Get help with English Language Arts, Grade 1
Most tutoring makes your child sit through material your child already knows. MapleMind flips that: pick the exact skill that's causing trouble — any of the 50 below — and the tutor teaches just that one, step by step, as many times as it takes. Ask questions in plain words, any time of day, in English, French, or 12 other languages.
The official Manitoba English Language Arts, Grade 1 curriculum
Manitoba defines English Language Arts, Grade 1 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Manitoba's official curriculumRead it on the government site — edu.gov.mb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand A | 12 | Explore and Discover Language and Literacy |
| Strand B | 15 | Comprehend and Respond to Multimodal Texts |
| Strand C | 15 | Compose and Create Multimodal Texts |
| Strand D | 8 | Communicate Ideas and Build New Understandings |
Every skill below, taught one on one.
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How MapleMind teaches English Language Arts, Grade 1 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Explore and Discover Language and LiteracyOfficial strand · Strand A
Strand A: oral language communication, and language as the foundation for reading and writing - receiving, exchanging and developing ideas, plus the phonics, word study, vocabulary and fluency that underpin early literacy.
Listening (Receptive)
- Listen to the ideas and opinions ofELA.1.A1.1 — Listen to the ideas and opinions of others and respond by sharing relevant experiences to demonstrate interest in the speaker’s message.
- Use non-verbal cues to demonstrate listeningELA.1.A1.2 — Use non-verbal cues (e.g., body position to speaker, focus on speaker without interrupting, appropriate facial expressions and gestures) to demonstrate listening to others during partner, small or large group activities.
Interacting
- Experiment with language to initiate and maintainELA.1.A1.3 — Experiment with language to initiate and maintain conversations with topic changes, with a variety of partners.
- Ask questions to clarify understanding and respondELA.1.A1.4 — Ask questions to clarify understanding and respond to questions by matching information to questions asked.
Speaking (Expressive)
- Use complete sentences with attention to wordELA.1.A1.5 — Use complete sentences with attention to word choice and grammar to communicate thoughts and ideas.
- Contribute to discussions, recognizing they have aELA.1.A1.6 — Contribute to discussions, recognizing they have a voice (e.g., conveying a sense of, “I have something to say that is important to me and the discussion.”).
Phonological and Phonemic Awareness
- Identify sounds in beginning, middle and endELA.1.A2.1 — Identify sounds in beginning, middle and end of words; blend and segment sound in longer words (e.g., /c/l/a/p/); substitute sounds to make new words (e.g., fish, dish); break apart multisyllable words and segment/blend each sound (phoneme) in each syllable.
Alphabetic Knowledge
- Identify individual alphabet letters by name (upperELA.1.A2.2 — Identify individual alphabet letters by name (upper and lowercase letters) regardless of order; match upper to lowercase.
Phonics, Decoding and Spelling
- Use knowledge of letters and sounds toELA.1.A2.3 — Use knowledge of letters and sounds to recognize and decode/encode (spell) words in isolation and in various texts (e.g., bring, drop, pest) with phonetically regular and irregular patterns.
Word Study (Morphology)
- Understand with support how to use smallELA.1.A2.4 — Understand with support how to use small, meaningful parts of a word (morphemes) in reading and writing to determine word meaning and spelling accuracy (e.g., prefix: re-, pre-, suffix: -ed, -ing).
Vocabulary
- Understand and use a range of vocabularyELA.1.A2.5 — Understand and use a range of vocabulary when reading and writing simple texts.
Reading Fluency
- Identify and apply letter sounds accurately and automatically to decode; read known wordsELA.1.A2.6 — Identify and apply letter sounds accurately and automatically to decode; read known words accurately to increase fluency; notice and use punctuation to demonstrate phrasing, pausing and intonation to support comprehension.
The official wording — 12 outcomes in this unit
- ELA.1.A1.1
Listen to the ideas and opinions of others and respond by sharing relevant experiences to demonstrate
- ELA.1.A1.2
Use non-verbal cues (e.g., body position to speaker, focus on speaker without interrupting, appropriate facial expressions
- ELA.1.A1.3
Experiment with language to initiate and maintain conversations with topic changes, with a variety of partners.
- ELA.1.A1.4
Ask questions to clarify understanding and respond to questions by matching information to questions asked.
