3rd Grade
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 03/14/2013
Third Grade 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 5 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
3rd Grade Vocabulary PPT
CCSSLH Essential
Lessons
Additional
Resources
Revised 03/14/2013
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.
Intervention/Adva Additional resources for gifted grade 3 students:
nced Learner Focus -Language Arts units for grade 3 from the College of William and Mary (available through Kendall Hunt Publishing)
-Great Books for grade 3 (available from Great Books Company)
-Advanced Learner Language Arts Extensions
There are many formative and summative assessment options:
Assessment
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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
RL 3.6: Distinguish their own point of view from that
of the narrator or those of the characters.
RL 3.9: Compare and contrast the themes, settings,
and plots of stories written by the same author
Third Grade Utah about the same or similar characters (e.g. in books
Core Standards Not from a series.
Covered in Imagine RI 3.6: Distinguish their own point of view from that
It!:
of the author of a text.
RI 3.9: Compare and contrast the most important
points and key details presented in two text on the
same topic.
RF 3.3b Decode words with common Latin suffixes.
L 3.1c Use abstract nouns.
Revised 03/14/2013
CCSLH (Supplemental lesson to teach this standard)
1.2.F: Compare Points of View
1.3.B: Compare Books from a Series
2.2.D Compare Points of View
2.3.C Compare Multiple Sources
3.1.A: Multisyllabic Words
6.1.B: Nouns
Unit 1 Lesson 1:
Rugby & Rosie
Genre: Realistic Fiction
Content Objectives
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 ask and answer questions referring to a text for
an answer.
 I can determine how the central message is
conveyed through key details.
 I can describe a character’s traits and how they lead
to action.
 I can determine the meaning of literal and nonliteral
words/phrases in text.
 I can refer to chapters and scenes when referring to
stories.
 I can identify and understand key ideas in a text.
Z I can compare and contrast themes and plots from
two similar stories.
Reading Informational:
 I can use identify and use captions when reading
expository text.
Z I can use text features to locate information.
Reading Foundational Skills:
 I can read words with different long vowel spellings.
 I can read new high-frequency words.
Z I can read irregularly spelled words.
 I can use context to recognize the meanings of
antonyms and synonyms.
 I can identify the purpose of a text.
 I can reread a text for better understanding.
Revised 03/14/2013
Third Grade
Language Arts
Academic Vocabulary
Reading Literature:
 Text
 Key Ideas
 Details
 Central Message
 Genre
 Character Traits
 Literal
 Nonliteral
 Chapters
 Scenes
 Craft and Structure
Reading Informational:
 Captions
 Expository Text
Reading Foundational Skills:
 Syllable
 Context Clues
 Fluency
 Antonyms
 Synonyms
Quarter 1 – Approximately 5 Days
Selection Vocabulary
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Chores
Permission
Worried
Energy
Grateful
Patient
Especially
Ignore
Affection
Additional Vocabulary:
 Mood
 Bother
 Moped
 Whined
 Trainers
 Graduate
 Graduation
 Nervous
CCSSLH Alignment Lessons
Use these lessons to further align
Imagine It! to the Utah Core
Standards.
Reading Literature:
 1.1.A Show Understanding of
Text
 1.1.B Recount Stories
 1.1.C Use Key Details
 1.1.D Describe Characters in
Stories
 1.2.A Determine Meaning of
Words and Phrases
 1.2.B Understand Literal and
Nonliteral Language
 1.3.B Compare Books from a
Series
Reading Informational:
 2.2.C Locate Information
Reading Foundational Skills:
 3.1.A Multisyllabic Words
 3.2.A Fluency
Writing:
 I can identify, develop and write an informative text.
 I can use brainstorming techniques to generate story
ideas.
 I can develop a topic with facts, definitions, and
details.
 I can determine an appropriate concluding
statement.
Z I can write informative text using the writing
process.
 I can write a piece with appropriate task and
purpose.
 I can organize my ideas.
 I can participate in short research projects.
 I can provide brief notes from sources.
 I can write for various purposes and to various
audiences.
Writing:
 Informative Text
 Explanatory Text
 Brainstorming
 Topic Sentence
 Facts
 Definitions
 Concluding Statement
 Task
 Purpose
 Idea Development
 Organization
 Notes
 Audience
Speaking and Listening:
 I can relate information read to a discussion.
 I can identify agreed-upon rules for discussion.
 I can identify ways to listen effectively.
 I can identify key ideas presented during discussion.
 I can ask questions and listen to others.
 I can take turns in a discussion.
 I can explain the topic in a read aloud.
Z I can tell a story, recount an experience with
relevant facts and details.
 I can discuss the supporting details of a story in a
read aloud.
Speaking and Listening:
 Key Ideas
 Rules for Discussion
 Listening Effectively
 Questions
 Discussion
 Responses
 Reasoning
 Formulate
 Opinions
 Main Idea
 Supporting Details
Language:
 I can explain a noun.
Language:
Revised 03/14/2013
Writing:
 4.1.B Write to Inform or
Explain
 4.2.A The Writing Process
 4.3.A Use the Research
Process
Speaking and Listening:
 5.1.A Collaborative
Discussions
 5.1.B Listen for the Main
Ideas and Supporting Details
 5.1.C Respond to Speakers
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Z
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I can use correct capitalization, punctuation, and
spelling when writing.
I can use spelling patterns when writing words.
I can use strategies to figure out unknown words or
phrases.
I can identify real-life connections between words
and their use.
I can distinguish shades of meaning among related
words.
I can choose words and phrases appropriate for third
grade in writing and speaking.
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Nouns
Capitalization
Punctuation
Strategies
Real-Life Connections
Shades of Meaning
Language:
 6.1.A Sentences
 6.1.B Nouns
 6.1.C Verbs
 6.1.D Pronouns
 6.1.E Adjectives
 6.1.F Adverbs
 6.1.J Spelling
 6.3.B Use Context Clues
 6.3.F Make Real-Life
Connections
 6.3.G Build Vocabulary
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 listen effectively to classmates when presenting
ideas about a text.
 I will read closely to determine the message or moral
of a story.
 I will ask and answer questions with a partner while
referring to a text.
 I will take notes from various sources.
Resources:
 Big Idea: What does it take to be a good friend?
 Concept/Question Board
 Vocabulary PPT Unit 1
 Daily News Unit 1
 Decodable 11: “Vic’s Big Chore”
 Skills Practice Workbook Unit 1: Phonics and Fluency: pp. 1-2, 3-4, Vocabulary: pp. 5-6, Comprehension: pp. 7-8, 9-10, Writing: pp. 11-12,
Revised 03/14/2013
Spelling: pp. 13-14, Grammar: pp. 15-16, Study Skills: pp. 17-18
 Language Arts Handbook pp. 16-19, 304
 Inquiry Research Projects: Unit 1 Friend to the Famous
 Gallery Walk Unit 1
 Writers Notebook
Leveled Readers for Fluency:
- Approaching Level: Keeping in Touch
- On Level: Friends are Not for Me
- ELL Leveled Reader: Franklin’s Friend
- Above Level: No Walks in Friendship
Leveled Readers for Social Studies:
- Approaching Level: Lewis and Clark: Friends and Adventures
- On Level: Jane Addams and Friends: Making a Difference
- ELL: Friends, Making a Difference
- Above Level: A Friendship that Changed America
Utah Core Standards
Deconstructed Standards
Intervention Focus:
 Imagine It! Intervention Guide Unit 1 Lesson 1
 Imagine It! Reteach pp. 1-7
 English Learner Support Activities Unit 1 Lesson 1
