Kindergarten
Utah Core State Standards
English Language Arts Curriculum Map
Granite School District
JaNeil Oblad
Elementary Literacy Specialist
[email protected]
Stephanie Pollei
Elementary Literacy Specialist
[email protected]
Revised 3/5/13
Kindergarten Language Arts Curriculum Map – Overview
It is recommended that elementary language arts instruction be taught 3 hours each day.
Unit of Study
Imagine It! Alignment
Language Arts Content and
Language Objectives
Key Concepts for
Differentiation
A
The language arts content is sequenced in units that will take approximately 3 weeks to teach. The scope and sequence
provides a coherent flow of language arts instruction throughout the year.
The primary textbook adopted in Granite School District for Grades K-6 is SRA Imagine It!, 2008 Edition.
The Language Arts Content and Language Objectives are to be posted for each lesson, restated to students during the
lesson, and revisited at the end of each lesson. These are written as “I Can” and “I Will” statements. Examples of each
type of objective have been provided feel free to adjust them to fit the needs of your classroom.
In an effort to assist teachers in the process of differentiation in Tier I teaching, key concepts have been identified in the
curriculum maps as those specific objectives a teacher would focus on during small group instruction with struggling
students.
Key concepts cover minimum, basic skills and knowledge every student must master. Key concepts are not an alternative
to teaching the entire Utah State Core Standards, rather they emphasize which concepts to prioritize for differentiation.
PowerPoints have been created for the Imagine It! “selection vocabulary” and can be found on the District Elementary
Literacy Intranet located under documents:
Vocabulary
Kindergarten Vocabulary PPT
CCSSLH Essential Lessons
Additional Resources
Intervention/Advanced
Learner Focus
Revised 3/5/13
This is an electronic handbook that helps further align Imagine It! to the Utah Core Standards. Each lesson includes:
-One lesson for each standard
-3 part interactive lesson: Define, Model, Practice
-Students can practice online and save or print their work
-Writing lessons follow writing process
-Additional Grammar lessons included
-Interactive Whiteboard ready
The additional resources are NOT intended to be all-inclusive. It is the teacher’s responsibility to teach the Utah Core
Standards for Language Arts content, not the resources. Please refer to the approved resource list in the Best Practices
Handbook for additional questions.
The resources in this section can be used to differentiate for small group instruction both with struggling students and
those that are ready to extend their learning.
Additional resources for gifted Kindergarten students:
-Language Arts units for kindergarten from the College of William and Mary (available through Kendall Hunt Publishing)
-Great Books for kindergarten (available from Great Books Company)
-Advanced Learner Language Arts Extensions
Assessment
Kindergarten Utah Core
Standards Not Covered in
Imagine It!:
Revised 3/5/13
There are many formative and summative assessment options:
 Imagine It! Options: Lesson Assessments, Benchmark Assessments
 Benchmark Assessments: DIBELS Next, Kindergarten Benchmarks, Acuity
 Progress Monitoring: DIBELS Next, Acuity
 Exit slips, teacher observations, daily class work, homework, and basal assessments are to be used at the
teacher’s discretion to help guide and direct instruction.
Standard
CCSLH (Supplemental lesson to teach
this standard)
RI K.3: With prompting and support, describe the connection between
two individuals, events, ideas, or pieces of information in a text.
RI K.8: With prompting and support, identify the reasons an author
gives to support points in a text.
RI K.9: With prompting and support, identify basic similarities in and
differences between two texts on the same topic (e.g., in illustrations,
descriptions, or procedures).
W K.1: Use a combination of drawing, dictating, and writing to
compose opinion pieces in which they tell a reader the topic or the
name of the book they are writing about and state an opinion or
preference about the topic or book (e.g., My favorite book is…).
L K.4.b: Use the most frequently occurring inflections and affixes (e.g.,
-ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown
word.
L K.5.d: Distinguish shades of meaning among verbs describing the
same general action (e.g., walk, march, strut, prance) by acting out the
meanings.
2.1.C: Describe Connections in a Text
2.3.B: Identify Reasons that Support Key Points
2.3.C: Tell What Is the Same and Different in
Two Texts
4.1.A: Draw, Tell, and Write Opinions
6.2.B: Determine Word Meanings
6.2.C: Explore Word Relationships
Unit 1 Lessons 1-5:
Amelia’s Show-and-Tell Fiesta, Look Out
Kindergarten, Here I Come!
Content Objectives
Kindergarten
Language Arts
Academic Vocabulary
Throughout each lesson teachers have Content Objectives
for each of the standards. These objectives show WHAT
students will be learning.
Reading Literature
Z I can tell who, what, where, when, why, and how after
listening to stories.
 I can tell you important things about a story I have heard.
 I can find the characters and tell what happened in a
story.
 I can understand how pictures help tell the story.
 I can talk about a story with my class.
Reading Foundational Skills
 I can use basic text features to help me read (read left to
right, read top to bottom, spaces between words).
 I can tell you how letters formed and if they are upper- or
lowercase.
Writing
Z I can draw, tell, and write my opinion.
 I can write lists and charts.
Revised 3/5/13
Quarter 1 – Approximately Five Days
Reading Literature
 characters
 events
 illustrations
 read aloud
 discuss
Selection Vocabulary









snapped
almost
pack
supplies
photo
lonely
practice
crafts
principal
CCSSLH Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.3.A: Illustrations and Story Parts
Reading Foundational
Skills
 top
 bottom
 left
 right
 uppercase
 lowercase
 up-and-down
 across
 slant
 vertical
 horizontal
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.3.A: Phonics
 3.3.B: High-Frequency Words
 3.3.C: Word Family Work
Writing
 list
 chart
 organize
Writing
 4.1.A: Draw, Tell, and Write Opinions
 4.1.B: Draw, Tell, and Write to Inform
and Explain
Speaking and Listening
 I can participate in a conversation.
 I can discuss what is happening in a painting and how it
relates to school.
 I can ask questions to get help, or learn something new.
 I can experiment with different writing tools.
 I can talk clearly and tell people my thoughts about a
story.
Speaking and
Listening
 wonder
 investigate
 beginning
 middle
 end
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
 5.2.B: Use Drawings and Pictures to
Add Details
 5.2.C: Speak Clearly
Language
 I can use nouns or naming words.
 I can use question words.
 I can show how my vocabulary words connect to me and
my real life.
Language
 noun
 question words
Language
 6.1.C: Nouns
 6.1.E: Verbs
 6.1.F: Question Words
 6.1.H: Capitalization
 6.2.C: Explore Word Relationships
L
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
 I will respectfully listen to my classmates as they discuss
their wonderings about the story.
 I will participate in a shared reading and match what I am
hearing with the word the teacher is pointing at.
 I will describe what I see in a picture to a group of
classmates and explain how it tells me more information
about school.
 I will create marks on a paper with many different types
of writing tools.
Resources:
Intervention focus:
Revised 3/5/13
Advanced Learner Focus:



Foundational
Comprehension
Writing
Assessment Options:
Imagine It!: Lesson Assessment Book 1
 Counting p. 1
 Number Recognition p. 2
 Selection Vocabulary p. 3
 Letter Recognition p. 4
 Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T45, T63).
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T70-T71).
RL.K.7: With promoting and support, describe the relationship between illustrations and the story in which they appear (e.g. what moment in a story an
illustration depicts). (T57-T61).
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T45, T63).
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T57, T59, T75, T79).
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T26, T36, T50, T68, T86).
W.K.2: Use a combination of drawing, dictating, and writing to compose information/explanatory texts in which they name what they are writing about and
supply some information about the topic. (T32, T46, T64).
SL.K.1.b: Continue a conversation through multiple exchanges. (T31, T90-T91).
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T33).
SL.K.3: Ask and answer question in order to seek help, get information, or clarify something that is not understood. (T31, T78, T91,).
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (T82).
SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly. (T65).
L.K.1.b: Use frequently occurring nouns and verbs. (T46-T47).
L.K.1.d: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (T45, T63, T91).
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T40, T55, T72).
Revised 3/5/13
Unit 1 Lessons 6-10:
Kindergarten Rocks!, Boomer Goes to School, The
1st Day of School
Content Objectives
Kindergarten
Language Arts
Academic Vocabulary
Throughout each lesson teachers have Content Objectives
for each of the standards. These objectives show WHAT
students will be learning.
Reading Literature
Z I can tell who, what, where, when, why, and how after
listening to stories.
 I can use pictures to retell a story I have read.
 I can identify the character in a story.
 I can name the author and illustrator and know the job
that they have in telling a story.
 I can decide what pictures go with what part of the story
and find things in the illustration that are not in the
words of the story.
 I can talk with my class about what we learned while
reading a story.
Reading Foundational Skills
Z I can use basic text features to help me read (read left to
right, read top to bottom, spaces between words).
 I can name the upper and lower case letters we are
learning this week.
 I can make rhyming words or tell you what word doesn’t
rhyme in a group of words.
 I can read high frequency words.
 I can read and understand a pre-decodable.
Revised 3/5/13
Reading Literature
 Sequence
 Retell
 Character
 Author
 Illustrator
 Pictures
 Text
 First
 Next
 Then
 Finally
 Timeline
Reading Foundational
Skills
 Left
 Right
 Top
 Bottom
 Uppercase/Capital
 Lower case
 Horizontal
 Vertical
 Circle
 Straight
 Rhyme
 High Frequency
Word
Quarter 1 – Approximately Five Days
Selection Vocabulary













mats
unusual
settling
suddenly
leash
excited
led
squirmed
share
confused
spotless
nervous
cafeteria
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.2.C: Identify Authors and Illustrators
 1.3.A: Illustrations and Story Parts
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.3.B: High-Frequency Words
 3.4.A: Developing Fluency

Writing
Z I can draw, tell, and write my opinions.
 I can create a drawing to tell about something.
Speaking and Listening
Z I can participate in a conversation.
 I can share what I have learned by talking about the
most important things.
 I can ask and answer questions if there is something I
don’t understand.
 I can tell about something I already know using details.
 I can share something clearly so my classmates can
understand.
Language
 I can print my name using uppercase/capital and
lowercase letters.
 I can answer and ask questions using question words like
who, what, where, when, why and how.
 I can use words like “on” to describe where something
is.
 I can use complete sentences to share my ideas with my
class.
 I can understand a word in a story when it means two
different things.
 I can put things that are alike in a group.
 I can use new words I learn.
Revised 3/5/13
Pre-decodable
Writing
 Create
 Frame
Speaking and
Listening
 Discuss
 Interests
 Puzzles
 Think aloud
 Describe
 Detail
 Mention
 Reflect
 Sentence
 Listen
 Clearly
Language
 Uppercase/capital
 Lowercase
 Print
 Question
 Who
 What
 Where
 When
 Why
 How
 Preposition
 Sentence
 Share
 Grouping
 Alike
Writing
 4.1.A: Draw, Tell, and Write Opinions
 4.1.C: Draw, Tell, and Write Stories
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
 5.2.A: Use Details to Describe
 5.2.C: Speak Clearly
Language
 6.1.A: Handwriting
 6.1.F: Question Words
 6.1.G: Prepositions
 6.1.B: Complete Sentences\
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words
L
Key Concepts for Differentiation – See p. 1



Classifying
Categories
Connection
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Reading Foundational Skills
 I will listen to a group of words and identify the word
that doesn’t rhyme with the rest.
 I will name a rhyming word to match a word my teacher
tells me.
 I will read a pre-decodable using high frequency words.
 I will print the uppercase/capital and lowercase letters
we are learning this week.
Resources
Interventions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Classifying and Categorizing: Numbers, Letters, Capital Letters p. 5
 Comprehension Observation Log p. 110
Revised 3/5/13
Extensions:
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T147)
RL.K.2: With prompting and support, retell familiar stories, including key details. (T122-T123, T154-T155) (T147)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T122-T123)
RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (T140)
RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts). (T149)
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T147)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T145)
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters. (T137)
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T136, T152, T164)
RF.K.2.a: Recognize and produce rhyming words. (T107, T135)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T122-T123, T154-T155)
RF.K.4: Read emergent-reader texts with purpose and understanding. (T122-T123, T154-T155)
SL.K.1.b: Continue a conversation through multiple exchanges. (T168)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T153) (T117)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T153)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T121) (112, T113, T145)
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (T148, T160)
SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly. (T159)
L.K.1.b: Use frequently occurring nouns and verbs. (T132-T133, T170-T171)
L.K.1.d: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (T115, T168-T169)
L.K.1.f: Produce and expand complete sentences in shared language activities. (T170)
L.K.5.a: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (T106, T118, T162)
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T115, T147)
Revised 3/5/13
Unit 1 Lessons 11-15:
On the Way to School, Chrysanthemum
Content Objectives
Kindergarten
Language Arts
Academic Vocabulary
Throughout each lesson teachers have Content Objectives
for each of the standards. These objectives show WHAT
students will be learning.
Reading Literature
Z I can tell who, what, where, when, why, and how after
listening to stories.
 I can use pictures to retell a story in the order it
happened.
 I can read tell someone about the important people and
things that happened in a story.
 I can ask or answer questions or use clues in the story to
find the meaning of a word I don’t know in a story.
 I can identify the author and illustrator and know the job
they have in telling a story.
 I can look at pictures while reading or listening to a story
and see how they go together to make a story more
interesting.
 I can listen and share ideas with my class about a story
we just read.
Reading Informational
Z I can tell who, what, where, when, why, and how after
reading nonfiction.
 I can share with my class things I learn from reading a
story.
Reading Foundational Skills
Z I can use basic text features to help me read (read left to
right, read top to bottom, spaces between words).
Revised 3/5/13
Quarter 1 – Approximately Five Days
Reading Literature
 Question
 Encourage
 Think aloud
 Discuss
 Retell
 And
 Then
 Time Line
 Characters
 Setting
 Dictionary
 Clarify
 Author
 Illustrator
 Interesting
 Text
Reading
Informational
 Focus question
Reading Foundational
Skills
 First
Selection Vocabulary


















shiny
construction
site
bulldozers
crossing guard
playground
absolutely
appreciate
sharing
comfortable
scarcely
fascinating
jealous
stem
impression
assigned
humorous
blushed
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.2.A: Ask and Answer Questions
about Unknown Words
 1.2.C: Identify Authors and Illustrators
 1.3.A: Illustrations and Story Parts
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words




I can name all of the uppercase/capital and lowercase
letters we are learning this week.
I can name a word that rhymes with a different word or
tell what word doesn’t rhyme in a group of words.
I can read high frequency words in a pre-decodable.
I can read and understand a pre-decodable.








Writing
Z I can draw, tell, and write my opinion.
 I can use a web to get ideas on things to write about and
details to add to my writing.
 I can write and draw about something that happened to
me.
Speaking and Listening
Z I can participate in a conversation.
 I can listen to ideas and share my own ideas and
questions with my class about what I learn in a story.
 I can describe what happened in a story I have already
read.
 I can create drawings to tell a story and add detail to
give more information.
 I can tell others my ideas in sentences so they can
understand what I think.
Language
Revised 3/5/13
Last
Left
Right
Print
Uppercase/capital
Lowercase
High Frequency
Words
Pre-decodable
Writing
 Web
 Ideas
 Organize
 Topic
 Labeling
 Line drawing
 Object
Speaking and
Listening
 Questions
 Sentences
 Discuss
 Describe
 Retell
 Detail
 Idea
 Clearly
 Understand
 Complete
sentences


3.3.B: High-Frequency Words
3.4.A: Developing Fluency
Writing
 4.1.A: Draw, Tell, and Write Opinions
 4.1.C: Draw, Tell, and Write Stories
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
 5.2.A: Use Details to Describe
 5.2.B: Use Drawings and Pictures to
Add Details
 5.2.C: Speak Clearly
Language
 6.1.A: Handwriting

Z
I can print uppercase/capital letters and lowercase
letters.
I can use the word “go” to talk about things I do.
I can understand and answer questions that use
question words like “why” or “who”.
I can use words like “near” or “by” to describe where
something is.
I can talk about how things are similar and different and
put things in groups with things that are the same.
I can use new words I learn.
L
Key Concepts for Differentiation – See p. 1




Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Writing
 I will listen to the ideas of my classmates while creating
an idea web for writing.
 I will share my writing with my classmates by using
complete sentences.
 I will read and remember ideas from the idea web to use
in my writing.
 I will use drawings and words to write about something
that happened to me in the order it happens.
Language
 Uppercase/capital
 Lowercase
 Print
 Verb
 Question words
 Describe
 Who
 What
 Where
 When
 Why
 Preposition
 Near
 Far
 By
 Left
 Right
 Over
 Under
 Similar
 Different
 Classify
 Categorize
Resources
Interventions:
Revised 3/5/13
Extensions:






6.1.C: Nouns
6.1.E: Verbs
6.1.F: Question Words
6.1.G: Prepositions
6.2.C: Explore Word Relationships
6.2.D: Learn and Use New Words
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Selection Vocabulary p. 6
 Shapes p. 7
 Colors p. 8
 Days of the Week p. 9
 Capital Letters p. 10
 Small letters p. 11
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T207)
RL.K.2: With prompting and support, retell familiar stories, including key details. (T225)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T225)
RL.K.4: Ask and answer questions about unknown words in a text. (T236)
RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (T232)
RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts). (T239)
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T241) (T207)
RI.K.1: With prompting and support, ask and answer questions about key details in a text. (T205)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T205)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T217, T221)
RF.K.1.d: Recognize and name all upper-and lowercase letters of the alphabet. (T186, T198, T210, T228)
RF.K.2.a: Recognize and produce rhyming words. (T185, T209)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T200-T201, T230-T231)
RF.K.4: Read emergent-reader texts wit purpose and understanding. (T200-T201, T230-T231)
W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic. (T194)
W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in
which they occurred, and provide a reaction to what happened. (T206, T224, T242)
Revised 3/5/13
SL.K.1.b: Continue a conversation through multiple exchanges. (T250)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
Details and requesting clarification if something is not understood. (T250, T255)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T225)
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (T224, T242)
SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly. (T250)
L.K.1.d: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (T223)
L.K.1.f: Produce and expand complete sentences in shared language activities. (T250)
L.K.5.a: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (T241)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are (colorful). (T232)
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T241)
Revised 3/5/13
Unit 2 Lessons 1-5:
Lots and Lots of Zebra Stripes: Patterns in Nature,
Patterns in the Park
Content Objectives
Kindergarten
Language Arts
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 retell a story I have read using pictures.
 I can tell about the important parts of a story, the
characters and the setting.
 I can see how pictures go with a story to make it better.
Reading Literature
 Discussion
 Events
 Pictures
 Describe
 Retell
 Characters
 Setting
 Event
 Illustration
 Frame
 Think aloud
Reading Informational
Z I can tell who, what, where, when, why and how after
reading nonfiction.
 I can retell a story that gives me information.
 I can identify the important parts of a book.
 I can tell what text matches the pictures in a story.
 I can discuss what I have read with my classmates by
listening and sharing ideas.
Reading
Informational
 Information
 Wonder
 Review
 Examples
 Prior knowledge
 Retell
 Connect
 Front cover
 Back cover
 Title page
 Illustrator
Revised 3/5/13
Quarter 1– Approximately Five Days
Selection Vocabulary













patterns
curved
scales
pond
shapes
pebble
curls
rectangle
boards
squares
kite
stripes
camouflage
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.3.A: Illustrations and Story Parts
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
 2.1.B: Identify the Main Topic and Key
Details
 2.2.B: Identify Parts of a Book
 2.3.A: Illustrations and Text



Reading Foundational Skills
Z I can use basic text features to help me read (read left to
right, read top to bottom, spaces between words).
 I can say a word that rhymes with a different word.
 I can read high frequency words in a pre-decodable.
 I can read and understand a pre-decodable.
Writing
Z I can draw, tell, and write my opinion.
 I can find answers to questions or new information in
stories or by listening to people.
Speaking and Listening
Z I can participate in a conversation.
 I can share what I have learned by talking about the
most important things.
 I can ask and answer questions if there is something I
don’t understand.
Revised 3/5/13
Text
Photographs
Discussion
Reading Foundational
Skills
 Top
 Bottom
 Left
 Right
 Word
 Uppercase/capital
 Lowercase
 Rhyme
 High frequency
words
 Pre-Decodable
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.4.A: Developing Fluency
Writing
 Beginning
 Middle
 End
 Information
 Sources
 Investigate
Writing
 4.1.A: Draw, Tell, and Write Opinions
 4.3.B: Answer Questions
Speaking and
Listening
 Discuss
 Idea
 Question
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
 5.2.A: Use Details to Describe