- ELA.1.A1.5
Use complete sentences with attention to word choice and grammar to communicate thoughts and ideas.
- ELA.1.A1.6
Contribute to discussions, recognizing they have a voice
- ELA.1.A2.1
Identify sounds in beginning, middle and end of words
- ELA.1.A2.2
Identify individual alphabet letters by name
- ELA.1.A2.3
Use knowledge of letters and sounds to recognize and decode/encode
- ELA.1.A2.4
Understand with support how to use small, meaningful parts of a word
- ELA.1.A2.5
Understand and use a range of vocabulary when reading and writing simple texts.
- ELA.1.A2.6
Identify and apply letter sounds accurately and automatically to decode
Unit 2Comprehend and Respond to Multimodal TextsOfficial strand · Strand B
Strand B: acquiring new information through inquiry, constructing meaning with comprehension strategies, and thinking critically about multimodal texts and responding to what is seen, heard and read.
Activate Prior Knowledge and Inquire
- Activate prior knowledge including knowledge gained fromELA.1.B1.1 — Activate prior knowledge including knowledge gained from field trips, experts, Elders, texts and diverse experiences to understand new topics.
- Ask questions based on personal curiosities to explore a topic in a group inquiryELA.1.B1.2 — Ask questions based on personal curiosities to explore a topic in a group inquiry.
Engage with a Variety of Texts
- Identify and choose multimodal texts based on interestsELA.1.B1.3 — Identify and choose multimodal texts based on interests, curiosities and learning new information to build background knowledge.
Review Information
- Recognize, and use gathered information as aELA.1.B1.4 — Recognize, and use gathered information as a basis for sharing.
Identify Text Cues
- Recognize with guidance different forms/genres and structuresELA.1.B2.1 — Recognize with guidance different forms/genres and structures of oral, literary and informational text (e.g., autobiography, “All about Me”- oral storytelling- linear from birth to present day).
- Use images, photographs and other text featuresELA.1.B2.2 — Use images, photographs and other text features (e.g., headings, bold print, charts) from multimodal forms of fiction and nonfiction to construct meaning.
Make Predictions
- Use prior knowledge to make predictions aboutELA.1.B2.3 — Use prior knowledge to make predictions about a new text; continue to make predictions about what might happen next while engaging in text.
Make Connections
- Make connections to texts by drawing onELA.1.B2.4 — Make connections to texts by drawing on personal experiences and knowledge of topics to construct meaning.
Monitor Understanding
- Use strategies to check understandingELA.1.B2.5 — Use strategies (e.g., visualizing, rereading/ relistening and asking questions) to check understanding.
- Recall information and talk about what isELA.1.B2.6 — Recall information and talk about what is learned to demonstrate understanding.
Consolidate New Knowledge
- Acquire, understand and use new vocabulary wordsELA.1.B2.7 — Acquire, understand and use new vocabulary words that are topic and subject specific to demonstrate or communicate new understanding.
Analyze Text
- Recognize when they see themselves and othersELA.1.B3.1 — Recognize when they see themselves and others represented in texts and when they do not, with guidance.
Recognize Facts, Bias and Viewpoints
- Recognize what information and/or ideas might be true and false in texts, with guidanceELA.1.B3.2 — Recognize what information and/or ideas might be true and false in texts, with guidance.
- Recognize others can have different viewpoints basedELA.1.B3.3 — Recognize others can have different viewpoints based on the same experience (e.g., roller coaster ride).
Respond to Text
- Express a personal response by sharing anELA.1.B3.4 — Express a personal response by sharing an opinion about text and give reasons.
The official wording — 15 outcomes in this unit
- ELA.1.B1.1
Activate prior knowledge including knowledge gained from field trips, experts, Elders, texts and diverse experiences to
- ELA.1.B1.2
Ask questions based on personal curiosities to explore a topic in a group inquiry.
- ELA.1.B1.3
Identify and choose multimodal texts based on interests, curiosities and learning new information to build background
- ELA.1.B1.4
Recognize, and use gathered information as a basis for sharing.
- ELA.1.B2.1
Recognize with guidance different forms/genres and structures of oral, literary and informational text
- ELA.1.B2.2
Use images, photographs and other text features
- ELA.1.B2.3
Use prior knowledge to make predictions about a new text
- ELA.1.B2.4
Make connections to texts by drawing on personal experiences and knowledge of topics to construct meaning.