Advanced Learner Focus:
 Challenge Activates pp. 1-6
 Inquiry Research Projects Unit 1 Friend to the Famous
 Above Level: No Walks in Friendship, A Friendship that Changed America
Assessment Options:
RL: Lesson Assessment Book pp. 2-5, 7, Comprehension Rubrics pp. T48-49
RF: Oral Fluency Assessment p. 8, DORF
W: Informative Writing- Writing Process p. T98, Inquiry Rubrics p. T89, (Inquiry Rubric Level Appendix p.21), (Writing Rubrics Level Appendix pp. 22-27)
L: Lesson Assessment Book pp. 1, 6, Spelling Pretest p. T39, Spelling Assessment p. T99
Standards:
RL 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (T36, 37, 48, 53. 63, 96)
RL 3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson or moral and explain how it is
Revised 03/14/2013
conveyed through key details in the text. (T66)
RL 3.3: Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (T68, 81,
97)
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (T46, 55, 77)
RL 3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how
each successive part builds on earlier sections. (T36, 54, 66)
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 2-3 text complexity band
independently and proficiently. (T76-83)
RI 3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (T86-T87)
RF 3.4.a: Read on-level text with purpose and understanding. (T85)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T85)
RF 3.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (T26)
W 3.2.a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (T38-T39, T70)
W 3.2.b: Develop the topic with facts, definitions, and details. (T38-T39)
W 3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (T70, T98)
W 3.7: Conduct short research projects that build knowledge about a topic. (T36-T37, T88-T89)
SL 3.1.a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known abou the
topic to explore ideas under discussion. (T66)
SL 3.1.b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion.) (T66)
SL 3.2: Determine the main ideas, and supporting details of a text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally. (T2, 34)
SL 3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (T66)
L 3.1.a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (T58-T59, T73)
L 3.1.b: Form and use regular and irregular plural nouns. (T58-T59, T73)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T71)
L 3.4.a: Use sentence –level context as a clue to the meaning of a word or phrase. (T46-T47)
L. 3.5.c: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard,
wondered). (T75)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T46-47)
Revised 03/14/2013
Unit 1 Lesson 2:
The Legend of Damon and Pythias
Genre: Play
Content Objectives
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 ask and answer questions referring to a text
for an answer.
 I can recount myths from different cultures and
determine the moral of the each.
 I can infer and analyze a character’s feelings and
motives.
 I can use context clues to help remember the
meanings of words.
 I can determine the meaning of a word or phrase by
the way they are used in a text.
 I can read and understand plays and dramas
independently.
Z
Third Grade
Language Arts
Academic Vocabulary
Quarter 1 – Approximately Five Days
Selection Vocabulary
CCSS Alignment Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards
Reading Literature:
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Text
Moral
Myth
Character Trait
Motives
Infer
Analyze
Context Clues
Play
Dramas
Z
Z
Z
Z
Z
Z
Z
Z
Z
Condition
Exchange
Deserted
Persuaded
Curious
Faith
Struggled
Miserable
Sacrifice
Reading Literature:
 1.1.A Show Understanding of
Text
 1.1.B Recount Stories
 1.1.C Use Key Details
 1.1.D Describe Characters in
Stories
 1.2.A Determine Meaning of
Words and Phrases
 1.2.B Understand Literal and
Nonliteral Language
 1.3.B Compare Books from a
Series
I can compare and contrast themes and plots
from two similar stories.
Reading Informational:
Z I can use text features to locate information.
Reading Informational:
 Text Features
Reading Foundational Skills:
 I can read words spelled with ge, gi_, ce, ci_, a_e,
and e_e.
 I can read compound words.
 I can decode multisyllabic words.
Z I can read irregularly spelled words.
 I can read with fluency and expression so the play
makes sense.
 I can identify the purpose of a text.
 I can reread a text accurately for better
understanding.
Reading Foundational Skills:
 Compound Words
 Multisyllabic
 Fluency
 Expression
 Purpose
 Accurate
Revised 03/14/2013
Additional Vocabulary:
 Rule
 Appointed
 Resist
 Severe
 Heartbroken
 Certain
 Astonished
 Bargain
Reading Informational:
 2.2.C Locate Information
Reading Foundational Skills:
 3.1.A Phonics and Word
Recognition
 3.2.A Fluency
Writing:
 I can use graphic organizers to draft a friendly
letter.
 I can organize my ideas for a friendly letter.
 I can use the organizational structure of a letter
with a heading, greeting, closing, and signature.
 I can publish and share my friendly letter with
peers.
Z I can write informative text using the writing
process.
 I can work with others on a research project to
learn about a topic.
 I can write for various purposes and to various
audiences.
Speaking and Listening:
 I can contribute to a discussion building on others’
ideas.
 I can identify agreed-upon rules for discussion.
 I can formulate questions and responses based on
comments made by others.
 I can explain the topic using personal ideas,
opinions, and reasoning.
 I can answer questions and expand on others’ ideas
using details.
 I can speak at an understandable pace while:
o Telling a story
o Recounting an experience
Z I can tell a story, recount an experience with
relevant facts and details.
Language:
 I can form and use regular and irregular verbs.
 I can apply correct capitalization, punctuation, and
spelling when writing.
Z I can use spelling patterns when writing words.
Revised 03/14/2013
Writing:
 Graphic Organizers
 Friendly Letter
 Organizational
Structure
 Heading
 Greeting
 Closing
 Signature
 Publish
 Audience
Speaking and Listening:
 Key Concepts
 Discussion
 Opinions
 Reasoning
 Expand on Ideas
 Pace
 Recount
 Appropriate
 Situation
Language:
 Simple sentence
 Complex sentence
 Standard English
 Conventions
Writing:
 4.1.B Write to Inform and Explain
 4.2.A The Writing Process
 4.3.A Use the Research Process
 4.4.A Use a Writer’s Notebook
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.2.A Present a Report
 5.2.B Tell a Story
 5.2.C Recount an Experience
Language:
 6.1.B Nouns
 6.1.C Verbs
 6.1.I Punctuation
 6.1.J Spelling
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Z
I can use reference materials to check my spelling.
I can choose effective words in writing.
I can discuss real-life connections between words
and their use.
I and use third grade academic words and phrases
in conversation.
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Regular verbs
Irregular verbs
Effective
Context Clues
Dictionary
Glossaries
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6.3.F Understand Word
Relationships
6.3.G Build Vocabulary
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 listen carefully while my classmates share
their published letters.
 I will discuss my ideas for a friendly letter with a
partner.
 I will use a graphic organizer for a friendly letter.
 I will edit and rewrite my letter for publication.
Resources:
 Big Idea: What does it take to be a good friend?
 Concept/Question Board
 Vocabulary PPT Unit 1
 Daily News Unit 1
 Decodable 12: “Gem is Missing”
 Skills Practice Workbook Unit 1: Phonics & Fluency: pp. 19-20, 21-22, Vocabulary: pp. 23-24, Writing: pp. 25-26, Spelling: pp. 27-28, Grammar: 29-30,
Study Skills: pp. 31-32
 Writers Notebook
 Language Arts Handbook pp. 68, 308