I can describe something I already know, like a place or a
person.
Language
 I can use naming words like animals and shapes.
 I can decide how things are alike and different.
 I can name a word that is the opposite of something.
 I can read words in books and find examples of those
words in my life.
Z I can use new words I learn.
L
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Reading Informational
 I will
 I will
 I will
 I will
Reading Foundational Skills
 I will listen and identify words that rhyme out of a group
of words.
 I will find and name the uppercase/capital and
lowercase letters I have learned this week.
 I will read high frequency words in a pre-decodable.
Revised 3/5/13




Answer
Understand
Describe
Familiar
Language
 Nouns
 Different
 Alike
 Compare
 Contrast
 Opposite
 Example
 Connection
 Speak
Language
 6.1.C:
 6.1.E:
 6.2.C:
 6.2.D:
Nouns
Verbs
Explore Word Relationships
Learn and Use New Words

I will write some uppercase/capital and lowercase letters
I have learned.
Resources
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Measurement Words p. 12
 Counting Words in Sentences p. 13
 Compare and Contrast p. 14
 Opposites p. 15
 Naming Words p. 16
 Comprehension Observation Log p. 110
Standards:
RL.K.2: With prompting and support, retell familiar stories, including key details. (T38-T39)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T38-T39)
RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts). (T61)
RI.K.1: With prompting and support, ask and answer questions about key details in a text. (T43, T75)
RI.K.2: With prompting and support, identify the main topic and retell key details of a text. (T59)
RI.K.5: Identify the front cover, back cover, and title page of a book. (T30)
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
idea in the text an illustration depicts). (T59)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T38-T39)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T51, T83) (T55)
RF.K.4: Read emergent-reader texts with purpose and understanding. (T66-T67)
Revised 3/5/13
W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in
which they occurred, and provide a reaction to what happened. (T32, T44, T60, T76)
W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
(T31, T85) (T32)
SL.K.1.b: Continue a conversation through multiple exchanges. (T30-T31)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T31, T84, T43) (T33)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T31, T43, T58, T70, T74)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T38-T39) (T40)
L.K.1.b: Use frequently occurring nouns and verbs. (T33)
L.K.5.a: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (T24, T34) (T55, T57, T71)
L.K.5.b: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). (T62, T78)
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T24-T25) (T31)
Revised 3/5/13
Unit 2 Lessons 6-10:
Dainty Lady, Old Bear’s Surprise Painting,
Mrs. Zebra
Content Objectives
Kindergarten
Language Arts
Academic Vocabulary
Throughout each lesson teachers have Content Objectives
for each of the standards. These objectives show WHAT
students will be learning.
Reading Literature
Z I can tell who, what, where, when, why and how after
listening to stories.
 I can retell a story.
 I can talk about the important parts in a story.
 I can ask questions about a word I don’t know.
 I can tell when words make up different kinds of text,
like a story or a poem.
 I can identify the author and illustrator and know the job
they do.
 I can decide what pictures go with what part of the story
and find things in the illustration that are not in the
words of the story.
 I can share my ideas and listen as my classmates share
ideas about a story
Reading Foundational Skills
Z I can use basic text features to help me read (read left to
right, read top to bottom, spaces between words).
 I can find letters in words.
 I can name the uppercase/capital and lowercase letters
we have learned this week.
 I can hear words that rhyme and add more rhyming
words.
 I can read high frequency words in a pre-decodable.
Revised 3/5/13
Quarter 1 – Approximately Five Days
Reading Literature
 Text
 Details
 Retell
 Sequence
 Order
 Characters
 Setting
 Events
 Questions
 Story
 Poem
 Identify
 Author
 Illustrator
 Describe
Reading Foundational
Skills
 Text
 Spaces
 Uppercase/capital
 Lowercase
 Curve
 Left
 Right
Selection Vocabulary













dandy
polka-dotted
frame
proudly
bounced
runny
covered
collect
grumbled
wonderful
news
special
design
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.2.A: Ask and Answer Questions
about Unknown Words
 1.2.B: Kinds of Literature
 1.2.C: Identify Authors and Illustrators
 1.3.A: Illustrations and Story Parts
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.3.B: High-Frequency Words
 3.4.A: Developing Fluency

I can read and understand a pre-decodable.








Writing
Z I can draw, tell, and write my opinion.
 I can share my writing or drawing with a partner and
work together on ideas to make our writing or drawings
better.
Speaking and Listening
 I can ask a question when I don’t understand something.
 I can describe something I already know using details.
 I can add a drawing to writing to give more detail.
 I can share my ideas clearly and in complete sentences.
Language
 I can print uppercase/capital and lowercase letters we
have learned.
 I can use naming words to identify things in pictures.
 I can share my ideas using complete sentences and the
words “first,” “middle,” and “last”.
 I can use new words I learn.
L Key Concepts for Differentiation – See p. 1
Revised 3/5/13
Horizontal
Vertical
Straight
Slanted
Diagonal
Rhyme
High frequency
word
Pre-decodable
Writing
 Idea web
 Describe
 Details
Speaking and
Listening
 Question
 Describe
 Detail
 Ideas
 Clearly
 Complete
sentence
Language
 Print
 Curve
 Circle
 Around
 Right
 Left
 Nouns
 Identify
 Naming words
Writing
 4.1.A: Draw, Tell and Write Opinions
 4.2.A: Use the Writing Process
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.2.A: Use Details to Describe
 5.2.B: Use Drawings and Pictures to
Add Details
 5.2.C: Speak Clearly
Language
 6.1.A: Handwriting
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words





Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:

Describe
First
Middle
Last
Complete
sentence
Uppercase/capital
Reading Informational
 I will listen to questions about a story and be able to
answer them.
 I will retell a story in the order that things happened in a
story.
 I will be able to tell the difference between different
kinds of text, like poems and stories.
 I will find authors and illustrators in writing and will be
the author and illustrator of my writing.
Resources
Interventions:
Assessment Options
Revised 3/5/13
Extensions:
Imagine It!: Lesson Assessment Book 1
 Word Order in Sentence p. 17
 Words That Describe p. 18
 Selection Vocabulary p. 19
 Sequence p. 20
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T109, T153, T125) (T127)
RL.K.2: With prompting and support, retell familiar stories, including key details. (T137, T139)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T125, T141, T137)
RL.K.4: Ask and answer questions about unknown words in a text. (T107, T151)
RL.K.5: Recognize common types of texts (e.g., storybooks, poems). (T133)
RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (T134, T150)
RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts). (T121)
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T109, T153, T141)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T125)
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters. (T100, T114)
RF.K.1.c: Understand that words are separated by spaces in print. (T126-T127, T164-T165)
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T102, T130, T146, T158)
RF.K.2.a: Recognize and produce rhyming words. (T112-T113, T128, T144, T156-T157)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T116-T117, T148-T149)
RF.K.4: Read emergent-reader texts wit purpose and understanding. (T117, T149)
W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (T154)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T107)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T118, T150)
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (T126, T142, T164)
SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly. (T100) (T143)
L.K.1.a: Print many upper- and lowercase letters of the alphabet. (T104, T132)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T107, T119, T125, T141)
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T141)
Revised 3/5/13
Unit 2 Lessons 11-15:
Smelly or Soft: Zoologists Study Them All
Leaf Man
Content Objectives
Kindergarten
Language Arts
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 tell who, what, where, when, why and how after
listening to stories.
 I can retell a story with the most important parts.
 I can tell who the most important people in a story are
and where a story takes place.
 I can decide what part of a story a picture goes with and
why it’s important to the story.
 I can share my ideas about a story and listen as my
classmates share different ideas.
Reading Informational
 I can tell who, what, where, when, why and how after
reading nonfiction.
 I can ask questions to find out what a new word means
in a story.
 I can decide what a photograph or picture tells me about
the text in a story.
 I can share my ideas about a story that gives me
information and I can listen to my classmates give
different ideas.
Quarter 1– Approximately Five Days
Reading Literature
 Retell
 Comments
 Questions
 Details
 Character
 Setting
 Events
 Picture
 Discuss
 Relate
 Focus Question
Reading
Informational
 Focus Question
 Illustration
 Discuss
 Vocabulary
 Selection
 Photograph
 Text
 Information
 Categorize
Selection Vocabulary



















zoologist
wild
scientist
slimy
natural
migrate
used to
drifting
travel plans
orchards
marsh
rustle
prairie
flock
meadows
Earth
gliding
lonesome
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.3.A: Illustrations and Story Parts
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
 2.2.A: Ask and Answer Questions
about Unknown Words
 2.3.A: Illustrations and Text
Reading Foundational Skills
Revised 3/5/13
Reading Foundational Skills
 I can use basic text features to help me read (read left to
right, read top to bottom, spaces between words).
 I can identify different letters in words.
 I can find the spaces in between each word.
 I can name all of the uppercase/capital and lowercase
letters we are learning this week.
 I can read high frequency words in a pre-decodable.
 I can read and understand a pre-decodable.
Writing
 I can use drawing and writing to describe something.
 I can work with my class to publish a book about
patterns.
Speaking and Listening
 I can participate in a conversation.
 I can add a picture or details to a picture to show
something I have learned.
 I can share my ideas clearly and in complete sentences.
Revised 3/5/13
Reading Foundational
Skills
 Text
 Left
 Right
 Page
 Line
 Letters
 Words
 Spaces
 In between
 Slanted
 Right
 Left
 Diagonal
 Vertical
 Short
 Horizontal
 High frequency
word
 Pre-decodable
Writing
 Describe
 Details
 Inquiry
 Photograph
 Contribution
Speaking and
Listening
 Discussion
 Describe



3.1.A: Understand Concepts of Print
3.3.B: High-Frequency Words
3.4.A: Developing Fluency
Writing
 4.1.B: Draw, Tell, and Write to Inform
and Explain
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.2.B: Use Drawings and Pictures to
Add Details
 5.2.C: Speak Clearly






Language
 I can print some uppercase/capital and lowercase
letters.
 I can add to my sentences when sharing my ideas with
classmates.
 I can find a period on a page and know that it ends a
sentence.
 I can sort common objects into categories.
 I can use new words I learn.
L
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Language
 I will listen as my classmates share ideas about what
they have learned.
 I will add a detail to a full sentence to show more about
what I have learned.
Revised 3/5/13
Share
Text
Clarify
Detail
Clearly
Complete
sentences
Language
 Print
 Uppercase/capital
 Lowercase
 Curve
 Circle
 Complete
sentences
 Period
 Punctuation
 Mark
 Sort
 Words
 Phrases
Language
 6.1.A: Handwriting
 6.1.B: Complete Sentences
 6.1.G: Sentences
 6.1.I: End Punctuation
 6.2.C: Sorting
 6.2.D: Words and Phrases


I will find a period on a page and know that it ends a
sentence.
I will write some uppercase/capital and lowercase letters
that I have learned.
Resources
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Action Words p. 21
 Selection Vocabulary p. 22
 Capital Letters p. 23
 Small Letters p. 24
 Alphabet Sequence p. 25
 Alphabet Sequence p. 26
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T248)
RL.K.2: With prompting and support, retell familiar stories, including key details. (T248) (T221)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T221)
RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts). (T211, T215)
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T219) (T201)
RI.K.1: With prompting and support, ask and answer questions about key details in a text. (T199)
RI.K.4: With prompting and support, ask and answer questions about unknown words in a text. (T185)
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
idea in the text an illustration depicts). (T187)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T199)
Revised 3/5/13
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T183)
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters. (T224)
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T180, T192, T204, T224)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T194-195, T226-T227)
RF.K.4: Read emergent-reader texts wit purpose and understanding. (T194-T195, T226-T227)
W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic. (T188, T200)
SL.K.1.b: Continue a conversation through multiple exchanges. (T253)
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (T188)
SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly. (T194-T195) (T248)
L.K.1.a: Print many upper- and lowercase letters. (T246)
L.K.1.f: Produce and expand complete sentences in shared language activities. (T195) (T248)
L.K.2.b: Recognize and name end punctuation. (T213, T215)
L.K.5.a: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (T199)
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T195) (T199, T219)
Revised 3/5/13
Unit 3 Lessons 1-5:
Big Al, Friendship
Content Objectives
Kindergarten
Language Arts
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 answer questions about a story I have read.
 I can retell a story.
 I can identify the author and illustrator and tell what job
they do in telling a story.
 I can share my ideas and listen as my classmates share
different ideas about things we have read.
Reading Informational
 I can answer questions about a story that gives me
information.
 I can tell the main topic and details in a nonfiction book.
 I can identify the important parts of a book, like the
front and back covers and the title page.
 I can identify the author and illustrator and know the job
they have in writing a story that gives me information.
 I can discuss how the photographs or pictures match the
text in the story.
 I can share my ideas and listen as my classmates share
different ideas about a story that gives us information.
Revised 3/5/13
Quarter 2– Approximately Five Days
Reading Literature
 Discuss
 Focus Question
 Questions
 Retell
 Detail
 Identify
 Author
 Illustrator
Reading
Informational
 Information
 Questions
 Main Idea
 Details
 Book
 Front
 Back
 Cover
 Title page
 Author
 Illustrator
 Photograph
 Picture
Selection Vocabulary













trust
school
clever
tangled
friendship
show
care
parts
listener
tasty
important
feel
neighbor
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.2.C: Identify Authors and Illustrators
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
 2.1.B: Identify the Main Topic and Key
Details
 2.2.B: Identify Parts of a Book
 2.2.C: Authors and Illustrators
 2.3.A: Illustrations and Text


Make
Connections
Discuss
Foundational Skills
 I can find the first word on a page and follow the text
from left to right until I get to the end of the page.
 I can identify certain letters in words.
 I can identify spaces in between words.
 I can name all of the uppercase/capital and lowercase
letters.
 I can listen for rhyming words and tell another word that
rhymes.
 I can blend two syllables together to make one word.
 I can say and read the sounds of the letters we are
learning this week.
 I can read common high-frequency words.
 I can decide what words have a sound that I am looking
for.
 I can read and understand a pre-decodable.
Reading Foundational
Skills
 Page
 Text
 Word
 Left
 Right
 Identify
 Letters
 Spaces
 In between
 Rhyme
 Blend
 Syllable
 Sound
 High Frequency
Word
 Pre-decodable
 Similar
 Signal
Writing
 I can write and draw to describe something or someone I
already know.
 I can answer a question by reading stories, listening to
other people share ideas, or thinking of things that have
happened to me.
Writing
 Picture books
 Topic
 Idea Web
 Label
 Experiences
Speaking and Listening
Revised 3/5/13
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.B: Syllables
 3.3.A: Phonics
 3.3.B: High-Frequency Words
 3.3.C: Word Family Work
 3.4.A: Developing Fluency
Writing
 4.1.B: Draw, Tell, and Write to Inform
and Explain
 4.3.B: Answer Questions
Z

I can follow rules for discussions.
I can ask and answer questions when I don’t understand.
Language
 I can print some uppercase/capital and lowercase
letters.
 I can use naming words like people and places.
 I can use action words like “go” to describe what I can
do.
 I can answer questions that use question words like
“who”, “what”, and “why.”
 I can find periods on a page and know that they end a
sentence.
 I can write letters that match sounds I know.
 I can hear words in stories and match them to things in
my life.
 I can learn words in stories or by hearing them and use
them when I speak.
L
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Revised 3/5/13
Speaking and
Listening
 Discussion
 Idea
 Questions
 Understand
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
Language
 Print
 Uppercase/capital
 Lowercase
 Letters
 Curve
 Left
 Right
 Noun/Naming
word
 Verb/Action word
 Question word
 Who
 What
 Where
 When
 Why
 Period
 Punctuation
 Sound
Language
 6.1.A: Handwriting
 6.1.C: Nouns
 6.1.E: Verbs
 6.1.I: End Punctuation
 6.2.D: Learn and Use New Words
Language
 I will listen to new words in stories and match them to
things I already know.
 I will use new words I learn when I speak.
 I will find periods on a page and know they end a
sentence.
 I will write letters that match with sounds I know.
Resources
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Blending Word Parts p. 29
 Main Idea and Details p. 30
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T39) (T41, T55)
RL.K.2: With prompting and support, retell familiar stories, including key details. (T69)
RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (T36)
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T36, T39)
RI.K.1: With prompting and support, ask and answer questions about key details in a text. (T50)
RI.K.2: With prompting and support, identify the main topic and retell key details of a text. (T63, T65)
RI.K.5: Identify the front cover, back cover, and title page of a book. (T28)
RI.K.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (T60)
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
idea in the text an illustration depicts). (TT67)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T67)
Revised 3/5/13
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T51)
RF.K.1.c: Understand that words are separated by spaces in print. (T68-T69, T78)
RF.K.2.a: Recognize and produce rhyming words. (T24-T25, T32-T33)
RF.K.2.b: Count, pronounce, blend, and segment syllables in spoken words. (T71)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T74-T75)
RF.K.3.d: Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (T72)
RF.K.4: Read emergent-reader texts wit purpose and understanding. (T74-T75)
W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic. (T30, T40, T54, T68, T78)
W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (T30)
SL.K.1.b: Continue a conversation through multiple exchanges. (T76-T77)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T29)
L.K.1.a: Print many upper- and lowercase letters. (T27, T45, T73)
L.K.1.b: Use frequently occurring nouns and verbs. (T40-T41)
L.K.2.b: Recognize and name end punctuation. (T151)
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T76-T77)
Revised 3/5/13
Unit 3 Lessons 6-10:
A Friend for Me, Ginger, Making Friends
Content Objectives
Kindergarten
Language Arts
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 answer questions about something I have read.
 I can retell a story using the most important parts.
 I can tell who the story is about and where it takes place.
 I can tell when words make up different kinds of stories,
like poems or true stories.
 I can name the author and illustrator and I know the job
they have in telling a story.
 I can share my ideas and listen as my classmates share
different ideas about a story we have read.
Reading Foundational Skills
 I can find the first word on the page and follow the text
from left to right until I get to the end of the page.
 I can find certain letters in words.
 I can name the uppercase/capital and lowercase letters.
 I can listen to a word and say a word that rhymes with it.
 I can count how many syllables are in words and hear
syllables and blend them together into a word.
 I can say and read the sounds of the letters we are
learning this week.
 I can read high frequency words in a pre-decodable.
 I can read and understand a pre-decodable.
Revised 3/5/13
Quarter 2– Approximately Five Days
Reading Literature
 Review
 Focus Question
 Discussion
 Think aloud
 Retell
 Events
 Sequencing
 Character
 Setting
 Question
 Genre
 Author
 Illustrator
Reading Foundational
Skills
 Text
 Right
 Left
 Top
 Bottom
 Letters
 Words
 Certain
 Uppercase/capital
Selection Vocabulary













closest
hardly
delicious
leaping
especially
naughty
upset
tucked
sharpen
tiny
wiggled
puffed
responsible
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.2.B: Kinds of Literature
 1.2.C: Identify Authors and Illustrators
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.2.B: Syllables
 3.3.A: Phonics
 3.3.B: High-Frequency Words
 3.4.A: Developing Fluency







Lowercase
Rhyme
Syllable
Blend
Sounds
High frequency
words
Pre-decodable
Writing
Z I can draw, say, and write what happened to tell a story.
Z I can add details to my writing.
Writing
 Storyboard
frames
 Print
 Character
 Revise
 Details
Writing
 4.1.C: Draw, Tell, and Write Stories
 4.2.A: Add Details
Speaking and Listening
 I can share what I have learned in something I have read
by telling about the most important parts.
 I can answer questions about what I have read and ask
questions if there is something I don’t understand.
Speaking and
Listening
 Discuss
 Details
 Think aloud
 Review
 Focus Question
 Key Details
 Reactions
 Discuss
 Question
Speaking and Listening
 5.1.B: Ask and Answer Questions
Language
 I can print uppercase/capital and lowercase letters.
 I can use naming words to name things I see or read.
Z I can understand and use question words.
Revised 3/5/13
Language
 Print
 Uppercase/capital
 Lowercase
Language
 6.1.A: Handwriting
 6.1.C: Nouns
 6.1.F: Question Words





Z

L
I can use position words like “in” and “by” to describe
where something is.
I can share my ideas in complete sentences.
I can identify an uppercase/capital letter at the
beginning of a sentence.
I can identify a period and know it ends a sentence.
I can write letters that match sounds I know.
I can tell how words are used in real life (tell animals
that are colorful).
I can learn words in stories or by hearing them and use
them when I speak.
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Reading Foundational Skills
 I will listen for words and signal when I know they
rhyme.
 I will blend together syllables to say a whole word.
 I will read high frequency words in a pre-decodable.
 I will write uppercase/capital and lowercase letters.

























