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How to learn Grade 1: English language arts

Texas Essential Knowledge and Skills: English language arts, Grade 1

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1. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

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

2. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

  1. Writing to inform: Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it

3. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

  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
  2. 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
  3. Planning Ideas Before Writing: Plan before writing by saying aloud or noting down what will be written, writing down ideas and key words, and encapsulating ideas sentence by sentence before composing

4. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully

  1. Author's word choices: Recognise how an author's deliberate choices — of words, structure, tone, and perspective — create particular effects on you as a reader

5. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

  1. Different Types of Texts: 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
  2. Text Features & Presentation: Identify how language choices, text structure and presentational features (illustrations, diagrams, bold print, layout) contribute to the overall meaning and effect of a text
  3. Non-Fiction Text Features: Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information
  4. Writing Poetry: Write poetry, exploring patterns of language, rhyme and rhythm, and learning poems by heart for recitation with appropriate intonation

6. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

  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
  2. 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

7. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

  1. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
  2. 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
  3. Connecting reading to experience: Link what is read or heard to own experiences; draw on background knowledge and vocabulary to support understanding of texts

8. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

  1. Pictures and Text Working Together: Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension

9. The student uses newly acquired vocabulary expressively.

  1. Reading Inflectional Endings: 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

10. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

  1. Understanding print: Demonstrate understanding that print carries meaning, follows left-to-right top-to-bottom directionality, and is organised page by page in books

11. The student develops oral language through listening, speaking, and discussion.

  1. Exploring Ideas Through Talk: Use spoken language to develop understanding through speculating, hypothesising, imagining, and exploring ideas; use strategies to build vocabulary through talk
  2. 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