Imagine It!
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1 Grade Curriculum Map
2015-2016
Unit 8 Away We Grow!
Suggested Dates: 3/21-4/29
About the Unit:
Students will learn discover more in-depth information about how plants grow and where they grow. The stories they read will allow them to explore
various types of plants, including unique ones that they might not otherwise be exposed to. Students will gain a solid foundation that plants grow from
seeds, and that they need soil, water, sunlight, and the proper environment to thrive.
Big Idea: How do plants grow?
Focus Standards for this Unit: * means assessed in this Unit/Review the Assessments for this Unit prior to teaching the Unit. May need to supplement.
(RL)
(RIT)
(RFS)
(L)
(W)
(S.L)
Reading Literature
Reading: Informational
Reading Foundational
Language
Writing
Speaking/Listening
Use stories from the “Red”
Taught in the “Blue ,“Green”,
The focus for writing is Opinion
The focus is making
Text
Skills
section but supplement
using stories and other
media to teach the standard
fully
Use stories from the “Red”
section but supplement using
articles and other media to
teach the standard fully.
Taught in the “Green” Section.
May have to supplement with
CCSS Handbook and other
resources to teach the
standards fully.
and “Red” section. Many CCSS
Language Standards aren’t
covered in Imagine It. Use the
CCSS Literacy Handbook and
other resources to teach these
standards fully.
RL 1.1
RL 1.2
RL 1.3
RL 1.9
RL 1.10
RIT 1.4*
RIT 1.8*
RFS 1.3g* (HFW)
RFS 1.4*
RFS 1.3c*
L 1.1d*
L 1.5a*
Writing. The other standards
help support the students
through the writing process.
W 1.1*
W 1.5
W 1.7
W 1.8
sure students follow
discussion protocols,
contribute to class
conversations, and
work collaboratively
SL 1.1
SL 1.2
SL 1.3
RIT 1.3
L 1.1a
RIT 1.5
(Start RFS
L 1.2d
RIT 1.7
Assessment #4 & end of L 1.5b
RIT 1.9
Unit fluency)
Mandatory District CCSS Writing Assessment Due: 5/6/16
Required End of Unit Fluency Due: 4/29 /16 Optional CCSS Unit 8 Assessment
Optional RFS Assessment #4
Opinion Writing Topics/Ideas: What is your favorite plant? In your opinion, why are plants important? Which was your favorite book in the unit?
Inquiry Project Topics/Ideas: What kinds of plants do you know? Where do plants grow? How do plants grow? What do plants need to grow?
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* These Curriculum Maps are a work in progress
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Imagine It!
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1 Grade Curriculum Map
2015-2016
Unit 8 Lessons 1-5:
Cactus Hotel, How a Seed Grows, How Seeds Grow
First Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teachers have Content Objectives
for each of the standards. These objectives show WHAT
students will be learning.
Reading Literature
 I can ask and answer questions about what I am reading
and what is being read aloud. (RL 1.1) (ELD 1.6)
 I can retell the most important details of a story. (RL 1.2)
(ELD 1.6)
 I can use the details from a story to describe the major
events in a story. (RL 1.3) (ELD 1.6-7)
 I can compare how items in a story are alike and not
alike. (RL 1.9) (ELD 1.6)
Reading Informational
 I can ask questions to clarify the meaning of words in a
story. (RIT 1.4)* (ELD 1.6, 1.8)
 I can look at the pictures and words in a book to explain
the most important ideas. (RIT 1.7) (ELD 1.6)
Reading Foundational Skills
 I can read words with long a spellings. (RFS 1.3c)*
 I can read a book fluently and for understanding by
setting a purpose, reading with expression, and reading
asking sentences differently than sentences that tell.