Letter
Vertical
Straight
Around
Circle
Curve
Right
Left
People
Things
Naming words
Nouns
Question words
Who
What
Where
When
Why
How
Preposition
Position
Period
Punctuation
Sounds
Vocabulary
Resources
Interventions:
Revised 3/5/13
Extensions:






6.1.G: Prepositions
6.1.B: Complete Sentences
6.1.H: Capitalization
6.1.I: End Punctuation
6.2.C: Explore Word Relationships
6.2.D: Learn and Use New Words
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Syllable Blending p. 31
 Word Length p. 32
 Selection Vocabulary p. 33
 Compare and Contrast p. 34
 Counting Syllables p. 35
 Letter Sounds (s, m, d, p) p. 36
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T99, T113) (T115)
RL.K.2: With prompting and support, retell familiar stories, including key details. (T127)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T127) (T139)
RL.K.5: Recognize common types of texts (e.g., storybooks, poems). (T96, T134)
RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (T144-T145) (T96)
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T99, T127, T137)
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters. (T131, T141)
RF.K.1.c: Understand that words are separated by spaces in print. (T102, T133)
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T102, T130)
RF.K.2.a: Recognize and produce rhyming words. (T92)
RF.K.2.b: Count, pronounce, blend, and segment syllables in spoken words. (T93, T103, T117, T131, T141)
RF.K.3.a: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each
consonant. (T94, T118)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T144-T145) (T109)
RF.K.4: Read emergent-reader texts with purpose and understanding. (T144-T145)
W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in
which they occurred, and provide a reaction to what happened. (T146)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T99) (T101)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T97)
L.K.1.f: Produce and expand complete sentences in shared language activities. (T138-T139)
Revised 3/5/13
L.K.2.b: Recognize and name end punctuation. (T111)
L.K.2.c: Write a letter or letters for most constant short-vowel sounds (phonemes). (T95, T119)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T99, T137, T120)
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T145)
Revised 3/5/13
Unit 3 Lessons 11-15:
Benjamin Franklin, Don’t Need Friends
Content Objectives
Kindergarten
Language Arts
Academic Vocabulary
Throughout each lesson teachers have Content Objectives
for each of the standards. These objectives show WHAT
students will be learning.
Reading Literature
Z I can retell a story.
 I can identify the most important people and places in a
story.
 I can look at the pictures and tell what part of the story
it matches.
Reading Informational
 I can ask and answer questions about a story that gives
me information.
Z I can tell the main topic and details in a nonfiction book.
 I can ask and answer questions about a word I don’t
know in a story that gives me information.
 I can discuss how the photographs or pictures match the
text in the story.
 I can share my ideas and listen as my classmates share
ideas about what we have learned from a story that
gives us information.
Reading Foundational Skills
 I can find the first word on the page and follow the text
from left to right to the bottom of the page.
 I can identify certain letters in words.
 I can identify spaces in between words.
Revised 3/5/13
Quarter 2 – Approximately Five Days
Reading Literature
 Retell
 Sequence
 Events
 Identify
 Characters
 Setting
 Illustration
Reading
Informational
 Information
 Details
 Main Idea
 Clarify
 Discuss
 Selection
 Focus Question
 Prior Knowledge
Reading Foundational
Skills
 Text
 Left
Selection Vocabulary


















inventor
lightning
protect
stove
haste
waste
decision
mumbling
frowned
grouch
crate
barrel
howling
stomped
growled
complain
munched
accidentally
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.3.A: Illustrations and Story Parts
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
 2.1.B: Identify the Main Topic and Key
Details
 2.2.A: Ask and Answer Questions
about Unknown Words
 2.3.A: Illustrations and Text
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.C: Segment and Blend Onset and
Rime



Z


I can blend together two parts of a word to make a
whole word.
I can blend together three sounds to make a whole
word.
I can signal when I hear a word with a long or short a.
I can read common high-frequency words.
I can decide what words have a sound that I am listening
and looking for.
I can read and understand a decodable.

















Writing
 I can write and draw to tell about a book I have read.
Speaking and Listening
 I can answer questions about what I have read and ask
questions if there is something I don’t understand.
 I can describe someone or something I already know.
Revised 3/5/13
Right
Top
Bottom
Identify
Certain
Letter
Words
Spaces
Onset
Rime
Blend
Sounds
Signal
Long vowel
Short vowel
High frequency
words
Decodable
Writing
 First
 Next
 And then
 Finally
 Topic
 Book Report
 Idea web
 Sequencing
Speaking and
Listening
 Questions
 Clarify
 Make Connection





3.2.D:
3.3.A:
3.3.B:
3.3.C:
3.4.A:
Say Sounds
Phonics
High-Frequency Words
Word Family Work
Developing Fluency
Writing
 4.1.B: Draw, Tell, and Write to Inform
and Explain
Speaking and Listening
 5.1.B: Ask and Answer Questions
 5.2.A: Presentation of Knowledge and
Ideas

Language
Z I can understand and use question words.
 I can use position words like “inside” or “next to” to
describe where something is.
 I can share my ideas and add detail in complete
sentences.
 I can identify an uppercase/capital letter at the
beginning of a sentence.
 I can identify a period and know it ends a sentence.
 I can write letters that match sounds I have learned.
 I can hear words in stories and match them to things in
my life.
L
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Language
 I will listen and understand questions using question
words.
 I will use position words to describe where something is.
 I will identify uppercase/capital letters at the beginning
of a sentence and periods at the end.
 I will write letters to match sounds I hear or read.
Resources
Revised 3/5/13
Describe
Language
 Question words
 Who
 What
 Where
 When
 Why
 How
 Position
 Preposition
 Sentence
 Extend
 Identify
 Uppercase/capital
 Period
 Punctuation
 Sound
Language
 6.1.F: Question Words
 6.1.G: Prepositions
 6.1.B: Complete Sentences
 6.1.H: Capitalization
 6.1.I: End Punctuation
 6.1.A: Handwriting
 6.2.C: Explore Word Relationships
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Words in Sentences p. 37
 Blending Initial Sounds p. 38
 Selection Vocabulary p. 39
 Fantasy and Reality p. 40
 Comprehension Observation Log p. 110
Standards:
RL.K.2: With prompting and support, retell familiar stories, including key details. (T213, T222)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T187)
RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts). (T191, T193, T195)
RI.K.1: With prompting and support, ask and answer questions about key details in a text. (T179)
RI.K.2: With prompting and support, identify the main topic and retell key details of a text. (T176)
RI.K.4: With prompting and support, ask and answer questions about unknown words in a text. (T169)
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
idea in the text an illustration depicts). (T169)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T179)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T191)
RF.K.1.c: Understand that words are separated by spaces in print. (T182)
RF.K.2.c: Blend and segment onsets and rimes of single-syllable spoken words. (T173, T183)
RF.K.2.d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.). (T202, T218)
RF.K.3.b: Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (T164, T184)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T186, T187, T220-T221)
RF.K.3.d: Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (T184)
RF.K.4: Read emergent-reader texts wit purpose and understanding. (T186-T187, T220-T221)
Revised 3/5/13
W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic. (T198)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T167,T168)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T186-187) (T213)
L.K.1.f: Produce and expand complete sentences in shared language activities. (T180-T181, T214-T215)
L.K.2.a: Capitalize the first word in a sentence and the pronoun I. (T223)
L.K.2.b: Recognize and name end punctuation. (T220-T221) (T192-T195)
L.K.2.c: Write a letter or letters for most constant and short-vowel sounds (phonemes). (T165)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T169, T197)
Revised 3/5/13
Unit 4 Lessons 1-5:
Where Land Meets Sea, The Ocean
Content Objectives
Kindergarten
Language Arts
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 a story I have read.
Z I can retell a story.
Reading Informational
Z I can tell the main topic and details in a nonfiction book.
 I can identify the most important parts of a book, like
the front and back cover and the table of contents.
Revised 3/5/13
Quarter 2– Approximately Five Days
Reading Literature
 Review
 Share
 Thought Cloud
 Characters
 Retell
 Format
 “And then”
Reading
Informational
 Retell
 Facts
 Text
 Browse
 Recall
 Information
 Front
 Back
 Cover
 Title Page
 Table of Contents
Selection Vocabulary













seashore
pebbly
marshes
form
snout
gloom
eel
smooth
tough
surface
calmly
magnificent
beach
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
Reading Informational
 2.1.B: Identify the Main Topic and Key
Details
Reading Foundational Skills
 I can find certain letters in words.
 I can identify spaces in between words.
 I can name uppercase/capital and lowercase letters.
 I can listen to words that rhyme and say other rhyming
words.
 I can count syllables in words and blend them together
to make one word.
 I can blend three sounds together to make one word.
 I can say and read the sounds of the letters we are
learning this week.
Z I can read common high-frequency words.
 I can read and understand a decodable
Writing
Z I can draw, say, and write what happened to tell a story.
Z I can add details to my writing.
 I can answer a question by reading stories, listening to
other people share ideas, or thinking of things that have
happened to me.
Speaking and Listening
 I can share my ideas and listen as my classmates share
different ideas about things we have learned.
 I can share what I have learned in something I have read
by telling about the most important parts.
Revised 3/5/13
Reading Foundational
Skills
 Letters
 Words
 Spaces
 In between
 Uppercase/capital
 Lowercase
 Rhyme
 Match
 Blend
 Syllables
 Sounds
 High frequency
words
 Decodable
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.2.B: Syllables
 3.2.D: Say Sounds
 3.3.A: Phonics
 3.3.B: High-Frequency Words
 3.4.A: Developing Fluency
Writing
 News
 Idea Web
 Event
 Topic
 Details
 Investigate
 Wonderings
 Conjecture
Writing
 4.1.C: Draw, Tell, and Write Stories
 4.2.A: Add Details
 4.3.B: Answer Questions
Speaking and
Listening
 Conversation
 Discuss
 Detail
 Investigate
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
 5.2.A: Presentation of Knowledge and
Ideas


I can answer questions about what I have read and ask
questions if there is something I don’t understand.
I can describe, with details, someone or something I
already know.
Language
 I can print uppercase/capital and lowercase letters.
 I can use naming words to name things in pictures.
 I can use question words like “where” and “what” to
answer and ask questions.
 I can use position words like “to” and “at” to describe
where something is.
 I can identify a question mark and know it ends a
question.
 I can write letters that match sounds I have learned.
 I can hear words in stories and match them to things in
my life.
 I can learn words in stories or by hearing them and use
them when I speak.
L
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Revised 3/5/13







Encourage
Personal
experience
Features
Investigate
Wonderings
Conjuncture
Clarify
Language
 Short
 Horizontal
 Vertical
 Straight
 Proofread
 Naming words
 Nouns
 Identify
 Question words
 Who
 What
 Where
 When
 Why
 How
 Position words
 Preposition
 Question mark
 Statement
 Question
 Punctuation
 Letters
 Sounds
Language
 6.1.A: Handwriting
 6.1.C: Nouns
 6.1.F: Question Words
 6.1.G: Prepositions
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words

Vocabulary
Writing
 I will listen to my classmates share ideas to answer
questions.
 I will share my ideas with my classmates to answer
questions.
 I will answer questions by remembering things I have
read.
 I will write a news story with my class about something
that has happened to us.
Resources
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Differentiating Letters, Words and Sentences
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T69)
RL.K.2: With prompting and support, retell familiar stories, including key details. (T74-T75)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T69)
RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
Illustration depicts). (T74-T75).
RI.K.2: With prompting and support, identify the main topic and retell key details of a text. (T53, T60)
RI.K.5: Identify the front cover, back cover, and title page of a book. (T28)
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters. (T26, T32-T33, T42, T56)
Revised 3/5/13
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T35, T59)
RF.K.2.a: Recognize and produce rhyming words. (T24-T25)
RF.K.2.b: Count, pronounce, blend, and segment syllables in spoken words. (T32-T33)
RF.K.3.a: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each
consonant. (T27, T44-T45)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T74-T75)
RF.K.4: Read emergent-reader texts wit purpose and understanding. (T74-T75)
W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in
which they occurred, and provide a reaction to what happened. (T30, T40, T54, T68)
W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
(T76-T77)
SL.K.1.b: Continue a conversation through multiple exchanges. (T76-T77)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T29, T31)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T29, T76-T77)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T49, T51, T76)
L.K.1.a: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (T45, T73)
L.K.1.d: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (T29) (T68-T69)
L K.2.c: Write a letter or letters for most constant and short-vowel sounds (phonemes). (T27, T45)
L K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T47)
L K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T76)
Revised 3/5/13
Unit 4 Lessons 6-10:
The Sea’s Treasures, Humphrey the Lost Whale,
The Seahorse
Content Objectives
Kindergarten
Language Arts
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 a story I have read.
 I can identify the important people and places in a story I
have read.
 I can tell when words make up different kinds of stories,
like poems or true stories.
Reading Informational
 I can ask and answer questions about a story that gives
me information.
 I can ask and answer questions about a word I don’t
know in a story that gives me information.
Revised 3/5/13
Quarter 2 – Approximately Five Days
Reading Literature
 Discuss
 Focus Question
 Review
 Poet
 Poem
 Connect
 Experiences
 Identify
 Character
 Setting
 Genre
 Poet
Reading
Informational
 Summarize
 Sequence
 Recall
 Problem
 Thought Cloud
 Retell
 Story frames
Selection Vocabulary













swirl
seaweed
wandered
shallow
amazing
narrow
clanging
approached
crane
rescue
seahorse
hooves
underwater
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.C: Story Parts
 1.2.B: Kinds of Literature
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
 2.2.A: Ask and Answer Questions
about Unknown Words



Reading Foundational Skills
 I can find the first word on the page and follow the text
from left to right to the bottom of the page.
 I can name uppercase/capital and lowercase letters.
 I can listen and signal when I hear rhyming words.
 I can count how many syllables are in words and blend
them together into a word.
 I can blend together three sounds to make a whole
word.
 I can say and read the sounds of the letters we are
learning this week.
Z I can read common high-frequency words.
 I can read and understand a decodable.
Writing
Z I can draw, say, and write what happened to tell a story.
 I can answer a question by reading stories, listening to
other people share ideas, or thinking of things that have
happened to me.
Speaking and Listening
Revised 3/5/13
Solve
Review
Vocabulary
Reading Foundational
Skills
 Text
 Left
 Right
 First
 Bottom
 Uppercase/capital
 Lowercase
 Letters
 Rhyme
 Signal
 Syllable
 Blend
 Sounds
 Words
 High frequency
words
 Decodable
Writing
 News Story
 Event
 Idea web
 Sequence
 Encourage
 Expert
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.2.B: Syllables
 3.2.D: Say Sounds
 3.3.A: Phonics
 3.3.B: High-Frequency Words
 3.4.A: Developing Fluency
Writing
 4.1.C: Draw, Tell, and Write Stories
 4.3.B: Answer Questions




I can share my ideas and listen as my classmates share
different ideas about things we have learned.
I can answer questions about what I have read and ask
questions if there is something I don’t understand.
I can describe, with details, someone or something I
already know.
I can use pictures to add detail to something I am
describing.
Language
 I can print uppercase/capital and lowercase letters.
Z I can understand and use question words.
 I can use position words like “into” to describe where
something is.
 I can add detail to my sentences to better describe
things.
 I can identify an uppercase/capital letter at the
beginning of a sentence.
 I can identify periods and question marks and know that
they end different kinds of sentences.
 I can write letters that match sounds I have learned.
Z I can tell how words are used in real life (tell animals
that are colorful).
 I can learn words in stories or by hearing them and use
them when I speak.
L
Key Concepts for Differentiation – See p. 1
Revised 3/5/13
Speaking and
Listening
 Discuss
 Conjecture
 Generate
 Sculpture
 Interest
 Puzzles
 Knowledge
 Understand
 Appreciate
 Beginning
 Middle
 End
Language
 Vertical
 Letter
 Straight
 Slant
 Right
 Uppercase/capital
 Lowercase
 Horizontal
 Across
 Question words
 Who
 What
 Where
 When
 Why
 How
 Position
Speaking and Listening




5.1.A: Conversation
5.1.B: Ask and Answer Questions
5.2.A: Presentation of Knowledge and
Ideas
5.2.B: Use Drawings and Pictures to
Add Details
Language
 6.1.A: Handwriting
 6.1.G: Prepositions
 6.1.F: Question Words
 6.1.B: Complete Sentences
 6.1.H: Capitalization
 6.1.I: End Punctuation
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Language
 I will listen for new words in stories and think about
what they mean.
 I will add details to my sentences to describe something
better.
 I will identify capital letters and periods and know that
they start and end sentences.
 I will write letters that match sounds I know.










Preposition
Beginning
Sentence
Period
Question mark
Punctuation
Sounds
Vocabulary
Meaning
Review
Resources
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Blending Final Sounds p. 42
 Selection Vocabulary p. 43
 Sequence p. 44
 Letter Sounds p. 45
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T119)
Revised 3/5/13
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T119)
RL.K.5: Recognize common types of texts (e.g., storybooks, poems). (T96)
RI.K.1: With prompting and support, ask and answer questions about key details in a text. (T127, T135) (T137)
RI.K.4: With prompting and support, ask and answer questions about unknown words in a text. (T117)
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters. (T92)
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T105, T141)
RF.K.2.a: Recognize and produce rhyming words. (T120, T121)
RF.K.2.b: Count, pronounce, blend, and segment syllables in spoken words. (T92-T93)
RF.K.2.d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This
Does not include CVCs ending with /l/, /r/, or /x/.). (T151)
RF.K.3.a: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each
Consonant. (T94-T95, T122-T123)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T152-T153)
RF.K.4: Read emergent-reader texts with purpose and understanding. (T153-T153)
W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in
which they occurred, and provide a reaction to what happened. (T146)
W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
(T154)
SL.K.1.b: Continue a conversation through multiple exchanges. (T154)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T97)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T96)
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (T118, T136)
L.K.1.d: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (T146)
L.K.2.a: Capitalize the first word in a sentence and the pronoun I. (T120)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T117, T135, T124)
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T135)
Revised 3/5/13
Unit 4 Lessons 11-15:
Water, Water, Everywhere!,
Hello Ocean/Hola Mar
Content Objectives
Kindergarten
Language Arts
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 a story I have read.
Z I can retell a story.
 I can identify the author and illustrator in a story and
know the job they have in telling a story.
 I can share my ideas and listen as my classmates share
different ideas.
Reading Informational
Z I can tell the main topic and details in a nonfiction book.
 I can discuss how the photographs or pictures match the
text in the story.
 I can share ideas and listen as my classmates share
different ideas about a story we just read.
Reading Foundational Skills
 I can find the first word on the page and follow the text
from left to right to the bottom of the page.
 I can identify certain letters in words.
Revised 3/5/13
Quarter 2 – Approximately Five Days
Reading Literature
 Discuss
 Question
 Focus Question
 Five Senses
 Main Idea
 Detail
 Boldface
 Author
 Illustrator
 Discuss
 Review
 Experience
Reading
Informational
 Retell
 Photographs
 Text
 Genre
 Fiction
 Nonfiction
Reading Foundational
Skills
 Top
 Bottom
Selection Vocabulary


















lakes
evaporates
temperature
fog
experiment
tight
speckled
distant
reflected
embrace
shore
restless
tide
ancient
soggy
inhale
aromas
steep
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.2.C: Author and Illustrator
Reading Informational
 2.1.B: Identify the Main Topic and Key
Details
 2.3.A: Illustrations and Text
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.D: Say Sounds
 3.3.A: Phonics




Z
I can identify spaces in between words.
I can name the uppercase/capital and lowercase letters.
I can blend together three sounds to make one word.
I can match the most common long and short vowel
sounds with the common spellings.
I can read common high-frequency words.