Revised 03/14/2013
Leveled Readers for Fluency:
- Approaching Level: Keeping in Touch
- On Level: Friends are Not for Me
- ELL Leveled Reader: Franklin’s Friend
- Above Level: No Walls in Friendship
Leveled Readers for Social Studies:
- Approaching Level: Lewis and Clark: Friends and Adventures
- On Level: Jane Addams and Friends: Making a Difference
- ELL: Friends, Making a Difference
- Above Level: A Friendship that Changed America
Utah Core Standards
Deconstructed Standards
Intervention Focus:
 Imagine It! Intervention Guide Unit 1 Lesson 2
 Imagine It! Reteach pp. 8-12
 English Learner Support Activities Unit 1 Lesson 3
Advanced Learner Focus:
Unit 1: Friendship
What does it take to be a good friend?
Story
“The Legend of Damon and Pythias” Greek legend
Suggestion: look at the genre of legends; students can read other legends and
identify how they fit the genre of legends. (Suggestions are Developed by Gifted &
Talented department)
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Literature Web Adaptation
Challenge Activates pp. 7-11
Leveled Readers: No Walls in Friendship, A Friendship that Changed America
Assessment Options:
RL: Lesson Assessment Book pp. 10-13, 15; Comprehension Rubric pp. T124-125
RF: Oral Fluency Assessment p. 16, DORF
W: Narrative Writing- Friendly Letter p. T182; Inquiry Rubrics pp. T173; Writing Rubrics Level Appendix pp. 22-27
L: Lesson Assessment Book pp. 9,14; Spelling Pretest p. T135; Spelling Assessment p. T183
Revised 03/14/2013
Standards:
RL 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (T129-T131, T140T142, T158)
RL 3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is
conveyed through key details in the text. (T120, T144, T146, T169, T180-T181)
RL 3.3: Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (T146,
T155-T156, T166, T168-T169)
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (T131, T143)
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 2-3 text complexity band
independently and proficiently. (T154-T157, T166-T169)
RF 3.3.c Decode multisyllable words. (T117, T138, T152, T165)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading. (T159)
W 3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (T160,
T182)
W 3.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and
collaborate with others. (T182)
W 3.7: Conduct short research projects that build knowledge about a topic. (T132-T133, T172-T173)
W 3.10: Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a
range of disciplines-specific tasks, purposes, and audiences. (T160)
SL 3.1.c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (T144)
SL 3.1.d: Explain their own ideas and understand in light of the discussion. (T144)
SL 3.4: Report on a topic or tell a story, or recount an experience with appropriate facts and relevant descriptive details, speaking clearly at an
understandable pace. (T177)
SL 3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (T177)
L 3.1.f: From and use regular and irregular verbs. (T150-T151, T163)
L 3.2.b: Use commas in addresses. (T161, T174-T175)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, ending rules, meaningful word parts) in writing words. (T161)
L 3.2.g: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (T174-T175)
L 3.5.b: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (T122-T123)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T122, T155, T156,T166, T168)
Revised 03/14/2013
Unit 1 Lesson 3:
Good-bye, 382 Shin Dang Dong
Genre: Realistic Fiction
Content Objectives
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 ask and answer questions referring to a
text for an answer.
 I can discuss the events in the story and what
problems that are presented within it.
 I can use comprehension skill compare and
contrast when reading a story.
Z I can compare and contrast themes and plots
from two similar stories.
Reading Informational:
Z I can use text features to locate information.
Reading Foundational Skills:
 I can decode and use multisyllabic words.
Z I can read irregularly spelled words.
 I can read with appropriate feelings and
emotions.
 I can reread stories with intonation and
expression.
Writing:
 I can write narratives to develop imagined
experiences and events.
 I can use details when writing a narrative.
 I can create main characters for a fantasy.
 I can create a setting for the characters.
 I can use descriptions to show a characters
thoughts and feelings.
 I can use graphic organizers for planning writing.
 I can use the Inquiry Process to conduct
research projects.
Revised 03/14/2013
Third Grade
Language Arts
Academic Vocabulary
Quarter 1 – Approximately 5 Days
Selection Vocabulary
CCSS Alignment Lessons
Use these lessons to further align
Imagine It! to the Utah Core
Standards.
Reading Literature:
Z
Z
Z
Cultures
Central message
Characters
Reading Informational:
 Text Features