(RFS 1.4)*
Writing
 I can write an opinion about an idea we discussed in
class piece. (W 1.1)* (ELD 1.10-11, 2.1-2, 2.6-7)
 I can focus on a topic in my writing and delete sentences
that do not fit with help from my teacher. (W 1.5) (ELD
1.10, 1.12, 2.1-7)
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Approximately Five Days
Suggested Dates: 3/21-3/24
Reading Literature
 Ask Questions
 Answer Questions
 Summarizing
 Retell
 Key Details
 Compare and
Contrast
 Venn Diagram
 Alike
 Different
 Illustrations
 Text
Reading Informational
 Ask Questions
 Answer Questions
 Clarifying
Selection Vocabulary
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Glisten
Seedling
Nectar
Sprouts
Survive
Bean
Eggshells
Soaks
Aside
Plant
Soil
Root
Shoots
Containers
Bottom
Windowsill
Skin
Push
Broken
Reading Foundational
Skills
 Long Vowel
 Set Purpose
 Expression
 Intonation
Writing
 Topic
 Inquiry
 Generate Ideas
Common Core Literacy Handbook
Use these lessons to further align Imagine
It! to the Common Core Standards
Reading Literature
 1.1.A: Ask and Answer Questions
About Key Details
 1.1.B: Retell Stories
 1.1.C: Use Key Details to Describe
Story Parts
 1.3.B: Compare and Contrast
Reading Informational
 2.2.A: Ask and Answer Questions
About Words and Phrases
 2.3.A: Describe Key Ideas
Reading Foundational Skills
 3.3.A: Phonics
 3.4.A: Develop Fluency
Writing
 4.1.A:
 4.2.A:
 4.3.A:
 4.3.B:
Write an Opinion
The Writing Process
Use the Research Process
Answer Questions
* These Curriculum Maps are a work in progress
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
I can work with my group or class on creating an
investigation about plants. (W 1.7) (ELD 1.10)
Speaking and Listening
 I can participate in a collaborative discussion about a
book by contributing my thoughts and responding to my
classmates comments. (SL 1.1) (ELD 1.1, 1.3, 1.5)
 I can ask and answer questions about a read aloud to
learn more about it. (SL 1.2) (ELD 1.5-6)
Language
 I can print my letters correctly using the right size and
remembering spaces between words. (L 1.1a) (ELD 1.13, 1.9-12, 2.2-7)
 I can use what I know about sound spellings and highfrequency words to spell most words correctly. (L 1.2d)
(ELD 1.10-11)
 I can sort words into groups based on their spelling
pattern. (L 1.5a)* (ELD 1.7-8, 1.12)
 Timed Writing
Speaking and Listening
 Handing Off
 Discussion
 Ask Questions
 Answer Question
 Predict
 Visualize
Language
 Uppercase
 Capital
 Lowercase
 Size
 Space
 High-Frequency
Words
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
Language
 6.1.A: Handwriting
 6.1.K: Spelling
 6.2.D: Build Vocabulary
Resources:
Launching the Theme: T4 & T5
Concept/Question Board: T35, T48, T72, T94, & T99
Leveled Readers:
Strategic Level: Wonderful Water Plants
Benchmark Level: Fruit with Seeds
English Learner: Fruits Have Seeds
Advanced Level: The Great Mushroom Hunt
Decodable Book 102: Garden in the Sky
Standards for Lessons 1-5:
RL 1.1: Ask and answer questions about key details in a text.
RL 1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL 1.3: Describe characters, settings, and major events in a story, using key details.
RL 1.9: Compare and contrast the adventures and experiences of characters in stories.
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2015-2016
RIT 1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.*
RIT 1.7: Use the illustrations and details in a text to describe its key ideas.
RFS 1.3c: Know final –e and common vowel team conventions for representing long vowel sounds.*
RFS 1.4: Read with sufficient accuracy and fluency to support comprehension. *
W 1.1: Write opinion pieces in which they introduce a topic or name the book they are writing about, state and opinion, supply a reason for the opinion, and
provide some sense of closure.*
W 1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as
needed.