Speaking and Listening
 I can ask and answer questions about presented
information.
Language
 I can print uppercase/capital and lowercase letters.
 I can use naming words to name things in the ocean.
Z I can understand and use question words.
 I can add detail to my sentences to better describe
things.
 I can identify periods and question marks and know that
they end different kinds of sentences.
 I can write letters that match sounds I have learned.
 I can hear words in stories and match them to things in
my life.
Revised 3/5/13
Left
Right
Text
Certain
Letters
Words
Spaces
Uppercase/capital
Lowercase
Blend
Sound
High frequency
word
Decodable
Speaking and
Listening
 Discuss
 Review
 Clarify
 Complete
sentences
Language
 Print
 Uppercase/capital
 Lowercase
 Letters
 Straight
 Vertical
 Horizontal
 Naming words



3.3.B: High-Frequency Words
3.3.C: Word Family Work
3.4.A: Developing Fluency
Speaking and Listening
 5.1.B: Ask and Answer Questions
Language
 6.1.A: Handwriting
 6.1.C: Nouns
 6.1.F: Question Words
 6.1.B: Complete Sentences
 6.1.I: End Punctuation
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words

L
I can learn words in stories or by hearing them and use
them when I speak.
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Reading Informational
 I will listen to questions about stories I have read.
 I will retell a story using the most important parts.
 I will identify the important people and places in a story.
 I will understand the job of the author and illustrator in
telling a story.















Nouns
Question words
Who
What
Where
When
Why
How
Describing words
Statement
Question
Extend
Period
Question Mark
Selection
vocabulary
Resources
Interventions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Short Vowel Sounds p. 46
 Cause and Effect p. 47
 Selection Vocabulary p. 48
Revised 3/5/13
Extensions:
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T203)
RL.K.2: With prompting and support, retell familiar stories, including key details. (T213, T215, T217)
RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (T210)
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T219)
RI.K.2: With prompting and support, identify the main topic and retell key details of a text. (T184)
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
idea in the text an illustration depicts). (T177)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T187)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T197, T199, T201)
RF.K.1.c: Understand that words are separated by spaces in print. (T183)
RF.K.1.d: Recognize and name all upper-and lowercase letters of the alphabet. (T183)
RF.K.2.b: Count, pronounce, blend, and segment syllables in spoken words. (T181)
RF.K.3.b: Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (T173, T192-T193, T208, T225)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T226-T227)
RF.K.3.d: Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (T192, T208)
RF.K.4: Read emergent-reader texts with purpose and understanding. (T226-T227)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T219, T228)
L.K.1.a: Print many upper- and lowercase letters. (T173, T193)
L.K.1.f: Produce and expand complete sentences in shared language activities. (T188, T220)
L.K.2.b: Recognize and name end punctuation. (T229)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T219)
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T219)
Revised 3/5/13
Unit 5 Lessons 1-5:
Bunny Cakes, Grandma Lena’s Big Ol’ Turnip
Content Objectives
Kindergarten
Language Arts
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 a something I have
read.
Z I can retell a story.
 I can identify the most important people, places and
events in a story.
 I can ask and answer questions about a word I don’t
know in a story.
 I can identify the author and illustrator and know the job
they have in telling a story.
 I can decide what pictures go with what part of the story
and find things in the illustration that are not in the
words of the story.
 I can share my ideas and listen as my classmates share
different ideas about a story we have read.
Reading Foundational Skills
 I can find the first word on the page and follow the text
from left to right until I reach the end of the page.
 I can identify that words are made up of letters in an
order, and I can find certain letters in words.
Revised 3/5/13
Quarter 2 – Approximately Five Days
Reading Literature
 Discuss
 Review
 Focus Question
 Sequence
 Events
 Retell
 Illustration
 At last
 Details
 Characters
 Characters
 Thought Cloud
 Problem
 Solve
 Clarify
 Author
 Illustrator
 Illustrations
 Invite
 Share
Reading Foundational
Skills
 Left
 Right
 Text
Selection Vocabulary













grocer
caterpillar
sign
thrilled
weeded
jerked
gigantic
budge
confusion
stew
exhausted
dozing
perseverance
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.2.A: Ask and Answer Questions
about Unknown Words
 1.2.C: Identify Authors and Illustrators
 1.3.A: Illustrations and Story Parts
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.3.B: High-Frequency Words





Z

I can name uppercase/capital and lowercase letters.
I can listen for rhyming words and think of more words
that will rhyme.
I can listen for two parts of a word and blend them
together into a whole word.
I can blend three sounds together to make a whole
word.
I can read and say the sounds of letters I have learned.
I can read common high-frequency words
I can read and understand a decodable.











Writing
Z I can draw, say, and write what happened to tell a story.
 I can find answers to questions from different places,
like stories or listening to others.
Speaking and Listening
Z I can follow rules for discussions.
 I can share my ideas and listen as my classmates share
different ideas about things we have learned.
Revised 3/5/13
Page
Letters
Words
Uppercase/capital
Lowercase
Rhyme
Initial sound
Blend
Sound-by-Sound
blending
High frequency
words
Decodable
Writing
 Topic
 Beginning
 Middle
 End
 Action
 Recall
 Idea web
 Topic
 Theme
 Brainstorm
 Characters
 Action words
 Perseverance
 Conjecture
 Goal
 Experience
Writing
 4.1.C: Draw, Tell, and Write Stories
 4.3.B: Answer Questions
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
 5.2.A: Presentation of Knowledge and
Ideas




I can share what I have learned by talking about the
most important things.
I can ask and answer questions if there is something I
don’t understand.
I can describe someone or something I already know and
add detail.
I can use pictures to add detail to something I am
describing.
Language
 I can print uppercase/capital and lowercase letters.
 I can use naming words to name things in a story I have
read.
Z I can understand and use question words.
 I can identify periods, question marks and exclamation
points and know that they end different kinds of
sentences.
 I can write letters to match sounds I hear.
 I can hear words in stories and match them to things in
my life.
L
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Writing
 I will listen to others to answer questions or get ideas for
my writing.
Revised 3/5/13

Speaking and
Listening
 Reading goals
 Listening
 Specific
 Discuss
 Accomplish
 Goals
 Conjecture
 Invite
 Focus Question
 Clarify
 Challenge
 Action word
Language
 Uppercase/capital
 Lowercase
 Letters
 Vertical
 Around
 Middle
 Bottom
 Circle
 Left
 Naming words
 Nouns
 Question words
 Who
 What
 Where
 When
 Why
5.2.B: Use Drawings and Pictures to
Add Details
Language
 6.1.A: Handwriting
 6.1.C: Nouns
 6.1.F: Question Words
 6.1.I: End Punctuation
 6.2.C: Explore Word Relationships



I will share my ideas for writing a story with my
classmates.
I will read and listen to stories to answer questions or
get ideas for my writing.
I will write and draw to tell a story with a beginning,
middle and end.









How
Exclamatory
sentence
Statement
Telling sentence
Question
Asking sentence
Exclamation point
Period
Question mark
Resources
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Selection Vocabulary p. 49
 Sequence p. 50
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T39) (T41)
RL.K.2: With prompting and support, retell familiar stories, including key details. (T62)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T39)
RL.K.4: Ask and answer questions about unknown words in a text. (T48)
RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (T36, T46, T62)
RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts). (T51)
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T39,T71)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T78-T79)
Revised 3/5/13
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters. (T24, T32)
RF.K.1.c: Understand that words are separated by spaces in print. (T61)
RF.K.2.a: Recognize and produce rhyming words. (T32-T33)
W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in
which they occurred, and provide a reaction to what happened. (T30, T56, T72, T82)
W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (T80T81)
SL.K.1.a: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (T28)
SL.K.1.b: Continue a conversation through multiple exchanges. (T80-T81)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T39, T55)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T48)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T36)
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (T72, T82)
L.K.1.a: Print many upper- and lowercase letters. (T27, T45, T77)
L.K.1.d: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (T29)
L.K.2.b: Recognize and name end punctuation. (T40-T41, T72-T73)
L.K.2.c: Write a letter or letters for most constant and short-vowel sounds (phonemes). (T27, T45)
L.K.5.c: Identify real-life connections between words and their use (e.g., who, what, where, when, why, how). (T29)
Revised 3/5/13
Unit 5 Lessons 6-10:
Whistling, Tillie and the Wall, To Catch a Fish
Content Objectives
Kindergarten
Language Arts
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 things I have read.
Z I can retell a story.
 I can identify the important people and places in a story I
have read.
 I can identify the author and illustrator and know the job
they have in telling a story.
 I can decide what pictures go with what part of the story
and find things in the illustration that are not in the
words of the story.
 I can decide what is similar and different about things or
people in a story I have read.
 I can share my ideas and listen as my classmates share
different ideas about things we have learned.
Reading Foundational Skills
 I can find the first word in a text and follow it from left
to right until I get to the end.
Revised 3/5/13
Quarter 2– Approximately Five Days
Reading Literature
 Discuss
 Focus Question
 Share
 Concepts
 Predict
 Theme
 Retell
 Sequence
 First
 Then
 Next
 Finally
 Characters
 Events
 Author
 Illustrator
 Poet
 Illustration
 Compare
 Contrast
 Similarities
 Differences
Reading Foundational
Skills
 Text
Selection Vocabulary













proper
tunes
attention
rusty
imagining
patience
excitement
honor
regular
tunnel
concentrate
appetite
determined
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.2.C: Identify Authors and Illustrators
 1.3.A: Illustrations and Story Parts
 1.3.B Compare and Contrast
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words








Z

I can find specific letters in words and know that letters
make up words.
I can name uppercase/capital and lowercase letters.
I can listen for rhyming words and identify more words
that rhyme.
I can hear and count syllables in a word and blend them
together into a whole word.
I can blend together two parts of a word to make a
whole word.
I can blend three sounds together to make a whole
word.
I can read and say the sounds of letters I have learned.
I can read and say the sound for the short vowel o.
I can read common high-frequency words.
I can read and understand a decodable.
















Writing
Z I can draw, say, and write what happened to tell a story.
 I can write and draw about something in order using the
words first, next and last.
 I can ask my teacher or my classmates for ideas or share
my ideas to help make our stories better.
 I can create a survey with my class and use the
information to write about what we have learned.
Speaking and Listening
 I can ask and answer questions if there is something I
don’t understand.
 I can describe something or someone I already know
using details.
 I can use pictures to add detail to something I am
describing.
Revised 3/5/13
Left
Right
Top
Bottom
Words
Letters
Uppercase/capital
Lowercase
Rhyming words
Syllable
Blend
Sounds
Onset/rime
Vowel
High frequency
words
Decodable
Writing
 First
 Next
 Last
 Sequence
 Problem
 Frame
 Survey
Speaking and
Listening
 Question
 Recall
 Experience
 Thoughts
 Ideas
 First






3.2.B:
3.2.C:
Rime
3.2.D:
3.3.A:
3.3.B:
3.4.A:
Syllables
Segment and Blend Onset and
Say Sounds
Phonics
High-Frequency Words
Developing Fluency
Writing
 4.1.C: Draw, Tell, and Write Stories
 4.2.A: Use the Writing Process
 4.3.A: Shared Research and Writing
Process
 4.3.B: Answer Questions
Speaking and Listening
 5.1.B: Ask and Answer Questions
 5.2.A: Presentation of Knowledge and
Ideas
 5.2.B: Use Drawings and Pictures to
Add Details





Language
 I can print uppercase/capital and lowercase letters.
Z I can understand and use questions.
 I can use position words like “on” and “by” to tell where
something is.
 I can share my ideas in complete sentences and make
them better by adding detail.
 I can identify periods, question marks and exclamation
points and know that they end different kinds of
sentences.
 I can write letters to match sounds I hear and read.
 I can hear words in stories and match them to things in
my life.
 I can learn words in stories or by hearing them and use
them when I speak.
L
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Writing
Revised 3/5/13
Next
Last
Illustrated
Events
Order
Language
 Uppercase/capital
 Lowercase
 Circle
 Vertical
 Curve
 Right
 Diagonal
 Left
 Straight
 Question words
 Who
 What
 Where
 When
 Why
 How
 Position
 Preposition
 Exclamatory
sentence
 Exclamation point
 Question mark
 Period
 Sounds
 Vocabulary
Language
 6.1.A: Handwriting
 6.1.F: Question Words
 6.1.G: Prepositions
 6.1.B: Complete Sentences
 6.1.I: End Punctuation
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words




I will listen for ideas from my classmates to help make
my writing better.
I will create a question for a survey with my group.
I will read a classmate’s work and give ideas to make it
better.
I will write a story in order using the words “first,” “next”
and “last”.
Resources
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Capital Letters and End Marks in Sentences p. 51
 Sentence Types p. 52
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T103, T131)
RL.K.2: With prompting and support, retell familiar stories, including key details. (T131) (T133)
RL K.3: With prompting and support, identify characters, settings, and major events in a story. (T133)
RL K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (T100)
RL K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts). (T113)
RL K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (T129)
RL K.10: Actively engage in group reading activities with purpose and understanding. (T103,T117,T131)
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T109, T137)
RF.K.2.b: Count, pronounce, blend, and segment syllables in spoken words. (T97)
RF.K.2.c: Blend and segment onsets and rimes of single-syllable spoken words. (T107)
RF.K.3.a: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for
each consonant. (T122-T123, T146-T147)
Revised 3/5/13
RF.K.3.b: Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (T99, T108)
RF.K.4: Read emergent-reader texts with purpose and understanding. (T148-T149)
W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in
which they occurred, and provide a reaction to what happened. (T104, T118, T143, T152)
W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
(T118)
W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
(T150-T151)
W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
(T150)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T105)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T105)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T141)
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (T118)
L K.1.f: Produce and expand complete sentences in shared language activities. (T118-T119, T142-T143)
L K.2.c: Write a letter or letters for most constant and short-vowel sounds (phonemes). (T99, T123, T147)
L K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T103, T117, T131)
L K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T103, T117, T131)
Revised 3/5/13
Unit 5 Lessons 11-15:
People Just Like You and Me, Wanda’s Roses
Content Objectives
Kindergarten
Language Arts
Academic Vocabulary
Throughout each lesson teachers have Content Objectives
for each of the standards. These objectives show WHAT
students will be learning.
Reading Literature
Z I can retell a story.
 I can identify the most important people, places and
events in a story.
 I can decide what pictures go with what part of the story
and find things in the illustration that are not in the
words of the story.
Reading Informational
 I can ask and answer questions about a story that gives
me information.
Z I can tell the main topic and details in a nonfiction book.
 I can share my ideas and listen as my classmates share
different ideas about a story we have read that gives us
information.
Reading Foundational Skills
 I can find the first word on a page and follow the text
from left to right until I get to the end.
 I can find specific letters in words and know that letters
make up words.
 I can listen for words that rhyme and say more rhyming
words.
 I can hear and count the syllables in words and blend
them together to make a whole word.
Revised 3/5/13
Quarter 2-3– Approximately Five Days
Reading Literature
 Retell
 Illustrations
 Events
 Setting
 Place
 Pictures
 Characters
Reading
Informational
 Focus Question
 Review
 Retell
 Preview
 Clues
Reading Foundational
Skills
 Left
 Right
 Top
 Bottom
 Letter
 Word
Selection Vocabulary


















brave
respect
leader
freed
justice
speech
noticed
bloom
lot
arranging
bare
curb
project
disappointed
rid
doubtfully
frowning
muttered
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.3.A: Illustrations and Story Parts
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
 2.1.B: Identify the Main Topic and Key
Details
 2.1.c: Making Connections
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.2.B: Syllables
 3.2.C: Segment and Blend Onset and
Rime
 3.2.D: Say Sounds
 3.3.A: Phonics
 3.3.B: High-Frequency Words



Z

I can blend together two parts of a word to make a
whole word.
I can blend three sounds together to make a whole
word.
I can read and say the sound for the short vowel o.
I can read common high-frequency words.
I can read and understand a decodable.







Rhyme
Syllable
Blend
Sounds
Vowel
High frequency
words
Decodable

3.4.A: Developing Fluency
Writing
 Describing words
 Detail
 Brainstorm
 Characters
Writing
 4.1.B: Draw, Tell, and Write to Inform
and Explain
 4.2.A: Revision
Speaking and Listening
 I can ask and answer questions if there is something I
don’t understand.
 I can use pictures to add detail to something I am
describing.
Speaking and
Listening
 Focus Question
 Describing words
 Detail
Speaking and Listening
 5.1.B: Ask and Answer Questions
 5.2.B: Use Drawings and Pictures to
Add Details
Language
 I can use naming words for places, like “city” or “garden”
to name a place.
 I can use question words like “who” and “what” to ask
and answer questions.
 I can use position words like “on” and “to” to describe
where something is.
 I can share my ideas in complete sentences and make
them better by adding detail.
 I can write letters to match sounds I hear and read.
Language
 Noun
 Naming word
 Place
 Question words
 Who
 What
 Where
 When
Writing
 I can write or draw to describe something using details.
Z I can add details to my writing.
Revised 3/5/13
Language
 6.1.C:
 6.1.G:
 6.1.B:
 6.1.A:
Nouns
Prepositions
Complete Sentences
Handwriting
g
Key Concepts for Differentiation – See p.
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:








Why
How
Position word
Preposition
Complete
sentences
Discuss
Letters
Sounds
Reading Foundational Skills
 I will listen for and count syllables and blend them into a
whole word.
 I will blend three sounds together to make a whole
word.
 I will read and understand new high frequency words in
a decodable.
 I will write letters for sounds I know.
Resources
Interventions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
Revised 3/5/13
Extensions:
 Letter Sounds (b, c, r, g) p. 53
 Main Idea and Details p. 54
 Selection Vocabulary p. 55
 Phoneme Replacement p. 56
 Comprehension Observation Log p. 110
Standards:
RL.K.2: With prompting and support, retell familiar stories, including key details. (T206)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T197)
RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts). (T197)
RI.K.1: With prompting and support, ask and answer questions about key details in a text. (T183)
RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
RI.K.3: with prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (T180)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T170, T183)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T222)
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters. (T166)
RF.K.2.a: Recognize and produce rhyming words. (T202, T218-T219)
RF.K.2.b: Count, pronounce, blend, and segment syllables in spoken words. (T186-T187)
RF.K.2.c: Blend and segment onsets and rimes of single-syllable spoken words. (T166-T167)
RF.K.3.c: Read common high frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T222-T223)
RF.K.4: Read emergent-reader texts with purpose and understanding. (T222-T223)
W K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic. (T174, T184, T200, T216)
SL K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T175)
SL K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T192, T194, T196)
SL K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (T200, T216)
L.K.1.f: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (T224)
L.K.2.c: Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. (T169)
Revised 3/5/13
Unit 6 Lessons 1-5:
What Makes a Shadow?, Shadows
Content Objectives
Kindergarten
Language Arts
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 a story I have read.
 I can retell a story I have read using the most important
parts.
 I can identify the most important people and places in a
story.
Reading Informational
 I can retell a story that gives me information using the
most important facts.
 I can identify the important parts of a book, like the
covers, the title page and the table of contents.
Z I can use words and pictures to help me understand
nonfiction.
 I can share my ideas and listen as my classmates share
different ideas about a story we have read that gives us
information.
Reading Foundational Skills
 I can find the first word in a text and follow the text from
left to right until I get to the bottom.
 I can identify spaces in between words.
Revised 3/5/13
Quarter 3 – Approximately Five Days
Reading Literature
 Question
 Thinking
 Retell
 Character
 Setting
 Identify
Reading
Informational
 Focus Question
 Discussion
 Theme
 Information
 Facts
 Photographs
 Front
 Back
 Covers
 Title page
 Table of contents
 Photograph
 Real-life example
Reading Foundational
Skills
 Text
Selection Vocabulary













shining
cloudy
shadow
discover
block
shines
climb
through
slides
railing
zigzags
faint
sunlight
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.2.C: Identify Authors and Illustrators
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
 2.1.B: Identify the Main Topic and Key
Details
 2.2.B: Identify Parts of a Book
 2.3.A: Illustrations and Text
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.D: Say Sounds


Z


I can name uppercase/capital and lowercase letters.
I can blend three sounds together to make a whole
word.
I can make the most common sound for each consonant.
I can read high frequency words in a decodable.
I can read and understand a decodable.











Right
Left
Spaces
Words
Uppercase/capital
Lowercase
Letters
Blend
Sounds
High frequency
word
Decodable



3.3.A: Phonics
3.3.B: High-Frequency Words
3.4.A: Developing Fluency
Writing
 I can find answers to questions in my writing from
different places, like stories or listening to others.
Writing
 Inquiry
 Investigate
 Information
Writing
 4.3.B: Answer Questions
Speaking and Listening
 I can share my ideas and listen as my classmates share
ideas about things we have learned during a unit.
 I can ask and answer questions about the most
important parts of stories to show what I have learned.
 I can describe things or people I am familiar with and
add detail to make my description better.
Speaking and
Listening
 Unit
 Inquiry
 Discussion
 Focus Question
 Prior Knowledge
 Describe
 Details
 Clearly
 Complete
sentences
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
 5.2.A: Presentation of Knowledge and
Ideas
 5.2.B: Use Drawings and Pictures to
Add Details
 5.2.C: Speak Clearly
Language
Z I can print many uppercase and lowercase letters.
 I can use nouns to name objects in the classroom and in
stories.
Revised 3/5/13
Language
 Print
 Uppercase/capital
 Lowercase
Language
 6.1.A: Handwriting
 6.1.C: Nouns
 6.1.F: Question Words



Z

Z
I can use question words like “how” and “where” to ask
and answer questions.
I can share my ideas and add detail in my sentences.
I can write letters for sounds I know.
I can tell how words are used in real life (tell animals
that are colorful).
I can learn words in stories or by hearing them and use
them when I speak.
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Language
 I will listen for new words in stories and be able to use
them when I speak.
 I will use a question word to ask a question.
 I will match new words in a story to something I already
know.
 I will identify nouns in a story or in my classroom.




