Enthusiastic
Insisted
Foreign
Translation
Peculiar
Pastel
Glum
Assure
Thoughtfulness
Additional Vocabulary:
 Farewell
Reading Foundational Skills:
 Ripest
 Decode
 Plumpest
 Appropriate
 Brightened
 Intonation
 Picturing
 Expression
 Adopt
 Gathered
Writing:









Narratives
Experiences
Events
Details
Setting
Characters
Planning
Graphic Organizers
Revising
Reading Literature:
 1.1.A Show Understanding of
Text
 1.3.B Compare Books from a
Series
Reading Informational:
 2.2.C Locate Information
Reading Foundational Skills:
 3.1.A Phonics and Word
Recognition
 3.2.A Fluency
Writing:
 4.1.B Write to Inform or Explain
 4.1.C Write Narratives
 4.3.A Use the Research Process
 4.4.A Use a Writer’s Notebook

Z

I can gather information to help answer
research questions.
I can write informative text using the writing
process.
I can reflect on and revise writing projects for a
range of purposes and tasks.





Editing
Rewriting
Reflect
Projects
Research
Speaking and Listening:
 I can discuss a story to demonstrate
understanding of key concepts.
 I can contribute to a discussion building on
others’ ideas.
 I can identify agreed-upon rules for discussions.
 I can identify ways to listen effectively.
 I can formulate questions and responses based
on comments made by others.
 I can explain the topic using personal ideas,
opinions, and reasoning.
 I can speak in complete sentences when
appropriate to task and situation.
Z I can tell a story, recount an experience with
relevant facts and details.
Speaking and Listening:
 Key concepts
 Formulate questions
 Topic
 Ideas
 Opinions
 Reasoning
 Complete sentences
 Appropriate task
Language:
Z I can use spelling patterns when writing words.
 I can recognize spoken and written formal and
informal English.
 I can use context to figure out the meaning of a
new word.
 I can identify the appropriate words to use
when discussing a topic or theme.
Language:
 Conventions
 Formal English
 Informal English
Z
Key Concepts for Differentiation-See p.1
Revised 03/14/2013
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.1.C Respond to Speakers
 5.2.A Present a Report
 5.2.B Tell A Story
 5.2.C Recount an Experience
Language:
 6.1.J Spelling
 6.2.B Differences between
Spoken and Written Language
 6.3.B Use Context Clues
 6.3.F Understand Word
Relationships
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 listen and take turns reading a decodable
with my partner.
 I will say and clap multisyllabic words.
 I will chorally read multisyllabic words with my
classmates.
 I will write multisyllabic words by themselves
and in phrases.
Recourses:
 Big Idea: What does it take to be a good friend?
 Concept/Question Board
 Vocabulary PPT Unit 1
 Daily News Unit 1
 Decodable 13: “More Clover”
 Skills Practice Unit 1: Phonics & Fluency: pp. 33-34, 35-36, Vocabulary: pp. 37-38, Comprehension: pp. 39-40, Writing: pp. 41-42, Spelling pp. 43-44,
Grammar: pp. 45-46, Study Skills: pp. 47-48
 Writers Notebook
 Language Arts Handbook pp. 18, 134,
Leveled Readers for Fluency:
- Approaching Level: Odd Friendships
- On Level: Edward Lear: the Gift of Nonsense
- ELL Leveled Reader: Edward Lear and His Friends
- Above Level: Two Friends
Leveled Readers for Social Studies:
- Approaching Level: A Helping Hand
- On Level: A Community of Friendship
- ELL: A Helping Community
Revised 03/14/2013
-
Above Level: Friends Near and Far
Utah Core Standards
Deconstructed Standards
Intervention Focus:
 Imagine It! Intervention Guide Unit 1 Lesson 3
 Imagine It! Reteach pp.13-19
 English Learner Support Activities Unit 1 Lesson 3
Advanced Learner Focus:
 Challenge Activates pp. 12-17
 Leveled Readers: Two Friends
 Wonder Chart
Assessment Options:
RL: Lesson Assessment Book pp. 18-21, 23; Comprehension Rubric pp. T208-209
RF: Oral Fluency Assessment p. 24, DORF
W Inquiry Rubrics pp. T217, T257 (Writing Rubric in Leveled Appendix pp. 22-27)
L: Lesson Assessment Book pp.17, 22; Spelling Pretest p. T219; Spelling Assessment p. T267
Standards:
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band
independently and proficiently. (T238-T241, T250-T253)
RF 3.3.c: Decode multisyllable words. (T201-T203)
RF 3.4.a: Read on-level text with purpose and understanding. (T243)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T243)
W 3.3.a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (T218-T219)
W 3.3.b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events to show the response of characters to situations.
(T266)
W 3.7: Conduct short research projects that build knowledge about a topic. (T256-257)
W 3.10: Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a
range of disciplines-specific tasks, purposes, and audiences. (T258-259)
SL 3.1.a: Come to discussions prepared, having read or studied require material; explicitly draw on the preparation and other information known about the
topic to explore ideas under discussion. (T228)
SL 3.1.b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the
Revised 03/14/2013
topics and texts under discussion). (T228)
SL 3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (T261)
L 3.2.f: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or classification. (T261)
L 3.3.b: Recognize and observe differences between the convention of spoken and written standard English. (T261)
L 3.4.a: Use sentence-level context as a clue to the meaning of a word or phrase. (T206-T207)
L 3.5.b: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (T206-T207)
Revised 03/14/2013
Unit 1 Lesson 4:
Beauty and the Beast
Genre: Fairy Tale
Content Objectives
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 ask a question and refer to the text for an
answer.
 I can explain how illustrations convey a message
and contribute to the characters and setting of a
text.
Z I can compare and contrast themes and plots from
two similar stories.
Reading Informational:
Z I can use text features to locate information.
Reading Foundational Skills:
 I can decode and use third grade words.
 I can decode and use multisyllabic words quickly.
Z I can read irregularly spelled words.
 I can identify the purpose of the text.
 I can read with automaticity.
 I can reread a text for better understanding.
Writing:
 I can write narratives with real or imagined events.
 I can use the writing process to try a new approach.
 I can develop a story with characters and events
that progress in a logical manner.
 I can use temporal words and phrases to help
organize the story so the reader can follow along.
Z I can write informative text using the writing
process.
Revised 03/14/2013
Third Grade
Language Arts
Academic Vocabulary
Quarter 1 – Approximately 5 Days
Selection Vocabulary
CCSS Alignment Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Literature:
 Fairy Tale
 Moral
 Infer
 Analyze
 Illustrations
 Convey Message
 Setting
 Text
Reading Informational:
 Text Features
Reading Foundational Skills:
 Decode
 Multiple-Meaning
Words
 Context Clues
 Fluency
 Automaticity
 Multisyllabic
Writing:
 Narratives
 Events of a Story
 Writing Process
 Characters
 Temporal Words