- ELA.1.B2.5
Use strategies (e.g., visualizing, rereading/ relistening and asking questions) to check understanding.
- ELA.1.B2.6
Recall information and talk about what is learned to demonstrate understanding.
- ELA.1.B2.7
Acquire, understand and use new vocabulary words that are topic and subject specific to demonstrate or
- ELA.1.B3.1
Recognize when they see themselves and others represented in texts and when they do not, with
- ELA.1.B3.2
Recognize what information and/or ideas might be true and false in texts, with guidance.
- ELA.1.B3.3
Recognize others can have different viewpoints based on the same experience
- ELA.1.B3.4
Express a personal response by sharing an opinion about text and give reasons.
Unit 3Compose and Create Multimodal TextsOfficial strand · Strand C
Strand C: generating ideas and planning, enhancing the clarity and artistry of writing, and editing and publishing multimodal texts for a range of purposes and audiences.
Generate Ideas
- Contribute ideas to a topic based onELA.1.C1.1 — Contribute ideas to a topic based on personal experience and background knowledge.
Research Sources
- Discuss new information gathered from a relevantELA.1.C1.2 — Discuss new information gathered from a relevant source including modelled and mentor text (e.g., texts, experts, audio, online sources) and personal experiences.
Plan for Text Creation
- Use strategies with others to plan forELA.1.C1.3 — Use strategies (e.g., dramatization, peer discussion, drawings and brainstorming) with others to plan for text creation, with teacher guidance.
Choose Form
- Begin to develop an awareness of differentELA.1.C1.4 — Begin to develop an awareness of different types of writing (including narrative, informational, descriptive and persuasive) and genres to inform text creation for different purposes and audiences.
Create Draft/Prototype
- Create simple multimodal text; use writing/drawing toolsELA.1.C1.5 — Create simple multimodal text (e.g., oral storytelling, audio recordings); use writing/drawing tools or apps to arrange words and pictures/images to draft ideas effectively and creatively with support.
Organize Ideas
- Recognize and experiment with organizational patterns; groupELA.1.C2.1 — Recognize and experiment with organizational patterns (e.g. lists, beginning, middle, end, etc.); group related ideas and details together (pictures/images/ words) in a logical sequence to match the text form chosen.
Sentence Structure
- Produce simple, complete sentences; reread written textELA.1.C2.2 — Produce simple, complete sentences; reread written text to include simple connecting word (e.g., and, so, because).
Word Choice
- Use new words to enhance meaning forELA.1.C2.3 — Use new words to enhance meaning for the audience in drawings (e.g., labels), text creation and other forms of expression.
Voice and Style
- Demonstrate personal voice in texts, using wordsELA.1.C2.4 — Demonstrate personal voice in texts, using words, print elements (e.g., bold words, repetition, punctuation) and expressive drawings to communicate thoughts, feelings and opinions about a topic with others.
Revision
- Understand that text creators can change their ideas in response to feedback to improve clarityELA.1.C2.5 — Understand that text creators can change their ideas in response to feedback to improve clarity.
Legibility and Word Processing
- Form letters/words with accurate formation, size, placementELA.1.C3.1 — Form letters/words with accurate formation, size, placement and spacing to ensure legibility; experiment with technology to learn letters.
Spelling
- Use knowledge of letter sounds, word partsELA.1.C3.2 — Use knowledge of letter sounds, word parts (morphemes), and sound/word wall to spell familiar and unfamiliar words.
Capitalization
- Use a capital letter when writing namesELA.1.C3.3 — Use a capital letter when writing names, the pronoun “I”, familiar proper nouns and at the beginning of sentences with guidance.
Punctuation
- Know and use some punctuation conventions toELA.1.C3.4 — Know and use some punctuation conventions (e.g., periods, exclamation marks, question marks) to communicate meaning clearly for others.
Publish Final Text
- Produce final text and develop awareness ofELA.1.C3.5 — Produce final text and develop awareness of the effect of different modes of communication; integrate more than one mode (e.g., text, images, sound or video) with guidance to communicate message for a specific purpose and audience.