W 1.7: Participate in a shared research and writing projects (e.g. explore a number or “how-to” books on a given topic and use them to write a sequence of
instructions).
SL 1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL 1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
L 1.1a: Print all upper and lowercase letters.
L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L 1.5a: Sort words into categories to gain a sense of the concepts the categories represent.*
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2015-2016
Unit 8 Lessons 6-10:
The Garden, Saguaro, The Gazette
First Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teachers have Content Objectives
for each of the standards. These objectives show WHAT
students will be learning.
Reading Literature
 I can use the most important details to retell a story.
(RL 1.2) (ELD 1.6)
 I can use the details in the story to describe the
characters and events. (RL 1.3) (ELD 1.6-7)
 I can read first grade stories and poems with some help.
(RL 1.10) (ELD 1.6)
Reading Informational
 I can compare what is alike and different in two books
we have read about plants. (RIT 1.9) (ELD 1.6)
Reading Foundational Skills
 I can read words with long i spellings. (RFS 1.3c)*
 I can read many high-frequency words (RFS 1.3g)*
 I can read a book fluently and for understanding by
setting a purpose, reading with expression, and reading
sentences differently when the speaker changes.
(RFS 1.4)*
Writing
 I can write a book report that summarizes a book I have
read and gives my opinion on the story. (W 1.1)* (ELD
1.10-11, 2.1-2, 2.6-7)
 I can use brainstorming and get suggestions from my
teacher to write a strong beginning to my book report.
(W 1.5) (ELD 1.10, 1.12, 2.1-7)
 I can use information that our class has created to
collaboratively create a conjecture about our inquiry
Academic Services Department 2015-2016
Reading Literature
 Summarizing
 Plot
 Character
 Fantasy
 Poetry
 Prose
Reading Informational
 Similarities
 Differences
 Compare
Reading Foundational
Skills
 Long Vowel
 High-Frequency
Words
 Set Purpose
 Dialogue
 Expression
 Intonation
Approximately Five Days
Suggested Dates: 4/4-4/8
Selection Vocabulary
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Soon
Quite
Shouted
Poor
Afraid
Shall
Tight
Flower
Seeds
Noise
Poems
Tights
Saguaro
Spread
Still
Writing
 Summarize
 Opinion
 Book Report
 Inquiry
 Conjecture
Common Core Literacy Handbook
Use these lessons to further align Imagine
It! to the Common Core Standards
Reading Literature
 1.1.B: Retell Stories
 1.1.C: Use Key Details to Describe
Story Parts
Reading Informational
 2.3.C: Tell What Is the Same and
Different in Two Texts
Reading Foundational Skills
 3.3.A: Phonics
 3.3.B: High-Frequency Words
 3.4.A: Develop Fluency
Writing
 4.1.A : Write an Opinion/Book Review
 4.2.A: The Writing Process
 4.3.A: Use the Research Process
* These Curriculum Maps are a work in progress
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question. (W 1.7) (ELD 1.10)
Speaking and Listening
 I can participate in a collaborative discussion about a
book by contributing my thoughts and responding to my
classmates comments. (SL 1.1) (ELD 1.1, 1.3, 1.5)
 I can ask questions after listening to a book report to get
more information or to clarity. (SL 1.3) (ELD 1.5-6)
Speaking and Listening
 Handing Off
 Discussion
 Ask Questions
 Clarify
Language
 Uppercase
 Capital
 Lowercase
 Possessive Nouns
 Pronouns
 Plural
 Singular
 High-Frequency
Words
Language
 I can write uppercase/capital and lowercase letters.
(L 1.1a) (ELD 1.1-3, 1.9-12, 2.2-7)
 I can use singular and plural possessive pronouns.