Despair
Mercy
Sighed
Timidly
Clung
Flattered
Splendor
Magnificent
Kindness
Additional Vocabulary:
 Jealous
 Misfortune
 Dawn
 Host
 Blooming
 Pale
 Grief
 Suffer
Reading Literature:
 1.1.A Show Understanding of
Text
 1.3.A Examine Illustrations in Text
 1.3.B Compare Books from a
Series
Reading Informational:
 2.2.C Locate Information
Reading Foundational Skills:
 3.1.A Phonics and Word
Recognition
 3.2.A Fluency
Writing:
 4.1.C Write Narrative Text
 4.1.B Write to Inform or Explain
 4.2.A The Writing Process
 4.3.A Use the Research Process
Speaking and Listening:
 I can participate in agree-upon rules for a
discussion.
 I can stay on topic.
 I can ask questions based on the comments of
others.
 I can explain my ideas to others.
Z I can tell a story, recount an experience with
relevant facts and details.
Language:
Z I can use spelling patterns when writing words.
 I can produce simple and compound sentences.
 I can use reference materials when to
check/correct spelling.
 I can use word structure to help understand a
words meaning.
Z
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 listen to a text with purpose.
 I will use context clues to determine the meaning of
words and phrases.
 I will explain how illustrations convey a message
and contribute to the characters and setting of a
text.
 I will summarize a Fairy Tale and explain the moral
in my notebook.
Revised 03/14/2013
Speaking and Listening:
 Key Concept
 Discussion
 Formulate
 Topic
 Opinions
 Responses
 Main Idea
 Reporting
 Determine
Language:
 Spelling Patterns
 Simple Sentence
 Compound Sentence
 Conventions
 Reference Materials
 Literal
 Nonliteral
Speaking and Listening:
 5.1.A Collaborative Discussions
Language:
 6.1.A Sentences
 6.1.J Spelling
 6.3.G Build Vocabulary
Resources:
 Big Idea: What does it take to be a good friend?
 Concept/Question Board
 Vocabulary PPT Unit 1
 Daily News Unit 1
 Decodable 14: “On a Train”
 Skills Practice Unit 1: Phonics & Fluency: pp. 49-50, 51-52, Vocabulary: pp. 53-54, Comprehension: pp. 55-56, Writing: p. 42, Spelling: pp. 57-58,
Grammar: pp. 59-60, Study Skills: pp. 61-62
 Writers Notebook
 Language Arts Handbook pp. 226, 266, 315
Leveled Readers for Fluency:
 Approaching : Odd Friendships
 On Level: Edward Lear: The Gift of Nonsense
 English Learner: Edward Lear and His Friends
 Above Level: Two Friends
Leveled Readers for Social Studies:
 Approaching: A Helping Hand
 On Level: A Community of Friendship
 English Learner: A Helping Hand
 Above Level: Friendships Near and Far
Utah Core Standards
Deconstructed Standards
Intervention Focus:
 Imagine It! Intervention Guide Unit 1 Lesson 4
 Imagine It! Reteach pp. 20-24
 English Learner Support Activities Unit 1 Lesson 4
Advanced Learner Focus:
 Challenge Activities pp. 18-22
 Leveled Readers: Two Friends
Assessment Options:
RL: Lesson Assessment Book pp. 26-29, 31, Comprehension Rubric pp. T292-293, (Level Appendix p.20)
RF: Oral Fluency Assessment p. 32, DORF
Revised 03/14/2013
W: Narrative Writing- Fantasy p. T350, (Inquiry Rubric in Level Appendix p.21), (Writing Rubric in Leveled Appendix pp. 22-27)
L: Lesson Assessment Book pp. 25, 30, Spelling Pretest p.T303, Spelling Assessment p. T351
Standards:
RL 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (T297-T299, 308)
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band
independently and proficiently. (T322-T325, T334-T336)
RL 3.7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a
character or setting). (T345)
RF 3.3.c: Decode multisyllable words. (T285-T287)
RF 3.4a: Read on-level text with purpose and understanding. (T327)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T327)
W 3.3.c: Use temporal words and phrases to signal event order. (T302-T303)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T302-T303, 316T317, T328)
W 3.7: Conduct short research projects that build knowledge about a topic. (T340-T341)
W 3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided
categories. (T340-T341)
SL 3.1.c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (T312)
SL 3.1.d: Explain their own ideas and understanding in light of the discussion. (T312)
L 3.1.i: Produce simple, compound, and complex sentences. (T318-T319, T331)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T329)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T290-T291)
Revised 03/14/2013
Unit 1 Lesson 5:
Teammates
Genre: Biography
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Literature:
 I can proficiently read poetry.
Z I can ask and answer questions referring to a text
for an answer.
Z I can compare and contrast themes and plots
from two similar stories.
Third Grade
Language Arts
Academic Vocabulary
Selection Vocabulary
CCSS Alignment Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Literature:
Z
Z
Proficiently
Poetry
Reading Information:
 I can locate/determine the main idea from a text.
 I can explain how key details support the main
idea.
 I can describe the sequence of events using time
and order.
 I can determine the meaning of specific
vocabulary words.
 I can identify and comprehend key ideas, details
in a biography.
Z I can use text features to locate information.
Reading Information:
 Text
 Key Details
 Main Idea
 Sequence of Events
 Time
 Order
 Vocabulary
 Text Features
Reading Foundational Skills:
 I can decode multisyllable words.
Z I can read irregularly spelled words.
 I can reread text for better understanding.
 I can read fluently with expression.
Reading Foundational Skills:
 Fluently
 Expression
Writing:
 I can write information about a topic.
Z I can write informative text using the writing
process.
Writing:
 Experiences
 Events
Revised 03/14/2013
Quarter 1 – Approximately 5-10 Days









Responded
Leagues
Compete
Series
Possess
Opponents
Challenge
Equal
Peer Pressure
Additional Vocabulary:
 Prejudice
 Apathetic
 Treated
 Opportunity
 Opposing
 Humiliation
 Organization
 Provoke
Reading Literature:
 1.1.A Show Understanding of
Text
 1.2.E Parts of a Poem
 1.3.B Compare Books from a
Series
Reading Information:
 2.1.B Determine the Main Idea
and Supporting Details
 2.1.C Read Historic Text
 2.1. D Read Scientific Text
 2.1.E Read Technical Text
 2.2.A Understand Precise
Vocabulary
 2.2.B Use Content Words
 2.2.C Locate Inform
Reading Foundational Skills:
 3.1.A Multisyllabic Words
 3.2.A Fluency
Writing:
 4.1.B Write to Inform or Explain
 4.2.A The Writing Process






I can use facts, definitions, and details in my
writing.
I can develop and strengthen my writing through
the writing process.
I can use technology to produce a writing piece.
I can publish my writing using keyboarding skills.
I can share my published work with others.
I can participate with others on short research
projects.
Speaking and Listening:
 I can identify agreed-upon rules for discussions.
 I can formulate questions and responses based
on comments made by others.
Z I can tell a story, recount an experience with
relevant facts and details.
Language:
 I can apply correct capitalization, punctuation,
and spelling when writing.
Z I can use spelling patterns when writing words.
 I can capitalize appropriate words in titles.
 I can use commas and quotations marks in
dialogue.
 I can use reference materials to check my
spelling.
 I can determine word meanings in context.
 I can identify real-life connections between
words and their use.
 I can choose grade appropriate words and
phrases in writing and speaking.
Z
Key Concepts for Differentiation-See p.1
Revised 03/14/2013







