# Grade 1: English language arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 35 concepts ready. In the app: https://ai.page/roadmap/ri-ela-grade-1

Part of: [Rhode Island: English language arts](https://ai.page/roadmap/ri-ela.md)

Goal: Rhode Island academic standards: English language arts, Grade 1

## 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

- [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

## 2. Language Standards · 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

## 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 

- [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

## 4. Language Standards

- [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

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

- [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

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

- [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

## 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

- [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
- [Expressing & Justifying Opinions](https://ai.page/c/expressing-and-justifying-opinions/index.md): 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.

- [Identifying Reasons Behind a Speaker's Points](https://ai.page/c/identifying-reasons-behind-a-speaker-s-points/index.md): 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

- [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

## 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

- [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
- [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)

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

- [Literary Evidence in Writing](https://ai.page/c/literary-evidence-in-writing/index.md): 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

- [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

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

- [Short Research Projects](https://ai.page/c/short-research-projects/index.md): 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.

- [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

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

- [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
- [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

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

- [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

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

- [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

## 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.

- [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

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

- [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

## 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.

- [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

## 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

- [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

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

## 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.

- [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

## 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 

- [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

## 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.

- [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

## 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

- [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

## 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.

- [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

## 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.

- [Reading for Meaning](https://ai.page/c/reading-for-meaning/index.md): 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.

- [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

## 30. 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

## Health: 0 of 100

Of its 35 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 has no explanation yet
- Listening and responding has no explanation yet
- Engaging Listeners and Valuing Viewpoints comes before Expressing & Justifying Opinions, which it needs
- Engaging Listeners and Valuing Viewpoints has no explanation yet
- Describing Aloud has no explanation yet
- Expressing & Justifying Opinions has no explanation yet
- Identifying Reasons Behind a Speaker's Points has no explanation yet
- Group discussions has no explanation yet
- Writing Process Vocabulary has no explanation yet
- Building Writing Stamina has no explanation yet
- Literary Evidence in Writing has no explanation yet
- Shared Research Projects has no explanation yet
- Short Research Projects has no explanation yet
- Sharing and Publishing Your Writing has no explanation yet
- Responding to Writing Feedback has no explanation yet
- Revising and editing has no explanation yet
- Writing for an audience has no explanation yet
- Narrative Writing has no explanation yet
- Basic Informational Writing has no explanation yet
- Structured Opinion Writing has no explanation yet
- Main Topic of Informational Texts comes before Listening to Texts Read Aloud, which it needs
- Main Topic of Informational Texts has no explanation yet
- How authors support their points comes before Why the author wrote it, which it needs
- How authors support their points has no explanation yet
- Why the author wrote it has no explanation yet
- Non-Fiction Text Features has no explanation yet
- Reading between the lines comes before Characters, settings, and events, which it needs
- Reading between the lines has no explanation yet
- Main Topic & Key Details has no explanation yet
- Listening to Texts Read Aloud has no explanation yet
- Comparing Characters Across Stories comes before Characters, settings, and events, which it needs
- Comparing Characters Across Stories has no explanation yet
- Reading for Meaning has no explanation yet
- Characters, settings, and events 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

Credit: The structure of Rhode Island academic standards: English language arts (https://www.ride.ri.gov/Portals/0/Uploads/Documents/Instruction-and-Assessment-World-Class-Standards/Standards/Rhode%20Island%20Core%20Standards%20ELA.June2021.pdf?ver=2021-06-22-115454-157); 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.