How to use this roadmap
Use this page to plan what to build next. Each row lists a skill area and includes placeholder links. As we create new assets, replace placeholder links with real files.
Content strategy: Keep learner text short and clear, but make the thinking strong.
Use stories, quick games, picture prompts, and short checks.
ELA (Grade 1) Roadmap
Organized by the common ELA strands. Source: Missouri Learning Standards (MLS).
| Strand | Targets (what kids practice) | Assets (links) |
|---|---|---|
| Foundational Skills | Phonics: consonant digraphs, one-syllable decoding, final -e and vowel teams for long vowels. Fluency: read grade-level text with accuracy and expression. (1.RF.3, 1.RF.4) |
Planned hub Planned game Parent Prompt (Gemini Canvas) |
| Reading (Literature) | Retell stories with key details and identify the central message. Identify words/phrases that suggest feelings or appeal to the senses. (1.R.1, 1.R.2) |
Planned hub Planned printable Parent Prompt (Gemini Canvas) |
| Reading (Informational) | Identify the main topic and retell key details. Use text features (headings, tables of contents, glossaries) to locate facts. (1.R.1, 1.R.2 - Info) |
Planned hub Planned game Parent Prompt (Gemini Canvas) |
| Writing | Write opinion, informative, and narrative pieces with a clear topic, supporting details, and closure. |
Planned hub Planned tool Parent Prompt (Gemini Canvas) |
| Speaking & Listening | Participate in collaborative conversations and describe people, places, things, and events with relevant details. |
Planned hub Planned cards Parent Prompt (Gemini Canvas) |
Math (Grade 1) Roadmap
Organized by common math domains. Source: Missouri Learning Standards (MLS).
| Domain | Targets (what kids practice) | Assets (links) |
|---|---|---|
| Number Sense & Base Ten | Count to 120; read/write numerals. Understand tens and ones. Compare two-digit numbers using < > =. Add within 100 using place value strategies. (1.NBT.A.1, 1.NBT.B.2, 1.NBT.B.3, 1.NBT.C.4) |
Planned hub Planned game Parent Prompt (Gemini Canvas) |
| Operations & Algebraic Thinking | Solve word problems within 20. Use properties of operations. Understand subtraction as an unknown-addend problem. Fluency with addition and subtraction within 10. (1.RA.A.1, 1.RA.B.3, 1.RA.B.4, 1.RA.C.6) |
Planned hub Planned game Number Detective (1.RA) Parent Prompt (Gemini Canvas) |
| Measurement & Data | Measure lengths with units, order by length, tell time to hour/half-hour, represent data with up to three categories, and identify coin values. (1.MD.A.1-2, 1.MD.B.3, 1.MD.C.4) |
Planned hub Planned activity Parent Prompt (Gemini Canvas) |
| Geometry | Distinguish defining vs non-defining attributes. Partition shapes into halves and fourths and describe shares. (1.GM.A.1, 1.GM.A.3) |
Planned hub Planned mini game Parent Prompt (Gemini Canvas) |
Science (Grade 1) Roadmap
Organized by NGSS-aligned strands in the Missouri Learning Standards.
| Domain | Targets (what kids investigate) | Assets (links) |
|---|---|---|
| Physical Sciences | Investigate that vibrating materials make sound and sound can make materials vibrate. Observe that objects can be seen only when illuminated. (1.PS4) |
Planned hub Planned cards Sound & Light Lab (1.PS4) Parent Prompt (Gemini Canvas) |
| Life Sciences | Use biomimicry to solve a human problem with plant/animal external parts. Explore patterns in parent/offspring behavior and how young are like their parents. (1.LS1, 1.LS3) |
Planned hub Planned project Parent Prompt (Gemini Canvas) |
| Earth & Space Sciences | Use observations of the sun, moon, and stars to describe predictable patterns. (1.ESS1) |
Planned hub Planned journal Parent Prompt (Gemini Canvas) |
Social Studies (Grade 1) Roadmap
Focus: school and community, rights and responsibilities.
| Strand | Targets (what kids understand) | Assets (links) |
|---|---|---|
| Government & Civics | Explain how rules are made and why they matter. Recognize symbols like the Statue of Liberty and Bald Eagle. Describe traits of good citizens and leaders. |
Planned hub Planned mini-book Parent Prompt (Gemini Canvas) |
| Economics | Distinguish producers vs consumers and understand choices made due to scarcity. |
Planned hub Planned activity Parent Prompt (Gemini Canvas) |
| Geography | Construct simple maps using cardinal directions and know home address and city/town. |
Planned hub Planned project Parent Prompt (Gemini Canvas) |
| History | Compare life in the past to life today (school, transportation, communication). |
Planned hub Planned cards Parent Prompt (Gemini Canvas) |
Quick checks (assessment ideas)
These are short checks you can do after a game, story, or lesson.