Ideas
Writing Process
Technology
Produce
Publish
Share
Research
Speaking and Listening:
 Discussions
 Formulate Answers
 Relevant Facts
Language:
 Capitalization
 Punctuation
 Titles
 Commas
 Quotations
 Dialogue
 Reference Materials
 Context
 Connections
 Grade Appropriate
 Phrases

4.3.A Use the Research Process
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.2.C Recount an Experience
Language:
 6.1.J Spelling
 6.3.E Understand Literal and
Nonliteral Language
 6.3.F Understand Word
Relationships
 6.3.G Build 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:
 I will listen and gather information from an oral
story.
 I will refer to text to determine the main idea
while listening to a story.
 I will formulate appropriate questions with a
partner.
 I will underline the main ideas and circle the
supporting details of a story.
Resources:
 Big Idea: What does it take to be a good friend?
 Concept/Question Board
 Vocabulary PPT Unit 1
 Daily News Unit 1
 Decodable 15: “Bike Races”
 Skills Practice Unit 1: Phonics and Fluency: pp.63-64, 65-66, Vocabulary: pp. 67-68, Comprehension: pp. 69-70, Writing: pp. 71-72, Spelling: pp. 72-74,
Grammar: pp. 75-76, Study Skills: pp. 77-78
 Writers Notebook
 Language Arts Handbook pp. 38, 138-143, 220, 226, 266, 333
Leveled Readers for Fluency:
 Approaching Level: Pet Friends
 On Level: An Unexpected Friend
 English Learner: A New Friend
 Above Level: Almost Moving Day
Leveled Readers for Social Studies:
 Approaching Level: Lewis and Clark: Friends and Adventrues
 On Level: A Community of Friendship
 English Learner: Jane Addams and Friends: Making a Difference
Revised 03/14/2013

Above Level: Friendships Near and Far
Utah Core Standards
Deconstructed Standards
Intervention Focus:
 Imagine It! Intervention Guide Unit 1 Lesson 5
 Imagine It! Reteach pp. 25-31
 English Learner Support Activities Unit 1 Lesson 5
Advanced Learner Focus:
Unit 1: Friendship
What does it take to be a good friend?
 “Teammates” section from the book, Teammates, the story of Jackie Robinson
and Pee Wee Reese
Suggestion: use the picture book if available
Look at the character traits of both Jackie Robinson and Pee Wee
Reese to develop Advanced comprehension of how a character’s
personality and character traits determine his/her actions.
 Challenge Activates pp. 23-28
 Inquiry Research Projects: Unit 1 -Friend to the Famous
Assessment Options:
Imagine It!
RI: Lesson Assessment Book pp. 34-37, 39; Comprehension Rubrics p. T337
RF: Oral Fluency Assessment p. 40
W: Narrative Writing-Autobiography p. T448; Inquiry Rubric pp. T419, T437, T443, T444
L: Lesson Assessment Book pp. 33, 38; Spelling Pretest p. T385; Spelling Assessment p. T429
DIBELS
RF: DORF
Standards:
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band
independently and proficiently. (T440-441)
RI 3.2: Determine the main ideas of a text; recount the key details and explain how they support the main idea. (T404, T406, T414-T416)
RI 3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language
that pertains to time, sequence, and cause/effect. (T434-T435)
RI 3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (T374-T375,
T405, T415)
RI 3.10: By the end of the year, read and comprehend informational text, including history/social studies, science, and technical text, at the high end of the
grades 2-3 text complexity band independently and proficiently. (T404-T405, T414-T417)
Revised 03/14/2013
RF 3.3.c: Decode multisyllable words. (T369-T371)
RF 3.4.a: Read on-level text with purpose and understanding. (T407)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T440-T441)
W 3.2.a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (T398-T399)
W 3.2.b: Develop the topic with facts, definitions, and details. (T408, T420-T421)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T438-T439, T444T445)
W 3.6: With guidance and support from adults, use technology to produce and publish writing (use keyboarding skills) as well as to interact and collaborate
with others. (T448-T449)
W 3.7: Conduct short research projects that build knowledge about a topic. (382-T383, T436-T437)
SL 3.1.a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion. (T394)
L 3.2.c: Use commas and quotation marks in dialogue. (T400-T401, T411)
L 3.5.b:
L 3.5.c:
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T375)
Revised 03/14/2013
Unit 2 Lesson 1:
One Small Place in a Tree
Genre: Expository Text
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Information:
Z I can ask and answer questions referring to the
text for an answer.
 I can refer explicitly to a text for answers.
 I can analyze scientific ideas using cause/effect.
 I can examine domain-specific words to
understand their meaning.
 I can use information from illustrations.
 I can explain how an expository text is organized.
 I can identify key ideas in a text.
Z I can use text features to locate information.
Z I can compare and contrast important points and
key details in two texts on the same topic.
Reading Foundational Skills:
 I can identify syllables in words
 I can read multiple syllable words.
Z
I can read irregularly spelled words.


I can reread a text for better understanding.
I can ask myself if what I read makes sense.
Writing:
 I can draft a summary using a graphic organizer.
 I can present my summary to others.
Z I can write informative text using the writing
process.
Revised 03/14/2013
Third Grade
Language Arts
Academic Vocabulary
Reading Literature:
 Explicit
 Scientific Ideas
 Cause/Effect
 Domain-Specific
 Illustrations
 Compare/Contrast
 Points of View
Reading Foundational Skills:
 Multiple Syllables
Writing:
 Draft
 Summary
 Research
 Brainstorm
Quarter 1 – Approximately 5 Days
Selection Vocabulary








Hallow
Dwellers
Maze
Stored
Except
Swarming
Bacteria
Shelter
Additional Vocabulary:
 Suppose
 Bore
 Fungi
 Colony
 Actually
 Line
 Roost
CCSS Alignment Lessons
Use these lessons to further align
Imagine It! to the Utah Core
Standards.
Reading Information:
 2.1 A Show Understanding of
Text
 2.1.C Read Historic Text
 2.1.D Read Scientific Text
 2.1.E Read Technical Text
 2.2.A Understand Precise
Vocabulary
 2.2.B Understand Content
Words
 2.2.C Locate Information
 2.2.D Compare Points of View
 2.3.A Use Information to
Understand Text
 2.3.B Connections within Text
Reading Foundational Skills:
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency
Writing:
 4.1.B Write to Inform or Explain
 4.2.A The Writing Process
 4.3.A Use the Research Process




I can participate in short research projects.
I can brainstorm on a topic with others
I can generate ideas about a topic.
I can write for a variety of purposes.