(L 1.1d)* (ELD 1.1-3, 1.9-12, 2.2-7)
 I can use what I know about sound spellings and highfrequency words to spell most words correctly. (L 1.2d)
(ELD 1.10-11)
 I can sort words into groups based on their spelling
pattern. (L 1.5a)* (ELD 1.7-8, 1.12)
Resources:
Concept/Question Board: T136, T145, T159, T162, T178, T191, T193, & T201
Leveled Readers:
Strategic Level: Wonderful Water Plants
Benchmark Level: Fruits with Seeds
English Learner: Fruits Have Seeds
Advanced Level: The Great Mushroom Hunt
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
Language
 6.1.A:
 6.1.C:
 6.1.E:
 6.1.K:
 6.2.D:
Handwriting
Nouns
Pronouns
Spelling
Build Vocabulary
Decodable Book 103: Picking Flowers
Standards for Lessons 6-10:
RL 1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL 1.3: Describe characters, settings, and major events in a story, using key details.
RL 1.10 With prompting and support, read prose and poetry of appropriate complexity or grade 1.
RIT 1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RFS 1.3: Know and apply grade-level phonics and word analysis skills in decoding words.*
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RFS 1.4: Read with sufficient accuracy and fluency to support comprehension. *
W 1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state and opinion, supply a reason for the opinion,
and provide some sense of closure.*
W 1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as
needed.
W 1.7: Participate in a shared research and writing projects (e.g. explore a number or “how-to” books on a given topic and use them to write a sequence of
instructions).
SL 1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL 1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
L 1.1a: Print all upper and lowercase letters.
L 1.1d: Use personal, possessive, and indefinite pronouns.*
L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L 1.5a: Sort words into categories.*
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* These Curriculum Maps are a work in progress
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Unit 8 Lessons 11-15:
Green and Growing: A Book about Plants, Cacti and
Pine Trees
First Grade
Language Arts
Content Objectives
Academic Vocabulary
Approximately Five Days
Suggested Dates: 4/11-4/15
Selection Vocabulary
Throughout each lesson teachers have Content Objectives
for each of the standards. These objectives show WHAT
students will be learning.
Reading Informational
 I can make connections between two pieces of
information in a text. (RIT 1.3) (ELD 1.6)
 I can use headings to determine what information will be
next in a text. (RIT 1.5) (ELD 1.6, 2.1-2)
 I can determine why the author wrote a text and how
the facts used are supported throughout the text.
(RIT 1.8) * (ELD 1.7)
 I can identify how the books we are reading about plants
are the same and different. (RIT 1.9) (ELD 1.6)
 I can read first grade informational texts with some help.
(RIT 1.10) (ELD 1.6)
Reading Foundational Skills
 I can read words with long o spellings. (RFS 1.3c)*
 I can read first grade text accurately, with expression,
and at a rate appropriate for the text. (RFS 1.4)*
Writing
 I can write a paragraph that explains my opinion and
includes a topic and reasons for my opinion. (W 1.1)* (ELD
1.10-11, 2.1-2, 2.6-7)
 I can use suggestions from my group and teacher to make
sure that my writing is staying focused on a single idea. (W
1.5) (ELD 1.10, 1.12, 2.1-7)
 I can collect and share information for our class inquiry
project. (W 1.7) (ELD 1.10)
 I can gather information from books, family members, and
other students to share answer our inquiry question.
Academic Services Department 2015-2016
Common Core Literacy Handbook
Use these lessons to further align Imagine
It! to the Common Core Standards
Reading Informational
 Making Connections
 Headings
 Text Features/Text
Structure
 Informational Text
 Fiction
Reading Foundational
Skills
 Long Vowel
 Expression
 Intonation
 Questions
 Statements
 Rate
Writing
 Process
 Sequence
 Audience
 Purpose
 Brainstorming
 Topic
 Inquiry
Reading Informational
 2.2.B: Locate Facts and Information
 2.3.B: Identify Reasons that Support
Key Points
 2.3.C: Tell What Is the Same and
Different in Two Texts
Reading Foundational Skills
 3.3.A: Phonics
 3.4.A: Develop Fluency
Writing
 4.1.B:
 4.2.A:
 4.3.A:
 4.3.B:
Write Opinions
The Writing Process
Use the Research Process
Answer Questions
* These Curriculum Maps are a work in progress
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(W 1.8) (ELD 1.10)
Speaking and Listening
 I can participate in group discussions. (SL 1.1) (ELD 1.1,
1.3, 1.5)
 I can listen as my classmates share their writing and ask
questions to get more information or clear up things I
don’t understand. (SL 1.3) (ELD 1.5-6)
Language
 I can write uppercase/capital and lowercase letters.
