characters in familiar stories; identify similarities and differences between two texts on the same topic

28. Reading Standards for Literature · Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

  1. Reading for Meaning: Understand that reading is about making meaning, not just saying words correctly — a text that can be decoded but not understood has not been read

29. Reading Standards for Literature · Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

  1. Characters, settings, and events: 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

30. Reading Standards for Foundational Skills

  1. 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
  2. Reading fluently: Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression
  3. Understanding print: Demonstrate understanding that print carries meaning, follows left-to-right top-to-bottom directionality, and is organised page by page in books