Topic
Generate
Purpose

4.4.A Use a Writer’s Notebook
Speaking and Listening:
 I can examine a story for key concepts.
 I can formulate questions and responses based on
comments made by others during discussion.
 I can identify the main idea of an oral story.
 I can identify details of an oral story.
Z I can tell a story, recount an experience with
relevant facts and details.
Speaking and Listening:
 Key Concepts
 Formulate
 Main Idea
 Oral
 Details
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.1.B Listen for Main Ideas and
Supporting Details
 5.2.A Present a Report
 5.2.B Tell A Story
 5.2.C Recount an Experience
Language:
 I can use knowledge of language and conventions
of language when speaking and writing.
Z I can use spelling patterns when writing words.
 I can form and use possessives when I write.
 I can use spelling patterns in writing words.
 I can use context clues to clarify unknown words.
Language:
 Conventions
 Possessives
 Context Clues
 Shades of Meaning
Language:
 6.1.I Punctuation
 6.1.J Spelling
 6.3.B Use Context Clues
 6.3.F Understand Word
Relationships
 6.3.G Build Vocabulary
Z
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 reflect on information from an oral story.
 I will use text features to locate information.
 I will explain the organization of a text.
Revised 03/14/2013

I will list relationships between cause/effect.
Resources:
 Big Idea: Where do different animals life?
 Concept/Question Board
 Vocabulary PPT Unit 2
 Daily News Unit 2
 Decodable 17: “Bats”
 Skills Practice Workbook Unit 2: Phonics and Fluency: pp. 79-80, 81-82, Vocabulary: pp. 83-84, Writing: pp. 85-86, 91,
Spelling: pp. 87-88, Grammar: pp. 89-90, Study Skills: pp. 91
 Language Arts Handbook pp. 30, 42, 304, 306
 Inquiry Research Projects: Unit 2- Operation Conservation
 Gallery Walk Unit 2
 Writers Notebook
Leveled Readers for Fluency:
 Approaching Level: Savannah Homeland
 On Level: Animals in Winter
 English Learner: Where Do Animals Go in Winter?
 Above Level: Nothing Grows in the Desert
Leveled Readers for Science:
 Approaching Level: Systems in Nature
 On Level: Our Changing Earth
 English Learner: How Earth Changes
 Above Level: Caring for Earth
Utah Core Standards
Deconstructed Standards
Intervention Focus:
Advanced Learner Focus:
Unit 2: Animals and Their Habitats
 Imagine It! Intervention Guide Unit 2 Lesson 1
Where do different animals live?
 Imagine It! Reteach pp.
 “One Small Place in a Tree” expository
 English Learner Support Activities Unit 2 Lesson 1
Unit Suggestion: Using the big idea, Where do different animals live?, use
science informational texts and art to draw a detailed picture of a habitat
and the animals that live in the habitat. It can further be extended by
students using the Common Core writing standard #2 to compose
informative/explanatory text . . . to write about their detailed picture.
Revised 03/14/2013



Challenge Activates pp.
Inquiry Research Projects: Unit 2- Operation Conservation
Leveled Readers: Nothing Grows in the Desert, Caring for Earth
Assessment Options:
RI: Lesson Assessment Book pp.44-47, 49; Comprehension Strategies Rubrics pp. T48-T49
RF: Oral Fluency Assessment p. 50, DORF
W: Inquiry Rubrics p. T89, (Level Appendix p. 21)
L: Lesson Assessment Book pp. 43, 48; Spelling Pretest p.T39; Spelling Assessment p. T99
Standards:
RI 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (T52, T54, T62, T64)
RI 3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language
that pertains to time, sequence, and cause/effect. (T86-T87)
RI 3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (T46-T47)
RI 3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur). (T81, T83)
RI 3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a
sequence). (T78, T80, T82)
RI 3.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the
grades 2-3 text complexity band independently and proficiently. (T76-T83)
RF 3.3.c: Decode multisyllable words. (T42-T43)
RF 3.4.a: Read on-level text with purpose and understanding. (T85)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading. (T85)
W 3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (T70, T98)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T90-T91)
W 3.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and
collaborate with others. (T98)
W 3.7: Conduct short research projects that build knowledge about a topic. (T36-T37, T88-T89)
W 3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided
categories. (T72, T92)
W 3.10: Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a
range of disciplines-specific tasks, purposes, and audiences. (T70, T90-T91, T98)
SL 3.1.c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (T66)
SL 3.1.d: Explain their own ideas and understanding in light of the discussion. (T66)
Revised 03/14/2013
SL 3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally. (T34)
L 3.2.e: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T71)
L 3.4.a: Use sentence-level context as a clue to the meaning of word or phrase. (T46-T47)
Revised 03/14/2013
Unit 2 Lesson 2:
Make Way for Ducklings
Genre: Fantasy
Content Objectives
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 ask and answer questions referring to a
text for an answer.
 I can use the key details of a Fantasy to
determine the central message.
 I can identify the characters’ actions, thoughts
and feelings and how they contribute to the
events of a story.
 I can use information from a text to explain the
meaning of words and phrases.
 I can read and understand a Fantasy.
Z I can compare and contrast themes and plots
from two similar stories.
Reading Informational:
Z I can use text features to locate information.
Reading Foundational Skills:
 I can read words with /ō/ spelled _ow and oa_
Z I can read irregular spelled words.
I can read irregular plurals.
 I can use intonation and expression when I read.
 I can change my voice for each character when I
read.
 I can reread a story using comprehension skill
Reality and Fantasy.
Writing:
 I can take notes and outline reasons to form an
opinion about a book.
 I can create an opinion piece that includes an
introduction and a conclusion.
Revised 03/14/2013
Third Grade
Language Arts
Academic Vocabulary
Quarter 1 – Approximately 5 Days
Selection Vocabulary
CCSS Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Literature:
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Text
Key details
Central message
Characters
Traits
Contribute
Events
Illustrations
Fantasy
Compare/Contrast
Themes
Plot
Reading Informational:
 Teat Features
Reading Foundational Skills:
 Irregular plurals
 Intonation
 Expression
 Voice
 Reality
Writing:
 Take Notes
 Outline
 Opinion






beckoned
responsibility
enormous
hatch
strange
bringing up
Additional Vocabulary:
 environment
 dither
 cozy
 settle down
 molt
Reading Literature:
 1.1.A Show Understanding of
Text
 1.1.B Recount Stories
 1.1.C Use Key Details
 1.1.D Describe Characters in
Stories
 1.2.A Determine the Meaning of
Words and Phrases
 1.2.B Understand Literal and
Nonliteral Language
 1.3.B Compare Books from a
Series
Reading Informational:
 2.2.C Locate Information
Reading Foundational Skills:
 3.1.A Phonics and Word
Recognition
 3.2.A Fluency
Writing:
 4.1.A Write Opinion Piece
 4.2.A The Writing Process
 4.3.A Use the Research Process