Letters
Straight
Curve
Left
Dot
Vertical
Right
Nouns
Naming words
Objects
Question words
How
Why
When
Where
What
Who
Sentence
Sounds
Vocabulary
Resources
Interventions:
Assessment Options
Revised 3/5/13
Extensions:



6.1.B: Complete Sentences
6.2.C: Explore Word Relationships
6.2.D: Learn and Use New Words
Imagine It!: Lesson Assessment Book 1
 Print and Book Awareness p. 57A
 Print and Book Awareness p. 57B
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T41, T65)
RL.K.2: With prompting and support, retell familiar stories, including key details. (T41)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T41)
RI.K.2: With prompting and support, identify the main topic and retell key details of a text. (T51, T58)
RI.K.5: Identify the front cover, back cover, and title page of a book. (T28)
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
Idea, in the text an illustration depicts). (T51, T61)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T39, T51, T63)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T70) (T49)
RF.K.1.c: Understand that words are separated by spaces in print. (T40)
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T49)
RF.K.3.a: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each
Consonant. (T26, T44)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T70-T71)
RF.K.4: Read emergent-reader texts with purpose and understanding. (T70-T71)
W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (T29,
T72)
SL.K.1.b: Continue a conversation through multiple exchanges. (T29, T72)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T29, T39) (T31)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T36)
L.K.1.a: Print many upper- and lowercase letters. (T27,T45,T69)
L.K.1.b: Use frequently occurring nouns and verbs. (T30)
L.K.1.d: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (T29)
L.K.1.f: Produce and expand complete sentences in shared language activities. (T64-T65, T74-T75)
L K.2.c: Write a letter or letters for most constant and short-vowel sounds (phonemes). (T27, T45)
L K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T39, T51, T63)
Revised 3/5/13
L K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T39, T51, T63)
Revised 3/5/13
Unit 6 Lessons 6-10:
Shadow/Sombra, Bear Shadow,
Hide-and-Seek Shadow
Content Objectives
Kindergarten
Language Arts
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 something I have
read.
 I can identify the characters and setting in a story.
 I can ask and answer questions about words I don’t
know in a story.
 I can identify the author and illustrator and know the job
they have in telling a story.
Z I can use the illustrations’ help to tell the story.
Reading Literature
 Focus question
 Clarify
 Thinking process
 Conclusion
 Invite
 Discuss
 Retell
 Describe
 Characters
 Setting
 Clarify
 Vocabulary
 Genre
 Poem
 Fantasy
 Poet
 Author
 Illustrator
 Illustration
Reading Foundational Skills
 I can find the first word on a page and follow the text
from left to right until I get to the end.
 I can identify that words are made up of letters in an
order, and I can find certain letters in words.
Reading Foundational
Skills
 Text
 Right
 Left
Revised 3/5/13
Quarter 3– Approximately Five Days
Selection Vocabulary













sometimes
race
brook
annoyed
cliff
bury
wide
exclaimed
sighed
deal
cloud
hid
darkness
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.2.A: Ask and Answer Questions
about Unknown Words
 1.2.B: Kinds of Literature
 1.2.C: Identify Authors and Illustrators
 1.3.A: Illustrations and Story Parts
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.2.D: Say Sounds
 3.2.E: Add and Change Sounds



Z






I can identify spaces in between words.
I can name uppercase/capital and lowercase letters.
I can hear words that rhyme and add more rhyming
words.
I can hear the beginning, middle and end sound in a
word.
I can blend three sounds together to make a whole
word.
I can change one sound in a word to make a new word.
I can read and say the sounds of letters I have learned.
I can read and say the sounds of the short vowel u.
I can read high frequency words in a decodable.
I can read and understand a decodable.















Top
Bottom
Letter
Word
Order
Uppercase/capital
Space
Rhyme
Beginning
Middle
End
Blend
Short Vowel
High frequency
words
Decodable
Writing
 I can answer questions in my writing from different
places, like stories or listening to others.
Writing
 Discuss
 Question-andAnswer Book
Speaking and Listening
 I can share my ideas and listen as classmates share
different ideas about things we have learned in the unit.
 I can share what I have learned by talking about the
most important things.
 I can ask and answer questions if there is something I
don’t understand.
 I can describe something or someone I already know
using details.
 I can use pictures to add detail to something I am
describing.
Z I can speak clearly.
Speaking and
Listening
 Discuss
 Unit
 Impression
 Opinion
 Focus Question
 Retell
 Interests
 Puzzles
 Describe
Revised 3/5/13



3.3.A: Phonics
3.3.B: High-Frequency Words
3.4.A: Developing Fluency
Writing
 4.3.B: Answer Questions
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
 5.2.A: Presentation of Knowledge and
Ideas
 5.2.B: Use Drawings and Pictures to
Add Details
 5.2.C: Speak Clearly




Language
Z I can print many uppercase and lowercase letters.
 I can use question words like “when” and “where” to ask
and answer questions.
 I can use position words like “by” or “around” to
describe where something is.
 I can share my ideas in complete sentences and make
them better by adding detail.
 I can identify periods, question marks and exclamation
points and know that they end different kinds of
sentences.
 I can write letters to match sounds I hear and read.
 I can hear words in stories and match them to things in
my life.
 I can learn words in stories or by hearing them and use
them when I speak.
L
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Reading Literature
Revised 3/5/13
Details
Brainstorm
Clearly
Complete
sentences
Language
 Print
 Uppercase/capital
 Lowercase
 Straight
 Curve
 Right
 Diagonal
 Left
 Cross
 Question words
 Who
 What
 Where
 When
 Why
 How
 Position
 Preposition
 Revise
 Present
 Punctuation
 Exclamation Point
 Vocabulary
Language
 6.1.A: Handwriting
 6.1.F: Question Words
 6.1.G: Prepositions
 6.1.B: Complete Sentences
 6.1.I: End Punctuation
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words




I will listen to the text and identify what picture goes
with the text.
I will retell a story using the most important events.
I will identify the author and the illustrator and describe
the job they have.
I will identify what kind of text I am reading or writing.
Resources
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Selection Vocabulary p. 57
 Drawing Conclusions p. 58
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T95, T104, T106, T108, T119)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T109)
RL.K.4: Ask and answer questions about unknown words in a text. (T118)
RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (T92, T130)
RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts).
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T105)
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters. (T98)
RF.K.1.c: Understand that words are separated by spaces in print. (T126)
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T101, T129)
RF.K.2.a: Recognize and produce rhyming words. (T126-T127,T136-T137)
RF.K.2.d: Isolate and pronounce the initial, medial vowel, and sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC). (This does
Not include CVCs ending with /l/, /r/, or /x/.). (T136)
RF.K.2.e: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (T99)
Revised 3/5/13
RF.K.3.a: Demonstrate basic knowledge of one-to-one letter –sound correspondences by producing the primary or many of the most frequent sound for
each consonant. (T137)
RF.K.3.b: Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (T90, T100)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T140-141)
RF.K.4: Read emergent-reader texts with purpose and understanding. (T140, T141)
W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
(T142)
SL.K.1.b: Continue a conversation through multiple exchanges. (T142-T143)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T97)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T118, T120, T122)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T92, T130)
SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly. (T97)
L.K.1.a: Print many upper and lowercase letters. (T91, T115)
L.K.1.f: Produce and expand complete sentences in shared language activities. (T134, T144)
L.K.2.c: Write a letter or letters for most constant and short-vowel sounds (phonemes). (T91, T115, T139)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful).
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T95)
Revised 3/5/13
Unit 6 Lessons 11-15:
Sunny Sky, Starry Sky
Nothing Sticks Like a Shadow
Content Objectives
Kindergarten
Language Arts
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 retell a story I have ready using the most important
details in order.
 I can identify the characters, setting and the plot of a
story.
 I can ask and answer questions about words I don’t
know in a story.
 I can recognize when words on a page make up different
kinds of stories, like a poem or a fantasy.
 I can name the author and illustrator and know the job
they have in telling a story.
Z I can use the illustrations’ help to tell the story.
Reading Informational
 I can ask and answer questions about a story that gives
me information.
 I can retell a story that gives me information using the
most important facts.
 I can ask and answer questions about words I don’t
know in a story that gives me information.
Z I can use words and pictures to help me understand
nonfiction.
Revised 3/5/13
Quarter 3 – Approximately Five Days
Reading Literature
 Illustrations
 Retell
 Main Events
 Characters
 Setting
 Plot
 Vocabulary
 Clarify
 Fantasy
 Reality
 Genre
 Author
 Illustrator
Reading
Informational
 Focus Question
 Think aloud
 Retell
 Facts
 Vocabulary
 Photograph
Selection Vocabulary


















daytime
twinkle
heat
telescope
galaxies
planets
burrow
advice
bushes
coated
peeking
handy
soaking
shady
wailed
melt
shivered
congratulations
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.2.A: Ask and Answer Questions
about Unknown Words
 1.2.B: Kinds of Literature
 1.2.C: Identify Authors and Illustrators
 1.3.A: Illustrations and Story Parts
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
 2.1.B: Identify the Main Topic and Key
Details
 2.2.A: Ask and Answer Questions
about Unknown Words
 2.3.A: Illustrations and Text

I can share my ideas and listen as my classmates share
different ideas about what we have learned in a story
that gives us information.

Detail
Reading Foundational Skills
 I can find the first word on a page and follow the text
from left to right until I get to the end.
 I can identify spaces in between words and sentences.
 I can listen for words that rhyme and name more
rhyming words.
 I can find and say the initial, middle vowel and last sound
in simple words.
Z I can blend three sounds together to make a whole
word.
 I can read and say the sounds of letters I have learned.
 I can read and say the sounds for the short vowel u.
 I can read high frequency words in a decodable
 I can read and understand a decodable.
Reading Foundational
Skills
 Left
 Right
 Top
 Bottom
 Text
 Space
 Word
 Sentence
 Rhyme
 Beginning
 Middle
 End
 Blend
 Sound
 Vowel
 High frequency
word
 Decodable
Writing
 I can write and draw to create an advertisement with my
classmates and add describing words to give it more
detail.
Z I can publish my writing.
Writing
 Advertisement
 Events
 Brainstorm
 Describing words
 Sequence
 Order
 Detail
 Revise
Revised 3/5/13
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.2.D: Say Sounds
 3.2.E: Add and Change Sounds
 3.3.A: Phonics
 3.4.A: Developing Fluency
Writing
 4.1.B: Draw, Tell, and Write to Inform
and Explain
 4.3.A: Share The Project


Speaking and Listening
 I can share what I have learned by talking about the
most important things.
 I can ask and answer questions if there is something I
don’t understand
Language
Z I can print many uppercase and lowercase letters.
 I can hear words in stories and match them to things in
my life.
 I can learn words in stories or by hearing them and use
them when I speak.
L
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Language
Revised 3/5/13
First draft
Final draft
Speaking and
Listening
 Discuss
 Feelings
 Setting
 Clues
 Interests
 Puzzles
 Connect
 Focus Question
 Clarify
 Review
Language
 Uppercase/capital
 Lowercase
 Print
 Nouns
 Question words
 Who
 What
 Where
 When
 Why
 How
 Punctuation
 Period
 Question Mark
 Exclamation Point
 Statement
 Question
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
Language
 6.1.A: Handwriting
 6.1.C: Nouns
 6.1.E: Verbs
 6.1.I: End Punctuation
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words




I will listen for new words in stories and use them when I
speak.
I will use question words to ask a question.
I will identify a period, question mark and exclamation
point at the end of a sentence.
I will print uppercase/capital and lowercase letters.



Exclamatory
sentence
Vocabulary
Making
connections
Resources
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Letter Sounds p. 59
 Cause and Effect p. 60
 Selection Vocabulary p. 61
 High Frequency Words p. 62
 Phonemic Awareness: Phoneme Segmentation p. 62A
 Phonemic Awareness: Phoneme Segmentation p. 62B
 Comprehension Observation Log p. 110
Standards:
RL.K.2: With prompting and support, retell familiar stories, including key details. (T198)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T201, T203, T205, T207)
RL.K.4: Ask and answer questions about unknown words in a text. (T183, T202)
RL.K.5: Recognize common types of texts (e.g., storybooks, poems). (T205, T207)
RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (T182)
RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts). ((T185)
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T191)
RI.K.1: With prompting and support, ask and answer questions about key details in a text. (T164, T174)
RI.K.2: With prompting and support, identify the main topic and retell key details of a text. (T172)
Revised 3/5/13
RI.K.4: With prompting and support, ask and answer questions about unknown words in a text. (T163)
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
idea in the text an illustration depicts). (T165)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T175)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T165)
RF.K.1.c: Understand that words are separated by spaces in print. (T158, T178)
RF.K.2.a: Recognize and produce rhyming words. (T194, T210)
RF.K.2.d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.). (T159)
RF.K.2.e: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (T179, T210-T211)
RF.K.3.a: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each
consonant. (T160)
RF.K.3.b: Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (T180)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, you, she, my, is, are, do, does). (T214-T215) (T165)
RF.K.4: Read emergent-reader texts wit purpose and understanding. (T214-T215)
W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic. (T198)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T167)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T184, T186, T188, T202)
L.K.1.a: Print many upper- and lowercase letters. (T161)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T165, T175)
Revised 3/5/13
Unit 7 Lessons 1-5:
Mr. McGill Goes to Town, Cooperation
Content Objectives
Kindergarten
Language Arts
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 stories I have read.
 I can identify the most important parts of a story, like
the characters, setting and plot.
 I can identify the author and illustrator and know the job
they have in telling a story.
 I can share my ideas and listen as my classmates share
different ideas about what we have read.
Reading Informational
 I can ask and answer questions about a story that gives
me information.
 I can retell a story that gives me information using the
most important facts.
 I can identify the most important parts of a book, like
the covers, the title page, and the table of contents.
Z I can use words and pictures to help me understand
nonfiction.
 I can share my ideas and listen as my classmates share
what we have learned from a story that gives us
information.
Revised 3/5/13
Quarter 3 – Approximately Five Days
Reading Literature
 Focus Question
 Review
 Discussion
 Thinking process
 Retell
 Characters
 Setting
 Plot
 Problem
 Solve
 Author
 Illustrator
Reading
Informational
 Focus Question
 Main idea
 Details
 Facts
 Front
 Back
 Cover
 Title page
 Table of Contents
 Photograph
 Real-life examples
Selection Vocabulary













leaned
lane
rough
hitched
cooperation
memorize
teamwork
costumes
band
following
instruments
job
helpful
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.2.C: Identify Authors and Illustrators
 1.3.A: Illustrations and Story Parts
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
 2.1.B: Identify the Main Topic and Key
Details
 2.2.B: Identify Parts of a Book
 2.3.A: Illustrations and Text
Reading Foundational Skills
 I can find the first word on a page and follow the text
from left to right until I get to the end.
 I can identify that words are made up of letters in an
order, and I can find certain letters in words.
 I can identify spaces in between words and sentences.
 I can name uppercase/capital and lowercase letters.
 I can listen for rhyming words and say more words that
rhyme.
 I can change one sound in a word to make a new word.
Z I can make the most common sound for each consonant.
 I can read high frequency words in a decodable.
 I can read and understand a decodable.
Speaking and Listening
 I can share my ideas and listen as my classmates share
ideas about things we have learned.
 I can share what I have learned by talking about the
most important things.
 I can ask and answer questions if there is something I
don’t understand.
 I can describe things or people I am familiar with and
add detail to make my description better.
Revised 3/5/13
Reading Foundational
Skills
 Top
 Bottom
 Left
 Right
 Text
 Letter
 Word
 Space
 Sentence
 Uppercase/capital
 Lowercase
 Rhyme
 Blend
 Beginning
 High frequency
word
 Decodable
Speaking and
Listening
 Ideas
 Describe
 Information
 Project
 Discuss
 Contributions
 Observe
 Investigate
 Details
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.2.E: Add and Change Sounds
 3.3.A: Phonics
 3.3.B: High-Frequency Words
 3.3.C: Word Family Work
 3.4.A: Developing Fluency
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
 5.2.A: Presentation of Knowledge and
Ideas
Language
Z I can print many uppercase and lowercase letters.
 I can use naming words to name things in pictures.
 I can use question words like “what” and “how” to
answer and ask questions.
 I can use position words like “in” and “under” to
describe where something is.
 I can share my ideas in complete sentences and make
them better by adding detail.
 I can identify periods, question marks and exclamation
points and know that they end different kinds of
sentences.
 I can write letters for sounds I read or hear.
Z I can tell how words are used in real life.
L
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Reading Informational
 I will listen as my classmates share ideas about what we
have learned.
 I will retell a story by telling the most important parts.
 I will identify the characters and settings in a story I have
read.
 I will understand the job of the author and illustrator in
writing.
Resources
Revised 3/5/13
Language
 Uppercase/capital
 Lowercase
 Diagonal
 Right
 Vertical
 Middle
 Sounds
 Question words
 Who
 What
 Where
 When
 Why
 How
 Position
 Detail
 First
 Next
 Last
 Period
 Question mark
 Exclamation point
 Vocabulary
Language
 6.1.A: Handwriting
 6.1.C: Nouns
 6.1.F: Question Words
 6.1.G: Prepositions
 6.1.B: Complete Sentences
 6.1.I: End Punctuation
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Main Idea and Details p. 63
 Position Words p. 64
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T39)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T39)
RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (TT36)
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T39)
RI.K.1: With prompting and support, ask and answer questions about key details in a text. (T52, T54, T56, T62, T64, T66)
RI.K.2: With prompting and support, identify the main topic and retell key details of a text. (T63, T65)
RI.K.5: Identify the front cover, back cover, and title page of a book. (T28)
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
idea in the text an illustration depicts). (T51, T63, T65, T67)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T53, T67)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T74-T75)
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters. (T32)
RF.K.1.c: Understand that words are separated by spaces in print. (T42)
RF.K.1.d: Recognize and name all upper-and lowercase letters of the alphabet. (T35, T59)
RF.K.2.a: Recognize and produce rhyming words. (T33)
RF.K.2.e: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (T33)
RF.K.3.a: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each
Consonant. (T26, T44)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T49)
RF.K.4: Read emergent-reader texts wit purpose and understanding. (T74-T75)
SL.K.1.b: Continue a conversation through multiple exchanges. (T76)
Revised 3/5/13
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T29)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T29)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T39)
L.K.1.a: Print many upper- and lowercase letters. (T27, T45)
L.K.1.d: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (T29)
L.K.1.e: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). (T40-T41, T78-T79)
L.K.2.c: Write a letter or letters for most consonant and short-vowel sounds (phonemes). (T27)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T39, T53, T67)
Revised 3/5/13
Unit 7 Lessons 6-10:
Cleaning Up the Block, Swimmy, Cooperation
Content Objectives
Kindergarten
Language Arts
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 a story I have
read.
 I can retell a story I have read using the main events.
 I can identify and describe the setting in a story.
 I can ask and answer questions about a word in a
story I don’t know.
 I can identify the author or poet and illustrator and
know the job they have in telling a story.
 I can compare and contrast two different characters
by telling how they are alike and different.
 I can share my ideas and listen while my classmates
share different ideas about stories we have read.
Reading Foundational Skills
 I can find the first word on a page and follow the
text from left to right until I get to the bottom.
 I can identify that words are made up of letters in an
order, and I can find certain letters in words.
 I can identify uppercase/capital and lowercase
letters.
Revised 3/5/13
Quarter 3– Approximately Five Days
Reading Literature
 Focus Question
 Thoughts
 Ideas
 Main Events
 Line drawing
 Actions
 Setting
 Vocabulary
 Poem
 Fable
 Poet
 Author
 Illustrator
 Compare
 Contrast
 Alike
 Different
 Key Concepts
 Describe
Reading Foundational
Skills
 Left
 Right
 Top
Selection Vocabulary













block
rubbish
swift
escaped
gulp
creatures
invisible
swaying
thread
shade
whole
pitch in
together
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.2.A: Ask and Answer Questions
about Unknown Words
 1.2.B: Kinds of Literature
 1.2.C: Identify Authors and Illustrators
 1.3.A: Illustrations and Story Parts
 1.3.B Compare and Contrast
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.B: Syllables
 3.2.E: Add and Change Sounds
 3.3.A: Phonics
 3.3.B: High-Frequency Words


Z



I can count and clap the syllables in words.
I can add or take away sounds in words to make
different words.
I can make the common sound for each consonant.
I can read and say the sound of the short vowel e.
I can read high frequency words in a decodable
I can read and understand a decodable.