(L 1.1a) (ELD 1.1-3, 1.9-12, 2.2-7)
 I can use what I know about sound spellings and highfrequency words to spell most words correctly. (L 1.2d)
(ELD 1.10-11)
 I can put words into groups based on what the objects
they describe have in common or what the words
themselves have in common. (L 1.5a)* (ELD 1.7-8, 1.12)
Speaking and Listening
 Handing Off
 Discussion
Language
 Uppercase
 Capital
 Lowercase
 High-Frequency
Words
 Classify
 Categorize
 Attributes
Speaking and Listening
 5.1.A: Collaborative Discussions
Language
 6.1.A: Handwriting
 6.1.K: Spelling
 6.2.D: Build Vocabulary
Resources:
Concept/Question Board: T236, T245, T285,T288, & T291
Leveled Readers:
Strategic Level: The Apple Man
Benchmark Level: George Washington Carver
English Learner: The Plant Man
Advanced Level: Luther Burbank Loved Plants
Decodable Book 104: A Farm Visit
Standards for Lessons 11-15:
RIT 1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RIT 1.5: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in text.
RIT1.8: Identify the reasons an author gives to support points in a text.
RIT 1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RIT 1.10: With prompting and support, read informational texts appropriately complex for grade 1.
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RFS 1.3c: Know and apply grade-level phonics and word analysis skills in decoding words.*
RFS 1.4: Read with sufficient accuracy and fluency to support comprehension. *
W 1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state and opinion, supply a reason for the opinion,
and provide some sense of closure.*
W 1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as
needed.
W 1.7: Participate in a shared research and writing projects (e.g. explore a number or “how-to” books on a given topic and use them to write a sequence of
instructions).
W 1.8: With guidance and support and support from adults, recall information from experiences or gather information from provided sources to answer a
question.
SL 1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL 1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
L 1.1a: Prints upper and lowercase letters.
L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L 1.5a: Sort words into categories to gain a sense of the concepts the categories represent.*
L 1.5b: Define words by category and by one or more key attributes.
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* These Curriculum Maps are a work in progress
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Unit 8 Lessons 16-20:
Flowers, Flowers at Night, Living and Nonliving Things
First Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teachers have Content Objectives
for each of the standards. These objectives show WHAT
students will be learning.
Reading Informational
 I can ask and answer questions about what I am reading
to clear up information in the text. (RIT 1.1) (ELD 1.6)
 I can find headings and labels and explain their purpose.
(RIT 1.5) (ELD 1.6, 2.1-2)
 I can compare and contrast the text Flowers with the
text Green and Growing. (RIT 1.9) (ELD 1.6)
Reading Foundational Skills
 I can read words with long u spellings. (RFS 1.3c)*
 I can read first grade informational text at an
appropriate rate. (RFS 1.4)*
Writing
 I can write about my favorite flower and describe
reasons why it is my favorite. (W 1.1)* (ELD 1.10-11, 2.12, 2.6-7)
 I can work with partners to remember ideas from our
reading to choose a topic and use their suggestions to
add details and make to make my writing stronger.