The official wording — 15 outcomes in this unit
- ELA.1.C1.1
Contribute ideas to a topic based on personal experience and background knowledge.
- ELA.1.C1.2
Discuss new information gathered from a relevant source including modelled and mentor text
- ELA.1.C1.3
Use strategies (e.g., dramatization, peer discussion, drawings and brainstorming) with others to plan for text creation
- ELA.1.C1.4
Begin to develop an awareness of different types of writing
- ELA.1.C1.5
Create simple multimodal text
- ELA.1.C2.1
Recognize and experiment with organizational patterns
- ELA.1.C2.2
Produce simple, complete sentences
- ELA.1.C2.3
Use new words to enhance meaning for the audience in drawings
- ELA.1.C2.4
Demonstrate personal voice in texts, using words, print elements
- ELA.1.C2.5
Understand that text creators can change their ideas in response to feedback to improve clarity.
- ELA.1.C3.1
Form letters/words with accurate formation, size, placement and spacing to ensure legibility
- ELA.1.C3.2
Use knowledge of letter sounds, word parts
- ELA.1.C3.3
Use a capital letter when writing names, the pronoun “I”, familiar proper nouns and at the
- ELA.1.C3.4
Know and use some punctuation conventions
- ELA.1.C3.5
Produce final text and develop awareness of the effect of different modes of communication
Unit 4Communicate Ideas and Build New UnderstandingsOfficial strand · Strand D
Strand D: sharing ideas and information for different audiences, and using metacognition to self-assess, set goals and monitor progress as an independent learner.
Express Ideas and Engage Audience
- Begin to adjust communication style (formal or informal) for an audienceELA.1.D1.1 — Begin to adjust communication style (formal or informal) for an audience (e.g., Elder, friend, teacher, parent) with guidance.
- Use artifacts to enhance message; use dramatizationsELA.1.D1.2 — Use artifacts to enhance message; use dramatizations and visual aids/digital tools to share ideas.
- Present information in a sequence including aELA.1.D1.3 — Present information in a sequence including a main idea with some supporting details to an audience.
Self-Assess
- Engage in basic self-reflection as a listenerELA.1.D2.1 — Engage in basic self-reflection as a listener, speaker, reader, writer, viewer, through discussions of effective strategies.
- Begin to use stickers, charts or checklistsELA.1.D2.2 — Begin to use stickers, charts or checklists to self-assess own learning.
- Listen to specific and immediate feedback; reflectELA.1.D2.3 — Listen to specific and immediate feedback; reflect and respond to simple questions about learning (e.g., What went well? What are you learning?).
Set Goals and Monitor Progress
- Develop learning goals with guidanceELA.1.D2.4 — Develop learning goals with guidance.
- Recognize and monitor progress with guidance to achieve learning goal; use visual aids as a formELA.1.D2.5 — Recognize and monitor progress with guidance to achieve learning goal; use visual aids as a form of reinforcement to encourage continued effort.
The official wording — 8 outcomes in this unit
- ELA.1.D1.1
Begin to adjust communication style
- ELA.1.D1.2
Use artifacts to enhance message
- ELA.1.D1.3
Present information in a sequence including a main idea with some supporting details to an audience.
- ELA.1.D2.1
Engage in basic self-reflection as a listener, speaker, reader, writer, viewer, through discussions of effective strategies.
- ELA.1.D2.2
Begin to use stickers, charts or checklists to self-assess own learning.
- ELA.1.D2.3
Listen to specific and immediate feedback
- ELA.1.D2.4
Develop learning goals with guidance.
- ELA.1.D2.5
Recognize and monitor progress with guidance to achieve learning goal
Printable workbook · A keepsake of the year
A English Language Arts, Grade 1 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
$4.99 CAD
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
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Common questions
Can MapleMind help my child with English Language Arts, Grade 1?
Yes. MapleMind's AI tutor covers all 50 skills in Manitoba's English Language Arts, Grade 1 — your child picks the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to Manitoba's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Manitoba's Grade 1 English Language Arts curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if my child is stuck on just one topic?
That's the point of skill-level tutoring: open English Language Arts, Grade 1 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons your child doesn't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language your child chooses.
Where can I see the official Manitoba curriculum for English Language Arts, Grade 1?
The official source is linked on this page — Manitoba's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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