Writing








I can find answers to questions in my writing from
different places, like stories or listening to others.
Speaking and Listening
 I can share my ideas and listen as my classmates
share different ideas about what we have learned in
different stories.
 I can describe something I know using describing
words.
 I can use pictures to add detail to something I am
describing.
Language
Z I can print many uppercase and lowercase letters.
 I can use nouns, or naming words, to name things in
pictures.
 I can add s onto the end of a word when I am talking
about more than one thing.
 I can use question words like “what” and “who” to
ask and answer questions.
 I can identify exclamation points at the end of a
sentence.
 I can say the sound of letters I hear and read.
Z I can tell how words are used in real-life.
Revised 3/5/13
Bottom
Page
Syllables
Sounds
Beginning
Vowel
High frequency
word
Decodable
Writing
 Discuss
 Concept/Question
board
Speaking and
Listening
 Discuss
 Focus Question
 Interests
 Puzzles
 Describe
 Letter
 Illustrate
Language
 Print
 Uppercase/capital
 Lowercase
 Letters
 Vertical
 Straight

3.4.A: Developing Fluency
Writing
 4.3.B: Answer Questions
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
 5.2.A: Presentation of Knowledge and
Ideas
 5.2.B: Use Drawings and Pictures to
Add Details
Language
 6.1.A: Handwriting
 6.1.C: Nouns
 6.1.F: Question Words
 6.1.I: End Punctuation
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words
L
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Language
 I will hear a new word in a story and use it in a sentence.
 I will name something in a picture using naming words,
or nouns.
 I will identify an exclamation point at the end of an
exclamatory sentence.
 I will print uppercase/capital and lowercase letters.



















Right
Around
Circle
Diagonal
Curve
Noun
Naming word
More than one
Plural form
Question words
Who
What
Where
When
Why
How
Exclamation Point
Sound
Vocabulary
Resources
Interventions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Order Words p. 65
Revised 3/5/13
Extensions:
 Selection Vocabulary p. 66
 Plurals p. 67
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T99, T115)
RL.K.2: With prompting and support, retell familiar stories, including key details. (T122)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T125, T127)
RL.K.4: Ask and answer questions about unknown words in a text. (T97)
RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (T96, T138)
RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (T125, T127, T129)
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T99, T115, T131, T141)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T148-T149)
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters. (T92, T102)
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T105, T137)
RF.K.2.b: Count, pronounce, blend, and segment syllables in spoken words. (T102-T103)
RF.K.2.e: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (T119, T144)
RF.K.3.a: Demonstrate basic knowledge of one-to-one letter –sound correspondences by producing the primary or many of the most frequent sound for each
consonant. (T120, T146)
RF.K.3.b: Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (T95, T104)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T134, T148-T149)
RF.K.4: Read emergent-reader texts wit purpose and understanding. (T148-149)
W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
(T150)
SL.K.1.b: Continue a conversation through multiple exchanges.
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T138)
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (T132)
L.K.1.a: Print many upper-and lowercase letters. (T95, T121, T147)
L.K.1.c: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). (T116-T117)
L.K.2.c: Write a letter or letters for most constant and short vowel sounds (phonemes) (T97, T121, T147)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T99)
Revised 3/5/13
Unit 7 Lessons 11-15:
Everyone Needs a Grocery Store,
The Little Red Hen
Content Objectives
Kindergarten
Language Arts
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 things I have read.
 I can retell a story I have read using the main events in
order.
 I can identify the characters, setting and main events in
a story.
 I can ask and answer questions about a word I don’t
know in a text.
 I can recognize when words on a page make up different
kinds of stories, like a fable or a story that gives me
information.
 I can share my ideas and listen as my classmates share
different ideas about things we have read.
Reading Literature
 Discuss
 Focus Question
 Illustrations
 Retell
 Main Events
 Characters
 Setting
 Main Event
 Vocabulary
 Genre
 Fable
Reading Informational
 I can ask and answer questions about a story that gives
me information.
 I can retell a story that gives me information using
important facts.
 I can ask questions about words I don’t know in a story
that gives me information.
Z I can use words and pictures to help me understand
nonfiction.
 I can share my ideas and listen as my classmates share
different ideas about a story that gives us information.
Reading
Informational
 Focus Question
 Review
 Discuss
 Photographs
 Retell
 Facts
 Vocabulary
 Photographs
 Text
 Information
Revised 3/5/13
Quarter 3 – Approximately Five Days
Selection Vocabulary


















huge
produce
unload
canned
check
checkout
cozy
mowed
snooze
weeds
mended
ripe
ground
strolled
gathered
tended
porch
eager
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.2.A: Ask and Answer Questions
about Unknown Words
 1.2.B: Kinds of Literature
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
 2.1.B: Identify the Main Topic and Key
Details
 2.2.A: Ask and Answer Questions
about Unknown Words
 2.3.A: Illustrations and Text
Reading Foundational Skills
 I can find the first word on a page and follow the text
from left to right until I get to the bottom of the page.
 I can identify spaces in between words and sentences.
 I can name uppercase/capital and lowercase letters.
 I can listen for words that rhyme and add more rhyming
words.
Z I can find and say the initial, middle vowel and last sound
in simple words.
 I can change one sound in a word to make a different
word.
 I can say the sound of letters I read or hear.
 I can read and say the sound of the short vowel e.
 I can read high frequency words in a decodable.
 I can read and understand a decodable.
Writing
 I can draw and write to tell a story about a main
character.
Z I can publish my writing.
Speaking and Listening
 I can ask and answer questions if there is something in a
story I don’t understand.
 I can describe something or someone I know by using
describing words to add detail.
Revised 3/5/13
Reading Foundational
Skills
 Left
 Right
 Top
 Bottom
 Text
 Space
 Word
 Sentence
 Uppercase/capital
 Lowercase
 Letter
 Rhyme
 Blend
 Sound
 Vowel
 High frequency
word
 Decodable
Writing
 Character
 Setting
 Story
 Brainstorm
 Idea
 Describe
Speaking and
Listening
 Puzzles
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.2.D: Say Sounds
 3.2.E: Add and Change Sounds
 3.3.A: Phonics
 3.3.B: High-Frequency Words
 3.4.A: Developing Fluency
Writing
 4.1.C: Draw, Tell, and Write Stories
 4.3.A: Share the Project
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
Z
I can speak clearly.
Language
Z I can print many uppercase and lowercase letters.
 I can use position words like “under” or “next to” to
describe where something is.
 I can identify uppercase/capital letters at the beginning
of sentences and the word “I”.
 I can identify periods, question marks and exclamation
points and know that they end different kinds of
sentences.
L
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Reading Informational
 I will listen as my classmates share ideas about things we
have learned.
 I will ask a question about a story that gives me
information.
 I will read a story that gives me information and retell it
using the most important facts.
 I will understand the photographs that match the
writing.
Revised 3/5/13





Interests
Describe
Detail
Clearly
Complete
sentences
Language
 Print
 Uppercase/capital
 Lowercase
 Letters
 Position
 Preposition
 Period
 Question mark
 Exclamation point
 Sentence


5.2.A: Presentation of Knowledge and
Ideas
5.2.C: Speak Clearly
Language
 6.1.A: Handwriting
 6.1.G: Prepositions
 6.1.H: Capitalization
 6.1.I: End Punctuation
Resources
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Letter Sounds (w, k, q, y, v) p. 68
 Selection Vocabulary p. 69
 Sequence p. 70
 Sounds in Words p. 71
 Short Vowel Sounds p. 72
 Capitalizing Words p. 73
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T201)
RL.K.2: With prompting and support, retell familiar stories, including key details. (T208)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T201)
RL.K.4: Ask and answer questions about unknown words in a text. (T191)
RL.K.5: Recognize common types of texts (e.g., storybooks, poems). (T190)
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T201,T219)
RI.K.1: With prompting and support, ask and answer questions about key details in a text. (T183)
RI.K.2: With prompting and support, identify the main topic and retell key details of a text. (T180)
RI.K.4: With prompting and support, ask and answer questions about unknown words in a text. (T173, T183)
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
idea in the text an illustration depicts). (T173)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T170)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T197)
Revised 3/5/13
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T179, T207)
RF.K.2.a: Recognize and produce rhyming words. (T222-T223)
RF.K.2.d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.). (T204)
RF.K.2.e: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (T222-T223)
RF.K.3.b: Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (T189, T206)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T226-T227)
RF.K.4: Read emergent-reader texts wit purpose and understanding. (T226-T227)
W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in
which they occurred, and provide a reaction to what happened. (T174, T184, T22, T220)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T172, T182)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T229)
SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly. (T228)
L.K.1.a: Print many upper- and lowercase letters. (T225)
L.K.1.c: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). (T229)
L.K.1.d: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (T186)
L.K.1.e: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). (T229)
L.K.2.a: Capitalize the first noun in a sentence and the pronoun I. (T184-T185, T220-T221, T229)
Revised 3/5/13
Unit 8 Lessons 1-5:
What’s Alive?, A Tree Is a Plant
Content Objectives
Kindergarten
Language Arts
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 a story that gives
me information.
 I can identify the important parts of a book, like the
covers, the title page and the table of contents.
 I can identify the author and illustrator and know the job
they have in telling a story that gives me information.
Z I can use words and pictures to help me understand
nonfiction.
 I can share my ideas and listen as my classmates share
ideas about what we have learned in a story that gives
us information.
Reading Foundational Skills
 I can find the first word on a page and follow the text
from left to right until I get to the bottom.
 I can identify that words are made up of letters in an
order, and I can find certain letters in words.
 I can name uppercase/capital and lowercase letters.
 I can listen for words that rhyme and say more rhyming
words.
Z I can find and say the initial, middle vowel and last sound
in simple words.
Revised 3/5/13
Quarter 3– Approximately Five Days
Reading
Informational
 Focus question
 Identify
 Front
 Back
 Cover
 Title page
 Table of contents
 Author
 Illustrator
 Text
 Picture
 Photograph
 Illustration
Reading Foundational
Skills
 Top
 Bottom
 Left
 Right
 Text
 Letter
 Uppercase/capital
 Lowercase
Selection Vocabulary













seedling
sorting
exploring
separate
soil
blossoms
branches
during
trunk
roots
bark
washing
alive
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
 2.2.B: Identify Parts of a Book
 2.2.C: Authors and Illustrators
 2.3.A: Illustrations and Text
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.2.D: Say Sounds
 3.3.B: High-Frequency Words
 3.4.A: Developing Fluency


I can read high frequency words in a text or in a
decodable.
I can read and understand a decodable.








Writing
 I can write and draw to tell a story about two different
characters.
 I can ask questions and find answers for our class report
on how things grow.
Z I can use digital tools to publish my writing.
Speaking and Listening
 I can share my ideas and listen as my classmates share
ideas about things we have learned.
Revised 3/5/13
Rhyme
Blend
Sounds
Beginning
Middle
End
High frequency
words
Decodable
Writing
 Characters
 Traits
 Brainstorm
 Details
 Speech bubbles
 Dialogue
 Investigate
 Scientist
 Inquiry
 Conjectures
 Chart
 Table
 Observation
Speaking and
Listening
 Discussion
 Inquiry
Writing
 4.1.C: Draw, Tell, and Write Stories
 4.3.A: Share the Project
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions


I can show I understand by talking about important
details.
I can use pictures to add detail to something I am
describing.
Language
Z I can print many uppercase and lowercase letters.
 I can use naming words to name things I see or read
about.
 I can use question words like “what” and “how” to ask
and answer questions.
 I can use position words like “around” and “by” to
describe where something is.
 I can speak in a complete sentence and add pronouns to
my sentences.
 I can identify periods, question marks and exclamation
points and know they end different kinds of sentences.
 I can write letters for sounds I read or hear.
 I can put different things in groups based on how they
are alike.
 I can hear words in stories and match them to things in
my life.
 I can learn words in stories or by hearing them and use
them when I speak.
S
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
Revised 3/5/13






Conjectures
Observe
Record
Focus Question
Detail
Describe
Language
 Print
 Letter
 Number
 Uppercase/capital
 Lowercase
 Curve Left
 Around
 Starting point
 Straight
 Vertical
 Naming word
 Noun
 Question word
 Who
 What
 Where
 When
 Why
 How
 Position word
 Complete
sentence
 Pronoun
 Period
 Question mark
 Exclamation point

5.2.B: Use Drawings and Pictures to
Add Details
Language
 6.1.A: Handwriting
 6.1.C: Nouns
 6.1.F: Question Words
 6.1.G: Prepositions
 6.1.B: Complete Sentences
 6.1.I: End Punctuation
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Language
 I will learn new words by hearing them used in stories.
 I will use a position word to describe where something
is.
 I will identify a sentence with a period, question mark or
exclamation point at the end.
 I will print uppercase/capital letters, lowercase letters or
numbers.





Classify
Categorize
Group
Alike
Vocabulary
Resources
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Classify and Categorize p. 74
 Counting Phonemes p. 75
 Comprehension Observation Log p. 110
Standards:
RI.K.1: With prompting and support, ask and answer questions about key details in a text. (T39, T55, T71)
RI.K.5: Identify the front cover, back cover, and title page of a book. (T28)
RI.K.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (T36, T46)
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
idea in the text an illustration depicts). (T51, T65, T67, T69, T71)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T51, T55, T71)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T51)
RF.K1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T25)
Revised 3/5/13
RF.K.2.a: Recognize and produce rhyming words. (T32-T33, T74)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T78-T79)
RF.K.4: Read emergent-reader texts with purpose and understanding. (TT78-T79)
W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in
which they occurred, and provide a reaction to what happened. (T30, T40, T56, T72, T82)
W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (T29, T81)
W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
(T29, T80-T81)
SL.K.1.b: Continue a conversation through multiple exchanges. (T29, T80-T81)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T39, T48, T50, T52, T54, T64, T66, T68, T70)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T39, T48, T50, T52, T54, T64, T66, T68,
T70)
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (T72, T73)
L.K.1.a: Print many upper- and lowercase letters. (T27, T45, T77)
L.K.1.f: Produce and expand complete sentences in shared language activities. (T82)
L.K.2.c: Write a letter or letters for most constant and short-vowel sounds (phonemes). (T77)
L.K.5.a: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (T65, T67, T69)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T39, T55)
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T29, T80-T81)
Revised 3/5/13
Unit 8 Lessons 6-10:
Trees, Becoming Butterflies, Something About Me
Content Objectives
Kindergarten
Language Arts
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 words in a story I
don’t know.
 I can recognize when words on a page make up different
kinds of stories, like a poem or a fictional story.
 I can identify the author or poet and illustrator and know
the job they have in telling a story.
Z I can use the illustrations help to tell the story.
 I can share my ideas and listen as my classmates share
different ideas about what we have read.
Reading Foundational Skills
 I can find the first word on a page and follow the text
from left to right until I get to the bottom.
 I can identify that words are made up of letters in an
order, and I can find certain letters in words.
 I can identify spaces in between words and sentences.
 I can name uppercase/capital and lowercase letters.
 I can listen for words that rhyme and say more rhyming
words.
 I can clap and count the number of syllables in words.
 I can change one sound in a word to make a new word.
 I can identify the long and short sound for the vowel i.
 I can read high frequency words in a decodable.
 I can read and understand a decodable.
Revised 3/5/13
Quarter 3– Approximately Five Days
Reading Literature
 Vocabulary
 Poem
 Fictional
 Genre
 Author
 Poet
 Illustrator
 Photograph
Reading Foundational
Skills
 Text
 Top
 Bottom
 Left
 Right
 Letter
 Word
 Space
 Sentence
 Uppercase/capital
 Lowercase
 Rhyme
 Syllables
 Sound
Selection Vocabulary













enormous
tickling
striped
becoming
hatch
underneath
shell
sipped
peeled
fluttered
knowing
growing
plant
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.2.A: Ask and Answer Questions
about Unknown Words
 1.2.B: Kinds of Literature
 1.2.C: Identify Authors and Illustrators
 1.3.A: Illustrations and Story Parts
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.2.B: Syllables
 3.2.E: Add and Change Sounds
 3.3.A: Phonics
 3.3.B: High-Frequency Words
 3.4.A: Developing Fluency




Writing
 I can write and draw to give someone instructions on
how to do something in order.
 I can get information from different places, like books or
from observing things, to answer questions and write
about plants.
 I can find answers to questions in my writing from
different places, like stories or listening to others.
Z I can publish my writing.
Speaking and Listening
 I can share my ideas and listen as my classmates share
ideas about things we have learned.
 I can share what I have learned by talking about the
most important things.
 I can describe someone or something I already know and
add detail.
 I can use pictures to add detail to something I am
describing.
Revised 3/5/13
Long vowel
Short vowel
High frequency
words
Decodable
Writing
 Topic
 Idea web
 Display
 Discuss
 Order
 Directions
 Instructions
 First
 Next
 Last
 Revise
 Observation
 Conjecture
 Investigation
Speaking and
Listening
 Observation
 Conjectures
 Investigation
 Discuss
 Interesting
 Puzzling
 Review
 Describe
Writing
 4.1.B: Draw, Tell, and Write to Inform
and Explain
 4.3.A: Shared Research and Writing
Process
 4.3.B: Answer Questions
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
 5.2.A: Presentation of Knowledge and
Ideas


