# Grade 1: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 20 concepts ready. In the app: https://ai.page/roadmap/tx-ela-grade-1 Part of: [Texas TEKS: English language arts](https://ai.page/roadmap/tx-ela.md) Goal: Texas Essential Knowledge and Skills: English language arts, Grade 1 ## 1. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. - [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 ## 2. The student uses genre characteristics and craft to compose multiple texts that are meaningful. - [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 ## 3. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. - [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 - [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 - [Planning Ideas Before Writing](https://ai.page/c/planning-ideas-before-writing/index.md): 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 - [Author's word choices](https://ai.page/c/author-s-word-choices/index.md): 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. - [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 - [Text Features & Presentation](https://ai.page/c/text-features-and-presentation/index.md): Identify how language choices, text structure and presentational features (illustrations, diagrams, bold print, layout) contribute to the overall meaning and effect of a 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 - [Writing Poetry](https://ai.page/c/writing-poetry/index.md): 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. - [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 - [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. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. - [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 - [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 - [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 ## 8. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. - [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 ## 9. The student uses newly acquired vocabulary expressively. - [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 ## 10. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. - [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 ## 11. The student develops oral language through listening, speaking, and discussion. - [Exploring Ideas Through Talk](https://ai.page/c/exploring-ideas-through-talk/index.md): Use spoken language to develop understanding through speculating, hypothesising, imagining, and exploring ideas; use strategies to build vocabulary through talk - [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 ## Health: 0 of 100 Of its 20 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): - Shared Research Projects has no explanation yet - Writing to inform comes before Writing Process Vocabulary, which it needs - Writing to inform has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Writing Process Vocabulary has no explanation yet - Planning Ideas Before Writing has no explanation yet - Author's word choices has no explanation yet - Different Types of Texts has no explanation yet - Text Features & Presentation has no explanation yet - Non-Fiction Text Features has no explanation yet - Writing Poetry has no explanation yet - Characters, settings, and events comes before Listening to Texts Read Aloud, which it needs - Characters, settings, and events has no explanation yet - Reading between the lines has no explanation yet - Using New Vocabulary has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Connecting reading to experience has no explanation yet - Pictures and Text Working Together has no explanation yet - Reading Inflectional Endings has no explanation yet - Understanding print has no explanation yet - Exploring Ideas Through Talk has no explanation yet - Listening and responding has no explanation yet Credit: The structure of Texas Essential Knowledge and Skills: English language arts (http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html); 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.