| Area | Ask the child | Look for |
|---|---|---|
| Reading fluency | "Read this page and tell me what happened." | Accuracy, phrasing, and a simple retell |
| Phonics | "Which word has the long a sound?" | Vowel team and final -e recognition |
| Word problem | "We had 9. We got 7 more. How many now?" | Chooses addition, explains thinking |
| Time & measurement | "Show me 3:30 on the clock." | Correct hour/half-hour reading |
| Science observation | "What do you notice about the shadow now?" | Detailed observation and cause/effect language |
Missouri Developmental Standards for Grade 1
Focus: Social-Emotional Learning (SEL), executive functioning, and approaches to learning. Academic standards are part of the Missouri Learning Standards (MLS), while developmental skills are drawn from School Counseling Grade Level Expectations (GLEs) and the Missouri Early Learning Standards (MELS).
These "soft skills" are critical for Grade 1 success: self-regulation, independence, and productive group work.
1. Social & Emotional Development (SEL)
Source: Missouri School Counseling GLEs
Understanding Self
| Skill | Code | Example |
|---|---|---|
| Emotional vocabulary: use nuanced feelings (frustrated, disappointed, excited, nervous) | SE.1.A.1 | "I feel frustrated because it is hard." |
| Self-control: manage impulsive behaviors with less adult prompting | n/a | Stops and asks before grabbing |
| Growth mindset: understand mistakes are part of learning | n/a | "I will try again." |
Interacting with Others
| Skill | Code | Example |
|---|---|---|
| Cooperation: work in small groups to complete a task | n/a | Shares roles in a team project |
| Listening: listen without interrupting and ask clarifying questions | SE.2.A.1 | "Can you explain that again?" |
| Inclusion: invite others and notice when peers are left out | n/a | "Do you want to play with us?" |
Conflict Resolution
| Skill | Code | Example |
|---|---|---|
| Problem solving: use "I" statements to express feelings | n/a | "I feel sad when you take my pencil." |
| Negotiation: suggest compromises for simple conflicts | n/a | "We can take turns." |
| Apologizing: understand what a sincere apology looks like | n/a | "I am sorry. I will fix it." |
2. Executive Functioning & Approaches to Learning
Source: Aligned with MELS and School Counseling GLEs
Organization & Planning
| Skill | What it looks like |
|---|---|
| Task management | Follows a 2-3 step routine independently |
| Materials management | Keeps track of supplies and keeps workspace organized |
| Time management | Gauges how long a task will take and stays focused |
Working Memory
| Skill | What it looks like |
|---|---|
| Multi-step directions | Remembers and executes 3-step directions |
| Mental manipulation | Holds a number in mind while doing simple math |
Impulse Control
| Skill | What it looks like |
|---|---|
| Waiting | Raises hand and waits for a turn to speak |
| Body control | Maintains personal space without frequent reminders |
3. Critical Thinking & Approaches to Learning
Source: Integrated across Science and Math practices
| Skill | Example |
|---|---|
| Observation | Records details by drawing or writing |
| Questioning | Asks "how" and "why" questions that lead to investigation |
| Evidence | Supports answers with simple evidence |
| Frustration tolerance | Tries a task more than once before asking for help |
| Transitions | Moves between activities with minimal upset |
Summary of key Grade 1 shifts:
Independence: read simple instructions and solve minor social problems without constant adult help.
Sustained attention: focus increases to about 15-20 minutes for teacher-directed tasks.
Written expression: move from drawing-based communication to sentences and simple paragraphs.
Independence: read simple instructions and solve minor social problems without constant adult help.
Sustained attention: focus increases to about 15-20 minutes for teacher-directed tasks.
Written expression: move from drawing-based communication to sentences and simple paragraphs.
Build list (future assets)
Use this list as a to-do queue. Create files at these paths and update links above.
| Asset | Goal | File path (planned) |
|---|---|---|
| Phonics + Fluency Sprint | Practice digraphs, long vowels, and smooth reading | FirstGrade/ELA/Foundational/phonics_fluency_sprint.html |
| Story Retell Map | Retell with beginning/middle/end and key details | FirstGrade/ELA/Literature/retell_story_map.html |
| Text Feature Treasure | Find facts using headings, glossaries, and tables of contents | FirstGrade/ELA/Informational/text_feature_treasure.html |
| Paragraph Builder | Opinion/informative/narrative paragraph practice | FirstGrade/ELA/Writing/paragraph_builder.html |
| Word Problem Workshop | Add/subtract within 20 using models and explanations | FirstGrade/Math/Operations/word_problem_workshop.html |
| Light & Sound Lab Cards | Quick investigations for sound and light patterns | FirstGrade/Science/Physical/light_sound_lab_cards.html |
| Community Rules Mini-Book | Explain how rules are made and why they matter | FirstGrade/SocialStudies/Government/community_rules_minibook.html |