Language
 I can print uppercase/capital and lowercase letters and
numbers.
 I can use naming words to name things I see in pictures.
 I can use action words like “talk” or “jump” to describe
things I can do with my body.
 I can use question words like “what” and “when” to ask
and answer questions.
 I can identify periods, question marks and exclamation
points and know they end different kinds of sentences.
Z I can tell how words are used in real-life.
 I can learn words in stories or by hearing them and use
them when I speak.
F
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Writing
 I will listen to stories to find answers to my questions in
writing.
 I will brainstorm ideas with my class on what to write.
 I will find information in books to answer my questions
in writing.
 I will write and draw to give instructions on how to do
something in order.
Revised 3/5/13
Detail
Instructions
Language
 Print
 Letter
 Uppercase/capital
 Lowercase
 Curve
 Right
 Slant
 Left
 Across
 Halfway
 Naming words
 Illustration
 Past
 Present
 Question words
 Who
 What
 Where
 When
 Why
 How
 Period
 Question mark
 Exclamation point
 Vocabulary
Language
 6.1.A: Handwriting
 6.1.C: Nouns
 6.1.E: Verbs
 6.1.F: Question Words
 6.1.I: End Punctuation
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words
Resources
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Pronouns p. 76
 Selection Vocabulary p. 77
 Phoneme Manipulation p. 78
 Comprehension Observation Log p. 110
Standards:
RL.K.4: Ask and answer questions about unknown words in a text. (T101)
RL.K.5: Recognize common types of texts (e.g., storybooks, poems). (T129)
RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (T100)
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T103, T145, T119)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T115, T119)
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters. (T96, T122)
RF.K.1.c: Understand that words are separated by spaces in print. (T109)
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T96, T122)
RF.K.2.a: Recognize and produce rhyming words. (T106-T107)
RF.K.2.b: Count, pronounce, blend, and segment syllables in spoken words. (T122-123)
RF.K.2.e: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (T123-T139)
RF.K.3.b: Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (T124-T140)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T97, T152-T153)
RF.K.4: Read emergent-reader texts with purpose and understanding. (T152-T153)
W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic. (T104, T120, T136, T146, T156)
Revised 3/5/13
W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (T154T155)
W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
(T154)
SL.K.1.b: Continue a conversation through multiple exchanges. (T154-T155)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T103, T145, T119, T135)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T110, T142)
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (T156)
L.K.1.a: Print many upper-and lowercase letters. (T99, T125, T151)
L.K.1.b: Use frequently occurring nouns and verbs. (T146-T147)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T101, T119, T135)
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T155)
Revised 3/5/13
Unit 8 Lessons 11-15:
All Living Things, Zinnia’s Flower Garden
Content Objectives
Kindergarten
Language Arts
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 a story I have read.
 I can retell a story I have read using the main events.
 I can identify the most important parts of a story, like
the characters, setting and plot.
Z I can use the illustrations help to tell the story.
 I can share my ideas and listen as my classmates share
ideas about a story we have read.
Reading Informational
 I can ask and answer questions about a story that gives
me information.
 I can retell a story that gives me information using the
most important facts.
 I can ask and answer questions about words I don’t
know in a story that gives me information.
Z I can use words and pictures to help me understand
nonfiction.
 I can share what I have learned and listen to what my
classmates have learned from a story we read that gives
us information.
Revised 3/5/13
Quarter 3-4– Approximately Five Days
Reading Literature
 Review
 Focus question
 Discussion
 Retell
 Characters
 Setting
 Main Event
 Describe
 Plot
 Pictures
 Illustration
 Identify
 Describe
Reading
Informational
 Focus Question
 Review
 Interest
 Puzzles
 Facts
 Clarify
 Photographs
Selection Vocabulary


















gardens
insects
seeds
carried
provide
sunflower
pats
poking
sprinkles
sprouts
sprout
inspects
measures
bouquets
buds
scents
flutter
dim
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.3.A: Illustrations and Story Parts
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
 2.1.B: Identify the Main Topic and Key
Details
 2.2.A: Ask and Answer Questions
about Unknown Words
 2.3.A: Illustrations and Text
Reading Foundational Skills
 I can find the first word on a page and follow the text
from left to right until I get to the bottom of the page.
 I can identify spaces in between words and sentences.
 I can name uppercase/capital and lowercase letters.
 I can listen for words that rhyme and say other rhyming
words.
Z I can find and say the initial, middle vowel and last sound
in simple words.
 I can blend three sounds together to make a whole
word.
 I can change one sound in a word to make a new word.
 I can read high frequency words in a decodable.
 I can read and understand a decodable.
Writing
 I can write and draw to give someone instructions on
how to do something in order.
Z I can publish my writing.
Revised 3/5/13
Reading Foundational
Skills
 Text
 Top
 Bottom
 Left
 Right
 Page
 Space
 Word
 Sentence
 Uppercase/capital
 Lowercase
 Letter
 Rhyme
 Blend
 Sound
 First
 Middle
 Last/end
 High frequency
word
 Decodable
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.2.D: Say Sounds
 3.2.E: Add and Change Sounds
 3.3.A: Phonics
 3.3.B: High-Frequency Words
 3.4.A: Developing Fluency
Writing
 Instructions
 Revise
 Add
 Delete
 Instructions
 Order
Writing
 4.1.B: Draw, Tell, and Write to Inform
and Explain
 4.3.A: Share the Project
Speaking and Listening
 I can share my ideas and listen as my classmates share
ideas with the whole class or a small group.
 I can share what I have learned by talking about the
most important things.
 I can ask and answer questions if there is something I
don’t understand
 I can describe someone or something I already know and
add detail.
Language
 I can hear words in stories and match them to things in
my life.
 I can learn words in stories or by hearing them and use
them when I speak.
H
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Reading Foundational Skills
 I will listen for and identify the beginning, middle and
end sound in a word.
 I will blend three sounds together to make a whole
word.
 I will read a high frequency word in a decodable.
Revised 3/5/13
Speaking and
Listening
 Review
 Focus Question
 Think aloud
 Puzzles
 Interests
 Make connections
 Describe
 Relate
Language
 Vocabulary
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
 5.2.A: Presentation of Knowledge and
Ideas
Language
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words

I will identify spaces in between words.
Resources
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Selection Vocabulary p. 79
 Cause and Effect p. 80
 Long Vowel Sounds p. 81
 Verb Tense p. 82
 High Frequency Words p. 83
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T203)
RL.K.2: With prompting and support, retell familiar stories, including key details. (T210) (T205, T221)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T213)
RL.K.4: Ask and answer questions about unknown words in a text. (T203)
RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts). (T199)
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T203, T219)
RI.K.1: With prompting and support, ask and answer questions about key details in a text. (T187)
RI.K.2: With prompting and support, identify the main topic and retell key details of a text. (T184)
RI.K.4: With prompting and support, ask and answer questions about unknown words in a text. (T175)
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
idea in the text an illustration depicts). (T177)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T187)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T177, T201, T203)
Revised 3/5/13
RF.K.1.c: Understand that words are separated by spaces in print. (T183, T190)
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T190, T206)
RF.K.2.a: Recognize and produce rhyming words. (T180-T181)
RF.K.2.d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This
does not include CVCs ending with /l/, /r/, or /x/.). (T191, T207, T223)
RF.K.2.e: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (T170, T223, T171)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T226-227)
RF.K.4: Read emergent-reader texts wit purpose and understanding. (T226-T227)
W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic. (T178)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T176, T186)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T176, 186)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T194)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T219)
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T226-T227) (T228)
Revised 3/5/13
Unit 9 Lessons 1-5:
America Is…, F Is for Flag
Content Objectives
Kindergarten
Language Arts
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 a story that gives
me information.
 I can retell a story that gives me information using the
most important facts.
 I can identify the most important parts of a book, like
the front and back covers, the title page, or the table of
contents.
 I can identify the author and illustrator and know the job
they have in telling a story that gives me information.
 I can identify which part of the text goes with a picture
or photograph and can find extra details in the pictures.
Z I can tell how two nonfiction books are alike and
different.
 I can share what I have learned and listen as my
classmates share what they have learned from a story
that gives us information.
Reading Foundational Skills
 I can find the first word on a page and follow the text
from left to right until I get to the end.
 I can name uppercase/capital and lowercase letters.
 I can hear the beginning, middle and end sound in a
word.
Revised 3/5/13
Quarter 4 – Approximately Five Days
Reading
Informational
 Discuss
 Review
 Focus Question
 Main idea
 Detail
 Subject
 Front
 Back
 Cover
 Title Page
 Table of Contents
 Author
 Illustrator
 Illustration
Reading Foundational
Skills
 Top
 Bottom
 Left
 Right
 Text
 Uppercase/capital
Selection Vocabulary













nation
swamp
pledge
rodeo
waving
stands for
proud
states
nickname
Pledge of Allegiance
freedom
parades
patriotic
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
 2.1.B: Identify the Main Topic and Key
Details
 2.2.B: Identify Parts of a Book
 2.2.C: Authors and Illustrators
 2.3.A: Illustrations and Text
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.D: Say Sounds
 3.2.E: Add and Change Sounds
 3.3.A: Phonics
 3.3.B: High-Frequency Words
 3.4.A: Developing Fluency



Z


I can blend three sounds together to make a whole
word.
I can change one sound in a word to make a new word.
I can match the most common long vowel sounds with
the most common spellings.
I can match the most common short vowel sounds with
the common vowel spellings.
I can read high frequency words in a decodable.
I can read and understand a decodable.












Writing
Z I can draw, tell, and write to teach.
Lowercase
Letters
Blend
Sound
Beginning
Middle
End
Long
Short
Vowel
High frequency
word
Decodable
Writing
 Television
commercial
 Product
 Brainstorm
 Order
 Illustrate
 First
 Next
 Last
 Telling sentence
 Declarative
sentence
 Statement
Speaking and
Listening
 Explain
 Explore
 Express
Revised 3/5/13
Writing
 4.1.B: Draw, Tell, and Write to Inform
and Explain
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
Speaking and Listening
 I can share my ideas and listen as my classmates share
different ideas about things we have learned either in a
small group or with the whole class.
 I can share what I have learned by talking about the
most important things.
 I can ask and answer questions if there is something I
don’t understand.
 I can use pictures to add detail to something I am
describing.
Language
 I can print uppercase/capital and lowercase letters and
numbers.
 I can use naming words to name things in stories and
illustrations.
 I can use question words like “what” and “when” to ask
and answer question.
 I can use position words like “at” and “on” to describe
where something is.
 I can speak in complete sentences and add words and
details.
 I can identify periods, question marks and exclamation
points and know that they end different kinds of
sentences.
 I can write letters to match sounds I read and hear.
Z I can tell how words are used in real-life.
 I can learn words in stories or by hearing them and use
them when I speak.
S
Key Concepts for Differentiation – See p. 1
Revised 3/5/13









Question words
Conjectures
Discuss
Investigate
Research
Interview
Survey
Story frames
Illustration
Language
 Print
 Uppercase/capital
 Lowercase
 Letter
 Number
 Slant
 Left
 Around
 Bottom
 Curve
 Right
 Straight
 Across
 Naming words
 Illustration
 Question words
 Who
 What
 Where
 When
 Why
 How

5.2.B: Use Drawings and Pictures to
Add Details
Language
 6.1.A: Handwriting
 6.1.C: Nouns
 6.1.F: Question Words
 6.1.G: Prepositions
 6.1.B: Complete Sentences
 6.1.I: End Punctuation
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words



Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:





Position words
Places
Complete
sentence
Period
Question mark
Exclamation point
Sound
Vocabulary
Language
 I will hear a new word in a story and use it when I speak.
 I will use a question word like “what” or “how” to ask a
question.
 I will use naming words to name something I read or see
in an illustration.
 I will write a letter to match a sound I hear or read.
Resources
Interventions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Main Idea and Details p. 84
 Comprehension Observation Log p. 110
Standards:
Revised 3/5/13
Extensions:
RI.K.1: With prompting and support, ask and answer questions about key details in a text. (T41, T69)
RI.K.2: With prompting and support, identify the main topic and retell key details of a text. (T65, T67)
RI.K.5: Identify the front cover, back cover, and title page of a book. (T28)
RI.K.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (T36, T48)
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
idea in the text an illustration depicts). (T53)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T55, T69)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T76-T77)
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T25)
RF.K.2.e: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (T72)
RF.K.3.b: Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (T34, T46, T60)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T76-T77) (T51)
RF.K.4: Read emergent-reader texts with purpose and understanding. (T176-T177)
W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic. (T30-T31, T42, T56, T70, T80)
SL.K.1.b: Continue a conversation through multiple exchanges. (T78-T79)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T50, T52, T54, T64, T66, T68)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T50, T52, T54, T64, T66, T68)
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (T30-T31)
L.K.1.a: Print many upper- and lowercase letters. (T27, T47, T75)
L.K.1.b: Use frequently occurring nouns and verbs. (T42-T43)
L.K.1.d: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (T29)
L.K.2.c: Write a letter or letters for most constant and short-vowel sounds (phonemes). (T27, T47)
L.K.5.a: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (T24)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T55, T69)
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T55, T69)
Revised 3/5/13
Unit 9 Lessons 6-10:
Celebrate, Hats Off for the Fourth of July!
America the Beautiful
Content Objectives
Kindergarten
Language Arts
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 a story I have
read.
 I can retell a story using the main events in order.
 I can identify the most important parts of the story, like
the characters, setting and plot.
 I can identify the author or poet and illustrator and
know the job they have in telling a story.
Z I can engage in class fiction reading activities.
Reading Foundational Skills
 I can find the first word on a page and follow the text
from left to right until I get to the bottom.
 I can identify that words are made up of letters in an
order, and I can find certain letters in words.
 I can identify spaces in between words and sentences.
 I can name uppercase/capital and lowercase letters.
 I can listen for words that rhyme and say more rhyming
words.
 I can hear the beginning, middle and end sound in a
word.
 I can blend three sounds together to make a whole
word.
Revised 3/5/13
Quarter 4 – Approximately Five Days
Reading Literature
 Review
 Focus Question
 Draw conclusions
 Illustrations
 Retell
 Events
 Character
 Characteristic
 Author
 Poet
 Illustrator
Reading
Foundational Skills
 Top
 Bottom
 Left
 Right
 Text
 Page
 Letter
 Word
 Sentence
Selection Vocabulary













clowns
marching bands
marching
strut
twirlers
favorite
wraps
high school
plenty
patriots
grain
plain
symbol
CCSS Essential Lessons
Use these lessons to further align
Imagine It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.2.C: Identify Authors and
Illustrators
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.2.D: Say Sounds
 3.2.E: Add and Change Sounds
 3.3.A: Phonics
 3.3.B: High-Frequency Words
 3.4.A: Developing Fluency


Z


I can change one sound in a word to make a new word.
I can match the most common long vowel sounds with
the common spellings.
I can match the most common short vowel sounds with
the common spellings.
I can read high frequency words in a decodable.
I can read and understand a decodable.














Writing
Z I can draw, tell, and write to teach.
 I can ask my teacher or my classmates for ideas or share
my ideas to help make our stories better.
Speaking and Listening
 I can share my ideas and listen as my classmates share
different ideas about things we have learned.
Z I can tell about people, places and things with help.
 I can use pictures to add detail to something I am
describing.
Revised 3/5/13
Uppercase/capital
Lowercase
Rhyme
Sound
Blend
Beginning
Middle
End
Rhyme
Vowel
Long
Short
High frequency
word
Decodable
Writing
 Revising
 Add
 Rearrange
 Commercial
 Final draft
Speaking and
Listening
 Think aloud
 Interests
 Puzzles
 Strategy
 Inspired
Writing
 4.1.B: Draw, Tell, and Write to Inform
and Explain
 4.2.A: Use the Writing Process
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.2.A: Presentation of Knowledge and
Ideas
 5.2.B: Use Drawings and Pictures to
Add Details
 5.2.C: Speak Clearly
Language
 I can print uppercase/capital and lowercase letters and
numbers.
 I can use naming words to name things I see or read
about.
 I can use question words like “where” and “what” to ask
and answer questions.
Z I can make complete sentences with my class.
 I can use position words like “by” or “near” to describe
where something is.
 I can write letters to match sounds I hear or read.
Z I can tell how words are used in real-life.
 I can learn words in stories or by hearing them and use
them when I speak.
F
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students
will demonstrate learning.
Examples:
Speaking and Listening
 I will listen as my classmates share ideas on what they
have learned.
 I will share what I have learned by talking about the
most important things.
 I will ask a question about a word I don’t understand in
a story.
Revised 3/5/13






Discussion
Share
Survey
Describe
Familiar
Experiences
Language
 Uppercase/capital
 Lowercase
 Letter
 Number
 Print
 Curve
 Immediately
 Left
 Around
 Right
 Slanting
 Straight
 Naming words
 Question words
 Who
 What
 Where
 When
 Why
 How
 Position word
 Sound
 Vocabulary
Language
 6.1.A: Handwriting
 6.1.C: Nouns
 6.1.E: Verbs
 6.1.F: Question Words
 6.1.G: Prepositions
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words

I will add drawing to a description to give it more detail.
Resources
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Drawing Conclusions p. 85
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T101, T139, T115, T129)
RL.K.2: With prompting and support, retell familiar stories, including key details. (T122)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T117)
RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (T98, T136, T108)
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T101, TT139, T115, T129)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T111)
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters. (T118, T142)
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T104-T105)
RF.K.2.a: Recognize and produce rhyming words. (T94-T95, T142-T143)
RF.K.2.d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.). (T119)
RF.K.2.e: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (T119, T133, T143)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T146-147)
RF.K.4: Read emergent-reader texts wit purpose and understanding. (T146-T147)
W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic. (T102, T116)
W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (T102)
Revised 3/5/13
SL.K.1.b: Continue a conversation through multiple exchanges. (T148-T149)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T146-147) (T98, T136)
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (T130)
L K.1.a: Print many upper- and lowercase letters. (T97, T121)
L.K.1.b: Use frequently occurring nouns and verbs. (T150-T151)
L.K.1.d: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (T117)
L.K.1.f: Produce and expand complete sentences in shared language activities. (T150-151)
L K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T115, T129)
L K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T115, T129)
Revised 3/5/13
Unit 9 Lessons 11-15:
Rules Keep Us Safe!, The American Wei
Content Objectives
Kindergarten
Language Arts
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 a story I have read.
 I can retell a story using the main events and details.
 I can ask and answer questions about a word I don’t
know in a story.
Z I can engage in class fiction reading activities.
Reading Informational
 I can ask and answer questions about a story that gives
me information.
 I can retell a story that gives me information using the
most important facts.
 I can make connections within a text.
 I can ask and answer questions about a word I don’t
know in a story that gives me information.
Revised 3/5/13
Quarter 4– Approximately Five Days
Selection Vocabulary
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 Discuss
 Draw conclusions
 Retell
 Line drawings
 Characters
 Problem
 Solved
 Illustration
 Events
 Characters
 Setting
 Plot
 Main Event
 Vocabulary
Reading
Informational
 Review
 Focus Question
 Photographs
 Retell
 Information
 Connection
 Vocabulary
 Photograph


















rules
laws
safe
crosswalks
fair
litter
citizens
sobs
trails
patiently
ceremony
clerk
judge
loyalty
declare
liberty
oath
feasted
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.2.A: Ask and Answer Questions
about Unknown Words
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
 2.1.B: Identify the Main Topic and Key
Details
 2.2.A: Ask and Answer Questions
about Unknown Words
 2.3.A: Illustrations and Text


Z
I can identify which part of the text goes with a picture
or photograph and can find extra details in the
photographs.
I can share what I have learned and listen as my
classmates share what they have learned from a story
that gives us information.
I can tell how two nonfiction books are alike and
different.
Reading Foundational Skills
 I can find the first word on a page and follow the text
from left to right until I get to the bottom.
 I can identify that words are made up of letters in an
order, and I can find certain letters in words.
 I can identify spaces in between words and sentences.
 I can name uppercase/capital and lowercase letters.
 I can listen for words that rhyme and say more rhyming
words.
 I can count and clap the syllables in words and blend
syllables together to make a whole word.
 I can hear the beginning, middle and end sound in a
word.
 I can blend three sounds together to make a whole
word.
 I can change one sound in a word to make a new word.
 I can read high frequency words in a decodable.
 I can read and understand a decodable.
Writing
 I can add describing words to write and draw a patriotic
poem with my class.
Z I can draw, tell, and write to teach.
Revised 3/5/13


Text
Discussion
Reading Foundational
Skills
 Text
 Top
 Bottom
 Left
 Right
 Page
 Word
 Letters
 Space
 Sentence
 Uppercase/capital
 Lowercase
 Rhyme
 Syllable
 Blend
 Sound
 Beginning
 Middle
 End
 High frequency
word
 Decodable
Writing
 Describing Words
 Senses
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.2.B: Syllables
 3.2.D: Say Sounds
 3.2.E: Add and Change Sounds
 3.3.B: High-Frequency Words
 3.4.A: Developing Fluency
Writing
 4.1.B: Draw, Tell, and Write to Inform




Speaking and Listening
 I can share my ideas and listen as my classmates share
different ideas about what we have learned.
 I can share what I have learned by talking about the
most important things.
 I can ask and answer questions if there is something I
don’t understand.
 I can describe someone or something I already know and
add detail.
 I can use pictures to add detail to something I am
describing.
 I can speak clearly using complete sentences.
Language
 I can use naming words to name things in stories,
illustrations or photographs.
Z I can make complete sentences with my class.
 I can identify uppercase/capital letters at the beginning
of sentences and the word “I”.
 I can hear words in stories and match them to things in
my life.
Revised 3/5/13
Number words
Color words
Weather words
Brainstorm
Speaking and
Listening
 Focus Question
 Think aloud
 Interests
 Puzzles
 Retell
 Picture frames
 Characters
 Problem
 Solved
 Clarify
 Describe
 Detail
 Describing words
 Illustrate
 Clearly
 Complete
sentences
Language
 Naming words
 Illustration
 Photograph
 Sentence
 Declarative
sentence
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
 5.2.A: Presentation of Knowledge and
Ideas
 5.2.B: Use Drawings and Pictures to
Add Details
 5.2.C: Speak Clearly
Language
 6.1.C:
 6.1.B:
 6.1.H:
 6.2.C:
 6.2.D:
Nouns
Complete Sentences
Capitalization
Explore Word Relationships
Learn and Use New Words

F
I can learn words in stories or by hearing them and use
them when I speak.
Key Concepts for Differentiation – See p. 1