(W 1.5) (ELD 1.10, 1.12, 2.1-7)
 I can work with my class or a group to review the
information we have gathered for our shared inquiry
project and choose a way to present the information. (W
1.7) (W 1.8) (ELD 1.10)
Speaking and Listening
 I can participate in collaborative conversations with my
classmates both in large group and small group. (SL 1.1)
(ELD 1.1, 1.3, 1.5)
Academic Services Department 2015-2016
Reading Informational
 Ask Questions
 Answer Questions
 Heading
 Label
 Text Features/Text
Structure
Reading Foundational
Skills
 Long Vowel
 Rate
 Informational Text
Approximately Five Days
Suggested Dates: 4/18-4/22
Selection Vocabulary
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Juice
Matches
Bright
Pollen
Stamens
Pistil
Buds
Petals
Dust
Enough
Shapes
Perfume
Presents
Bright
Tucked
Writing
 Opinion
 Topic
 Audience
 Purpose
 Summary
 Inquiry
 Presentation
Speaking and Listening
 Handing Off
 Discussion
 Group Conversation
Common Core Literacy Handbook
Use these lessons to further align Imagine
It! to the Common Core Standards
Reading Informational
 2.1.A: Ask and Answer Questions
About Key Details
 2.2.B: Locate Facts and Information
 2.2.C: Tell What Is the Same and
Different in Two Texts
Reading Foundational Skills
 3.3.A: Phonics
 3.4.A: Develop Fluency
Writing
 4.1.A: Write Opinions
 4.2.A: The Writing Process
 4.3.A: Use the Research Process
Speaking and Listening
 5.1.A: Collaborative Discussions
* These Curriculum Maps are a work in progress
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Imagine It!
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1 Grade Curriculum Map
2015-2016
Language
 I can print my uppercase/capital and lowercase letters.
(L 1.1a) (ELD 1.1-3, 1.9-12, 2.2-7)
 I can use what I know about sound spellings and highfrequency words to spell most words correctly. (L 1.2d)
(ELD 1.10-11)
 I can sort words into groups based on their spelling
pattern. (L 1.5a)* (ELD 1.7-8, 1.12)
Resources:
Concept/Question Board: T326, T335, T347, T378, T385
Leveled Readers:
Strategic Level: The Apple Man
Benchmark Level: George Washington Carver
English Learner: The Plant Man
Advanced Level: Luther Burbank Loved Plants
Language
 Uppercase
 Capital
 Lowercase
 High-Frequency
Words
Language
 6.1.A: Handwriting
 6.1.K: Spelling
 6.2.D: Build Vocabulary
Decodable Book 105: Mr. Plant Expert
Standards for Lessons 16-20
RIT 1.1: Ask and answer questions about key details in a text.
RIT 1.5: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in text.
RIT 1.9: Identify basic similarities in and differences between two texts on the same topic.
RFS 1.3c: Know final –e and common vowel team conventions for representing long vowel sounds.*
RFS 1.4: Read with sufficient accuracy and fluency to support comprehension. *
W 1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state and opinion, supply a reason for the opinion,
and provide some sense of closure. *
W 1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as
needed.
W 1.7: Participate in a shared research and writing projects (e.g. explore a number or “how-to” books on a given topic and use them to write a sequence of
instructions).
SL 1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
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Imagine It!
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1 Grade Curriculum Map
2015-2016
L 1.1a: Print all upper and lowercase letters.
L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.* Spelling
L 1.5a: Sort into categories to gain a sense of the concepts the categories represent.*
Unit 8 Lessons 21-25:
Plants That Eat Animals, What do Birds Eat?
First Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teachers have Content Objectives
for each of the standards. These objectives show WHAT
students will be learning.
Reading Informational
 I can identify unknown or unclear words and phrases in a
text. (RIT 1.4)* (ELD 1.6, 1.8)
 I can find captions in the text and describe how they are
used to give more information about the picture.
(RIT 1.5) (ELD 1.6, 2.1-2)
 I can describe differences and similarities between
information in two different texts we have read.
