# Grade 1: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 31 concepts ready. In the app: https://ai.page/roadmap/wi-ela-grade-1 Part of: [Wisconsin: English language arts](https://ai.page/roadmap/wi-ela.md) Goal: Wisconsin academic standards: English language arts, Grade 1 ## 1. Language · Demonstrate contextually appropriate use of the conventions of standardized English capitalization, punctuation, and spelling when writing. Discern when and where it is appropriate to use s - [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 - [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 - [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' ## 2. Language · Demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. Discern when and where it is appropriate to use standardized - [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 - [Basic Nouns & Verbs](https://ai.page/c/basic-nouns-and-verbs/index.md): Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing ## 3. Language · Demonstrate understanding of figurative language, word relationships and nuances in word meanings. With guidance and support from adults: - [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 - [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 - [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 · Demonstrate an understanding of how language functions in different cultures and contexts; apply this knowledge to comprehend more fully when reading and listening, and make effective choic - [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 ## 5. Speaking and Listening · Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and larger groups. - [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 ## 6. Writing · Create writing that utilizes: - [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 ## 7. Writing · Write text in a variety of modes: - [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 - [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 ## 8. Reading Foundational Skills · Read emergent-reader texts with purpose, understanding, and sufficient accuracy and fluency to support comprehension. - [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 ## 9. Reading Foundational Skills · Know and apply grade-level phonics and word analysis skills in decoding words. - [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 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 - [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 - [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 - [Rhyming words](https://ai.page/c/rhyming-words/index.md): Recognise and produce rhyming words; join in with predictable phrases and rhymes in stories and poems; learn to appreciate and recite poems by heart ## 10. Reading Foundational Skills · Demonstrate understanding of spoken words, syllables, and sounds (phonemes). - [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 ## 11. Reading Foundational Skills · Demonstrate understanding of the organization and basic features of print. - [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 ## 12. Language · Demonstrate emerging understanding of conventions of standardized English. - [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 ## 13. Language · Demonstrate emerging understanding of letter and word use. - [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 - [Prepositions](https://ai.page/c/prepositions/index.md): Understand and use the most frequently occurring prepositions of location and direction (e.g. to, from, in, out, on, off, for, by, with) - [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 - [Past, Present and Progressive Tense](https://ai.page/c/past-present-and-progressive-tense/index.md): Use verbs to convey past and present tense correctly and consistently, including the progressive form (e.g., she is drumming, he was shouting), understanding how tense indicates time - [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 ## 14. Speaking and Listening · With guidance and support, participate in conversations with adults. - [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 ## 15. Writing Standards · With guidance and support, use writing, dictation and/or drawing to compose: - [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 ## 16. Reading Foundational Skills · Demonstrate emerging letter and word identification skills. - [Knowing all letters](https://ai.page/c/knowing-all-letters/index.md): Recognise and name all uppercase and lowercase letters of the alphabet; name the letters in order and use letter names to distinguish between alternative spellings ## Health: 0 of 100 Of its 31 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): - Grammar words: letter, word, sentence comes before Building sentences, which it needs - Grammar words: letter, word, sentence has no explanation yet - Starting and Ending Sentences comes before Building sentences, which it needs - Starting and Ending Sentences has no explanation yet - Capitals for Names, Days and I has no explanation yet - Building sentences has no explanation yet - Basic Nouns & Verbs has no explanation yet - Shades of Meaning has no explanation yet - Sorting & Categorising Words has no explanation yet - Discussing and Questioning New Words has no explanation yet - Engaging Listeners and Valuing Viewpoints has no explanation yet - Group discussions comes before Listening and responding, which it needs - Group discussions 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 - Structured Opinion Writing comes before Writing opinions, which it needs - Structured Opinion Writing has no explanation yet - Reading fluently comes before Blending Sounds to Read Words, which it needs - Reading fluently has no explanation yet - Blending Sounds to Read Words has no explanation yet - Reading Inflectional Endings has no explanation yet - Syllables (age 6+) comes before Syllables, which it needs - Syllables (age 6+) has no explanation yet - Vowel Digraphs has no explanation yet - Rhyming words has no explanation yet - Syllables has no explanation yet - Understanding print has no explanation yet - Using New Vocabulary has no explanation yet - Question Words has no explanation yet - Prepositions has no explanation yet - Expressive and Sensory Language has no explanation yet - Past, Present and Progressive Tense has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Listening and responding has no explanation yet - Writing opinions has no explanation yet - Knowing all letters has no explanation yet Credit: The structure of Wisconsin academic standards: English language arts (https://dpi.wi.gov/sites/default/files/imce/standards/New%20pdfs/ELAStandards2020.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.