Telling sentence
Uppercase/capita
Vocabulary
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Reading Foundational Skills
 I will hear the beginning, middle and end sound in a
word.
 I will change one sound in a word to make a new word.
 I will read high frequency words in a decodable.
 I will make spaces in between words and sentences in
my writing.
Resources
Interventions:
Revised 3/5/13
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Selection Vocabulary p. 86
 Middle Phoneme Replacement p. 87
 Long Vowel Sounds p. 88
 Comprehension Observation Log p. 110
Standards:
RL.K.1: With prompting and support, ask and answer questions about key details in a text. (T197, T213)
RL.K.2: With prompting and support, retell familiar stories, including key details. (T204)
RL.K.4: Ask and answer questions about unknown words in a text. (T189)
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T197, T213)
RI.K.1: With prompting and support, ask and answer questions about key details in a text. (T181)
RI.K.2: With prompting and support, identify the main topic and retell key details of a text. (T178)
RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (T170, T180)
RI.K.4: With prompting and support, ask and answer questions about unknown words in a text. (T169)
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
idea in the text an illustration depicts). (T171)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T181)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T197)
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet. (T197)
RF.K.2.a: Recognize and produce rhyming words. (T216-T217)
RF.K.2.b: Count, pronounce, blend, and segment syllables in spoken words. (T184-T185)
RF.K.2.e: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (T165)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T220-T221)
RF.K.4: Read emergent-reader texts wit purpose and understanding. (T220-T221)
W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic. (T214, T223)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T170, T180, T190, T192, T194)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T170, T180, T190, T192, T194)
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (T223)
Revised 3/5/13
L.K.1.a: Print many upper- and lowercase letters. (T167, T187, T219)
L.K.1.f: Produce and expand complete sentences in shared language activities. (T223)
L.K.2.a: Capitalize the first word in a sentence and the pronoun I. (T214-T214)
L.K.2.b: Recognize and name end punctuation. (T214-T214)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T171, T181, T197, T213)
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T171, T181, T197, T213)
Unit 10 Lessons 1-5:
Can You See the Wind? Gilberto and the Wind
Content Objectives
Kindergarten
Language Arts
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 retell a story I have read using the main events in
order.
 I can identify the most important parts of a story, like
the characters, setting and plot.
 I can ask and answer questions about a word I don’t
know in a story I have read.
 I can decide what pictures go with what part of the story
and find things in the illustration that are not in the
words of the story.
Reading Informational
 I can identify the most important parts of a book, like
the covers, the title page and the table of contents.
 I can identify the author and illustrator and know the job
they have in telling a story that gives me information.
Z I can tell how two nonfiction books are alike and
different.
Revised 3/5/13
Quarter 4– Approximately Five Days
Reading Literature
 Review
 Cause and Effect
 Retell
 Illustrations
 Main Event
 Characters
 Setting
 Plot
 Vocabulary
 Author
 Illustrator
 Text
 Picture
Reading
Informational
 Front
Selection Vocabulary













damage
produce
twisters
flapping
gentle
pasture
floats
unlatched
fall
pile
burst
scatters
breezy
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.B: Retell Familiar Stories
 1.1.C: Story Parts
 1.2.A: Ask and Answer Questions
about Unknown Words
 1.3.A: Illustrations and Story Parts
Reading Informational
 2.2.B: Identify Parts of a Book
 2.2.C: Authors and Illustrators
Reading Foundational Skills
 I can find the first word on a page and follow the text
from left to right until I get to the bottom.
 I can identify that words are made up of letters in an
order, and I can find certain letters in words.
 I can name uppercase/capital and lowercase letters.
 I can listen for words that rhyme and say more rhyming
words.
 I can hear the beginning, middle and end sound in a
word.
 I can blend three sounds together to make a whole
word.
 I can change one sound in a word to make a new word.
 I can identify the long and short sound for the vowel e.
 I can read high frequency words in a decodable.
Writing
Z I can draw, tell, and write to teach.
 I can ask questions and find answers for our class report
on windy days.
Revised 3/5/13






Back
Cover
Title Page
Table of Contents
Author
Illustrator
Reading Foundational
Skills
 Top
 Bottom
 Left
 Right
 Text
 Page
 Uppercase/capital
 Lowercase
 Rhyme
 Beginning
 Middle
 End
 Sound
 Blend
 Vowel
 Long
 Short
 High frequency
word
Writing
 Topic
 Report
 Illustrations
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.2.D: Say Sounds
 3.2.E: Add and Change Sounds
 3.3.A: Phonics
 3.3.B: High-Frequency Words
Writing
 4.1.B: Draw, Tell, and Write to Inform
and Explain
 4.3.A: Shared Research and Writing
Process
Speaking and Listening
Z I can tell about people, places and things with help.
Language
 I can print uppercase/capital and lowercase letters.
 I can use naming words to name things I hear in stories
or see in illustrations.
 I can ask and answer questions using question words like
“who” and “how”.
Z I can make complete sentences with my class.
 I can identify periods, question marks and exclamation
points and know they end different kinds of sentences.
 I can write letters to match sounds I hear or read.
 I can spell words using letters that match the sounds I
hear.
 I can understand a word in a story when it means two
different things.
Z I can tell how words are used in real-life.
 I can learn words in stories or by hearing them and use
them when I speak.
D
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Revised 3/5/13






Explore
Present
Idea web
Experiences
Inquiries
Research
Speaking and
Listening
 Describe
 Detail
 Connect
Language
 Print
 Uppercase/capital
 Lowercase
 Letter
 Question words
 Who
 What
 Where
 When
 Why
 How
 Sentence
 Detail
 Period
 Question mark
 Exclamation point
 Spell
 Sound
 Clarify
Speaking and Listening
 5.2.A: Presentation of Knowledge and
Ideas
Language
 6.1.A: Handwriting
 6.1.C: Nouns
 6.1.F: Question Words
 6.1.B: Complete Sentences
 6.1.I: End Punctuation
 6.1.J: Spelling
 6.2.A: Multiple-Meaning Words
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words
Reading Informational
 I will listen as my classmates share ideas about what
they have learned from a story that gives us information.
 I will ask or answer a question about a story I have read
that gives me information.
 I will identify the most important parts of a book, like
the covers, the title page and the table of contents.
 I will understand the job of the author in writing.
Resources
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Selection Vocabulary p. 89
 Cause and Effect p. 90
 Comprehension Observation Log p. 110
Standards:
RL.K.2: With prompting and support, retell familiar stories, including key details. (T60)
RL.K.3: With prompting and support, identify characters, settings, and major events in a story. (T63, T65, T67)
RL.K.4: Ask and answer questions about unknown words in a text. (T48, T50, T62, T64)
RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts). (T51)
RI.K.5: Identify the front cover, back cover, and title page of a book. (T28)
RI.K.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (T36)
RF.K.1.a: Follow words from left to right, top to bottom, and page by page. (T53)
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters. (T70-T71)
RF.K.1.c: Understand that words are separated by spaces in print. (T40-T41)
Revised 3/5/13
RF.K.2.a: Recognize and produce rhyming words. (T24-T25)
RF.K.2.d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This
does not include CVCs ending with /l/, /r/, or /x/.). (T24-T25, T32)
RF.K.2.e: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (T25, T33, T43, T56, T57)
RF.K.3.a: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each
consonant. (T27, T44, T45, T72)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T74-T75)
W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic. (T30, T40, T54, T68, T78)
W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (T30, T40
T54)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T46)
L.K.1.d: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (T29) (T78)
L.K.1.f: Produce and expand complete sentences in shared language activities. (T178)
L.K.2.a: Capitalize the first word in a sentence and the pronoun I. (T68-T69, T78)
L.K.2.b: Recognize and name end punctuation. (T68-T69, T78)
L.K.2.c: Write a letter or letters for most constant and short-vowel sounds (phonemes). (T27, T45, T73)
L.K.4.a: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). (T48, T64)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T39, T53, T67)
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T39, T53, T67)
Revised 3/5/13
Unit 10 Lessons 6-10:
Go Wind, What Happens When Wind Blows?
Crick! Crack!
Content Objectives
Kindergarten
Language Arts
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 a story I have read.

I can recognize when words on a page make up different
kinds of stories, like a poem or a story that gives me
information.

I can identify the author or poet and illustrator and know
the job they have in telling a story.
Z I can engage in class fiction reading activities.
Reading Informational

I can ask and answer questions about a story that gives
me information.

I can retell a story that gives me information using the
most important facts.

I can identify which part of the text goes with a picture
or photograph and can find extra details in the
photographs.

I can share what I have learned and listen as my
classmates share what they have learned in a story that
gives me information.
Revised 3/5/13
Quarter 4– Approximately Five Days
Reading Literature
 Review
 Focus Question
 Feelings
 Ideas
 Meaning
 Genre
 Poetry
 Nonfiction
 Author
 Poet
 Illustrator
 Connection
 Text
Reading
Informational
 Describe
 Focus Question
 Illustrations
 Retell
 Facts
 Picture
 Text
 Photograph
Selection Vocabulary













ring
fling
steadily
swept
still
soar
fierce
steam
stings
boiling
snatched
flapped
stormy
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.A: Ask and Answer Questions
about Key Details
 1.2.B: Kinds of Literature
 1.2.C: Identify Authors and Illustrators
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
 2.1.B: Identify the Main Topic and Key
Details
 2.3.A: Illustrations and Text
Z
I can tell how two nonfiction books are alike and
different.
Reading Foundational Skills

I can identify that words are made up of letters in an
order, and I can find certain letters in words.

I can identify spaces in between words and sentences.

I can name all uppercase/capital and lowercase letters.

I can listen for words that rhyme and say more rhyming
words.

I can hear the beginning, middle and end sound in a
word.

I can blend three sounds together to make a whole
word.

I can change a sound in a word to make a new word.
Z I can match the most common short vowel sounds with
the common spellings.

I can match the most common long vowel sounds with
the common spellings.
Writing
Z I can draw, tell, and write to teach.

I can get information from different places, like books or
from observing things, to answer questions and write
about windy days.

I can find answers to questions in my writing from
different places, like stories or listening to others.
Revised 3/5/13
Reading Foundational
Skills
 Word
 Letter
 Sentence
 Space
 Uppercase/capital
 Lowercase
 Rhyme
 Beginning
 Middle
 End
 Sound
 Blend
Writing
 Report
 Topic
 Information
 Print materials
 Experts
 Research
 Investigate
 Hypothesis
 Reference
 Order
 First
 Next
 And then
 Finally
 Main Points
 Facts
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Rhyming Words
 3.2.D: Say Sounds
 3.2.E: Add and Change Sounds
Writing
 4.1.B: Draw, Tell, and Write to Inform
and Explain
 4.3.A: Shared Research and Writing
Process
 4.3.B: Answer Questions
Speaking and Listening

I can share my ideas and listen as my classmates share
ideas about things we have learned.

I can share what I have learned by talking about the
most important things.

I can ask and answer questions if there is something I
don’t understand.
Z I can tell about people, places and things with help.
Language

I can print uppercase/capital and lowercase letters.

I can use naming words to describe what is happening in
stories or pictures.

I can use position words like “under” or “in” to describe
where something is or where something happened.
Z I can make complete sentences with my class.

I can identify a period, question mark and exclamation
point and know they end different kinds of sentences.

I can write letters to match sounds I hear and see.

I can spell words using letters that match the sounds I
hear.

I can put different things in groups based on how they
are alike.

I can hear words in stories and match them to things in
my life.

I can learn words in stories or by hearing them and use
them when I speak.
Revised 3/5/13
Speaking and
Listening
 Discuss
 Share
 Observations
 Present
 Focus Question
 List
 Describe
 Interest
 Puzzles
 Amuses
 Relate
Language
 Uppercase/capital
 Lowercase
 Letter
 Position word
 Describe
 Complete
sentence
 Detail
 Exclamations
 Period
 Question mark
 Exclamation point
 Sound
 Classify
 Categorize
 Alike
 Different
 Vocabulary
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
 5.2.A: Presentation of Knowledge and
Ideas
Language
 6.1.A: Handwriting
 6.1.C: Nouns
 6.1.G: Prepositions
 6.1.B: Complete Sentences
 6.1.I: End Punctuation
 6.1.J: Spelling
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words
G
Key Concepts for Differentiation – See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Reading Foundational Skills
 I will hear and identify the beginning, middle and end
sound in a word.
 I will blend three sounds together to make a whole
word.
 I will name all uppercase/capital and lowercase letters.
 I will identify spaces in between words in writing.
Resources
Interventions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Classify and Categorize p. 91
 Comprehension Observation Log p. 110
Standards:
Revised 3/5/13
Extensions:
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.5: Recognize common types of texts (e.g., storybooks, poems).
RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
RL.K.10: Actively engage in group reading activities with purpose and understanding. (T101, T145)
RI.K.1: With prompting and support, ask and answer questions about key details in a text. (T117, 143)
RI.K.2: With prompting and support, identify the main topic and retell key details of a text. (T126)
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
idea in the text an illustration depicts). (T115)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T117, T143)
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters. (T104)
RF.K.1.c: Understand that words are separated by spaces in print. (T148)
RF.K.2.a: Recognize and produce rhyming words. (T104)
RF.K.3.b: Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (T94, T106, T122, T138, T150)
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (T134)
W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic. (T102, T118, T134, T146)
W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (T102)
W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
(T118, T134)
SL.K.1.b: Continue a conversation through multiple exchanges. (T154-T155)
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T112, T114, T116, T128, T130, T132)
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T112, T114, T116, T128, T130, T132)
SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T98)
L.K.1.a: Print many upper- and lowercase letters. (T97, T125, T153)
L.K.1.f: Produce and expand complete sentences in shared language activities. (T95, T107, T123, T139, T151)
L.K.2.b: Recognize and name end punctuation. (T118-T119, T146-T147, T156)
L.K.2.c: Write a letter or letters for most constant and short-vowel sounds (phonemes). (T94, T106, T122, T138, T150)
L.K.2.d: Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (T94, T106, T122, T138, T150)
L.K.5.a: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (T98)
L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T117, T133)
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T117, T133)
Revised 3/5/13
Unit 10 Lessons 11-15:
So Much is Moving, Wind Says Good Night
Content Objectives
Kindergarten
Language Arts
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 identify the most important parts of the story, like
the character, setting and plot.
 I can ask and answer questions about a word I don’t
know in a story I have read.
 I can recognize when words on a page make up different
kinds of stories, like a true story or a made up story.
 I can identify the author and illustrator and know the job
they have in telling a story.
 I can decide what pictures go with what part of the story
and find things in the illustration that are not in the
words of the story.
Z I can share ideas and listen as my classmates share ideas
about a story we have read.
Reading Informational
 I can ask and answer questions about a story I have read
that gives me information.
 I can retell a story that gives me information using the
most important facts.
 I can ask and answer questions about a word I don’t
know in a story that gives me information.
Revised 3/5/13
Quarter 4 – Approximately Five Days
Reading Literature
 Main Events
 Characters
 Setting
 Plot
 Illustrations
 Problem
 Solution
 Vocabulary
 Genre
 Reality
 Fantasy
 Author
 Illustrator
 Illustration
 Focus Question
 Interesting
 Puzzling
Reading
Informational
 Focus Question
 Retell
 Photographs
 Important facts
 Vocabulary
Selection Vocabulary


















gust
passing
pedals
path
park
movement
spilled
melody
woods
fiddle
cheerful
strumming
beat
hovered
rhythm
mist
glow
snuggled
CCSS Essential Lessons
Use these lessons to further align Imagine
It! with the Utah Core Standards.
Reading Literature
 1.1.C: Story Parts
 1.2.A: Ask and Answer Questions
about Unknown Words
 1.2.B: Kinds of Literature
 1.2.C: Identify Authors and Illustrators
 1.3.A: Illustrations and Story Parts
Reading Informational
 2.1.A: Ask and Answer Questions
about Key Details
 2.1.B: Identify the Main Topic and Key
Details
 2.2.A: Ask and Answer Questions
about Unknown Words
Z

I can tell how two nonfiction books are alike and
different.
I can share what I have learned and listen as my
classmates share what they have learned in a story that
gives me information.
Reading Foundational Skills

Z

I can match the most common long vowel sounds with
the common spellings.
I can match the most common short vowel sounds with
the common spellings.
I can read words that are similar, but have one sound
that is different.
Writing
Z I can draw, tell, and write to teach.
 I can ask my teacher or my classmates for ideas or share
my ideas to help make our stories better.
 I can get information from different places, like books or
from observing things, to answer questions and write
about windy days.
Speaking and Listening
 I can share my ideas and listen as my classmates share
different ideas about what we have learned.
 I can share what I have learned by talking about the
most important things.
 I can ask and answer questions if there is something I
don’t understand.
Z I can tell about people, places and things with help.
 I can use pictures to add detail to something I am
describing.
Revised 3/5/13


Discuss
Review
Reading Foundational
Skills
 Letter
 Sounds
 vowels
Writing
 Report
 Topic
 Sequence
 Represented
 Revising
 Writing Process
 Final Draft
Speaking and
Listening
 Relate
 Discuss
 Focus Question
 Retell
 Inquiry
 Extend
 Describe
 Picture
 Detail
 Clearly
 Complete
sentence
Language
Reading Foundational Skills
 3.3.A: Alphabetic Principle
 3.3.C: Alphabetic Principle
Writing
 4.1.B: Draw, Tell, and Write to Inform
and Explain
 4.2.A: Use the Writing Process
 4.3.A: Shared Research and Writing
Process
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
 5.2.A: Presentation of Knowledge and
Ideas
 5.2.B: Use Drawings and Pictures to
Add Details
 5.2.C: Speak Clearly

I can speak clearly using complete sentences.
Language
 I can print uppercase/capital and lowercase letters.
 I can use position words like “in front of” or “above” to
describe where something is.
Z I can make complete sentences with my class.
 I can recognize a period, question mark and exclamation
point and know that they end different kinds of
sentences.
 I can write letters that match sounds I hear or read.
 I can spell words using letters that match the sounds I
hear.
 I can hear words in stories and match them to things in
my life.
 I can learn words in stories or by hearing them and use
them when I speak.
K
Key Concepts for Differentiation - See p. 1
Language Objectives
Throughout each lesson students will use four language
domains i.e. listening, reading (input) and speaking, writing
(output). Teachers will write the Language Objectives to
connect the Content Objectives showing HOW students will
demonstrate learning.
Examples:
Language
 I will listen for sounds and write the letter that matches.
 I will use a position word to describe where something
is.
Revised 3/5/13















Uppercase/capital
Lowercase
Print
Letters
Position word
First
Next
Last
High frequency
words
Sounds
Letters
Period
Question mark
Exclamation point
Vocabulary
Language
 6.1.A: Handwriting
 6.1.G: Prepositions
 6.1.B: Complete Sentences
 6.1.I: End Punctuation
 6.1.J: Spelling
 6.2.C: Explore Word Relationships
 6.2.D: Learn and Use New Words


I will identify a period, question mark, or exclamation
point and know what kind of sentence it ends.
I will print uppercase/capital and lowercase letters.
Resources
Interventions:
Extensions:
Assessment Options
Imagine It!: Lesson Assessment Book 1
 Selection Vocabulary p. 92
 Fantasy and Reality p. 93
 Short Vowel Review p. 94
 Long Vowel Review p. 95
 High Frequency Words p. 96
 Comprehension Observation Log p. 110
Standards:
RL K.3: With prompting and support, identify characters, settings, and major events in a story. (T213, T215, T217)
RL K.4: Ask and answer questions about unknown words in a text. (T195)
RL K.5: Recognize common types of texts (e.g., storybooks, poems). (T213, T215)
RL K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (T194)
RL K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts). (T201, T203)
RL K.10: Actively engage in group reading activities with purpose and understanding. (T203, T219)
RI.K.1: With prompting and support, ask and answer questions about key details in a text. (T176, T186, T187)
RI.K.2: With prompting and support, identify the main topic and retell key details of a text. (T184)
RI.K.4: With prompting and support, ask and answer questions about unknown words in a text. (T175)
RI.K.10: Actively engage in group reading activities with purpose and understanding. (T187)
RF.K.3.b: Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (T172, T173, T192, T193)
RF.K.3.d: Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (T172, T192)
Revised 3/5/13
W K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic. (T178, T188, T204, T220, T227)
W K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (T188)
W K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (T178,
T188, T204, T220, T227)
SL K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood. (T176, T186, T1196, T198, T200, T202, T212, T214, T216, T218)
SL K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (T176, T186, T1196, T198, T200, T202,
T212, T214, T216, T218)
SL K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (T194)
SL K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (T204)
L K.1.b: Use frequently occurring nouns and verbs. (T227)
L.K.1.e: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). (T188-T189)
L.K.1.f: Produce and expand complete sentences in shared language activities. (T171, T181, T191, T207, T223)
L K.2.a: Capitalize the first word in a sentence and the pronoun I. (T220-T221)
L.K.2.d: Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (T173, T193, T225)
L K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful). (T187, T203, T219)
L K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (T187, T203, T219)
Revised 3/5/13