(RIT 1.9) (ELD 1.6)
Reading Foundational Skills
 I can read words with long vowel spellings. (RFS 1.3c)*
 I can read high-frequency words. (RFS 1.3g)*
 I can read first grade texts orally with expression.
(RFS 1.4)*
Writing
 I can write an opinion paper that tells which plant story
was my favorite and gives reasons to support my
opinion.
 I can use suggestions from the teacher and classmates to
make my summary stronger.
 I can think of new and creative ways to present my
shared inquiry project including digital tools.
Academic Services Department 2015-2016
Reading Informational
 Text Features/Text
Structure
 Captions
 Context Clues
Reading Foundational
Skills
 Long Vowel
 High-frequency
words
 Expression
 Descriptive Words
Approximately Five Days
Suggested Dates: 4/25-4/29
Selection Vocabulary














Trapping
Attracts
Removes
Tips
Pitcher
Wetlands
Insects
Liquid
Spines
Halves
Breaks down
Slippery
Tiny
Bladders
Writing
 Opinion
 Topic
 Reason
 Audience
 Purpose
 Summary
Common Core Literacy Handbook
Use these lessons to further align Imagine
It! to the Common Core Standards
Reading Informational
 2.2.A: Ask and Answer Questions
About Words and Phrases.
 2.2.B: Locate Facts and Information
 2.3.B: Identify Reasons that Support
Key Points
 2.3.C: Tell What Is the Same and
Different in Two Texts
Reading Foundational Skills
 3.3.B: High-Frequency Words
 3.4.A: Develop Fluency
Writing
 4.1.A: Write Opinions
 4.2.A: The Writing Process
 4.3.A: Use the Research Process
* These Curriculum Maps are a work in progress
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Imagine It!
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1 Grade Curriculum Map
2015-2016

I can actively participate in our shared inquiry project by
planning and presenting the research.
Speaking and Listening
 I can participate in collaborative conversations by
listening to what others say and responding to them.
(SL 1.1) (ELD 1.1, 1.3, 1.5)
 I can listen as my classmates read their writing and ask
questions when they are finished to get more
information or to clarify anything I do not understand.
(SL 1.3) (ELD 1.5-6)
Language
 I can use what I know about sound spellings and highfrequency words to spell most words correctly. (L 1.2d)
(ELD 1.10-11)
 I can sort words into groups based on their spelling
pattern. (L 1.5a)* (ELD 1.7-8, 1.12)

Digital Tools
Speaking and Listening
 Handing Off
 Discussion
 Ask Questions
 Clarify
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
Language
 6.1.K: Spelling
 6.2.D: Build Vocabulary
Language
 High-Frequency
Words
Resources:
Unit Celebration: T 496 & T 497
Concept/Question Board: T420, T429, T444, & T469
Decodable Book 106: Weeds or Flowers
Leveled Readers:
Strategic Level: Pumpkins!
Benchmark: These Plants Eat Bugs!
English Learner: A Fun Class Trip
Advanced Level: Bread Is for Everyone
Standards for Lessons 21-25:
RIT 1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.*
RIT 1.5: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in text.
RIT 1.9: Identify basic similarities in and differences between two texts on the same topic.
RFS 1.3c: Know final –e and common vowel team conventions for representing long vowel sounds.*
RFS 1.3g: Recognize and read grade appropriate irregularly spelled words.*HFW
RFS 1.4: Read with sufficient accuracy and fluency to support comprehension. *
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
14
Imagine It!
st
1 Grade Curriculum Map
2015-2016
W 1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state and opinion, supply a reason for the opinion,
and provide some sense of closure. *
W 1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as
needed.
W 1.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, in collaboration with peers.
W 1.7: Participate in a shared research and writing projects (e.g. explore a number or “how-to” books on a given topic and use them to write a sequence of
instructions).
SL 1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL 1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L 1.5a: Sort words into categories to gain a sense of the concepts the categories represent.*
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
15