Z
I can investigate a question about a topic.
I can gather research and examine information.
I can write informative text using the writing
process.
Speaking and Listening:
 I can contribute to a discussion building on
others’ ideas.
 I can browse the story to confirm or not confirm
key concepts.
 I can participate in agreed-upon rules for
discussions.
 I can listen effectively.
 I can elaborate using details from the story
during a discussion.
 I can speak with appropriate volume, clearness,
and pace so everyone understands the
presentation.
Z I can tell a story, recount an experience with
relevant facts and details.
Language:
 I can demonstrate command of standard English
grammar and usage when writing.
 I can form and use regular and irregular plural
nouns.
Z I can use spelling patterns when writing words.
 I can spell correctly when writing words with /ō/
and irregular plurals.
 Demonstrate using apposition to find the
meaning of words and phrases.
 I can understand word relationships to help
build vocabulary.
 I can use content words for third grade.
Z
Key Concepts for Differentiation-See p.1
Revised 03/14/2013





Introduction
Conclusion
Present
Topic
Research
Speaking and Listening:
 Key concepts
 Confirm
 Participate
 Elaborate
 Presentation
 Volume
 Clearness
 Pace
 Facial expressions
 Ask questions
 Summarize
Language:
 Standard English
 Grammar
 Regular nouns
 Irregular nouns
 Irregular plurals
 Apposition
 Word Relationships
 Vocabulary
 Content

4.1.B Write to Inform or Explain
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.2.A Present a Report
 5.2.B Tell a Story
 5.2.C Recount an Experience
Language:
 6.1.B Nouns
 6.1.J Spelling
 6.3.B Use Context Clues
 6.3.F Understand Word
Relationships
 6.3.G Build 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:
 I will recognize content vocabulary for third grade
during a read aloud.
 I will identify word meanings using apposition.
 I will summarize the meaning of a stories
vocabulary.
 I will illustrate a stories vocabulary.
Resources:
 Big Idea: Where do different animals live?
 Concept/Question Board
 Vocabulary PPT Unit 2
 Daily News Unit 2
 Decodable 18: “More Bats”
 Skills Practice Workbook Unit 2: Phonics & Fluency: pp. 93-94, 95-96, Vocabulary: pp. 97-98, Comprehension: pp. 99-100, 101-102, Writing: pp. 103-104,
Spelling: pp. 105-106, Grammar: pp. 107-108, Study Skills: pp. 109-110
 Writers Notebook
 Language Arts Handbook pp. 95
Leveled Readers for Fluency:
- Approaching Level: Savannah Homeland
- On Level: Animals in Winter
- English Learner: Where Do Animals Go in Winter?
- Above Level: Nothing Grows in the Desert
Leveled Readers for Science:
- Approaching Level: Systems in Nature
- On Level: Our Changing Earth
- English Learner: How Earth Changes
- Above Level: Caring for Earth
Utah Core Standards
Deconstructed Standards
Revised 03/14/2013
Intervention Focus:
 Imagine It! Intervention Guide Unit 2 Lesson 2
 Imagine It! Reteach pp. 37-43
 English Learner Support Activities Unit 2 Lesson 2
Advanced Learner Focus:
 Challenge Activates pp. 34-39
 Leveled Readers: Nothing Grows in the Desert, Caring for Earth

Assessment Options:
RL: Lesson Assessment Book pp. 52-55, 57; Comprehension Strategies Rubric p. T124-125
RF: Oral Fluency Assessment p.58, DORF
W: Opinion Writing-Book Review p.174; Inquiry Rubrics p.165, (Level Appendix pp. 21)
L: Lesson Assessment Book pp. 51, 56; Spelling Pretest p. 133, Spelling Assessment p. T175
Standards:
RL 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.(T128-T129)
RL 3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is
conveyed through key details in the text. (T140)
RL 3.3: Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (T142T143)
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (T129, T139)
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 2-3 text complexity band
independently and proficiently. (T150-T151, T160-T161)
RF 3.3.c: Decode multisyllable words. (T117-T11-, T149)
RF 3.3.d: Read grade-appropriate irregularly spelled words. (T149, T159, T170)
RF 3.3: Know and apply grade-level phonics and word analysis skills in decoding words. (T117-119, T149, T159, T170)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading. (T141, T423)
W 3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (T132-T133, T144-T145)
W 3.1.b: Provide reasons that support the opinion. (T132-T133)
W 3.1.d: Provide a concluding statement or sections. (T144-T145)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T154, T166-T167)
W 3.7: Conduct short research projects that build knowledge about a topic. (T130-T131, T164-T165)
SL 3.1:a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about he
topic to explore ideas under discussion. (T140)
SL 3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace. (T169)
L 3.1.b: Form and use regular and irregular plural nouns. (T146-T147, T157)
Revised 03/14/2013
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T155)
L 3.5.b: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (T122-T123)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T122-T123)
Revised 03/14/2013
Unit 2 Lesson 3:
Wolf Island
Genre: Narrative Nonfiction
Third Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Information:
Z I can ask and answer questions referring to the
text for an answer.
 I can use details from a text to help understand
the main idea.
 I can determine the meaning of an author’s words
using the context.
 I can identify how the author’s use of words
conveys their point of view
 I can locate information using text features
focusing on research notes and headings.
 I can use text and visual information to the what,
why, and how event occur.
Z I can use text features to locate information.
Z I can compare and contrast important points and
key details in two texts on the same topic.
 I can read and comprehend nonfiction.
Reading Foundational Skills:
Z I can read irregularly spelled words.
 I can read fluently to gain knowledge and
remember what was read.
 I can read orally with expression to convey
emotion.
 I can reread a passage until it sounds natural.
Writing:
 I can brainstorm to identify a topic.
 I can use graphic organizers to organize
information.
Revised 03/14/2013
Quarter 1 – Approximately 5 Days
Selection Vocabulary
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Information:
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Main Idea
Author
Context
Point of View
Text Features
Research Notes
Headings
Visual Information
Events
Nonfiction
Reading Foundational Skills:
 Fluently
 Knowledge
 Expression
 Convey Emotion
 Passage
Writing:
 Brainstorm
 Graphic Organizers









Mild
Layer
Mainland
Population
Balance
Aboard
Male
Female
Wildlife
Additional Vocabulary:
 Meadow
 Several
 Depend
 Raft
 Boards
 Collected
 Remained
Reading Information:
 2.1 A Show Understanding of Text
 2.1.B Determine the Main Idea
and Supporting Details
 2.2.A Understand Precise
Vocabulary
 2.2.B Use Content Words
 2.2.C Locate Information
 2.2.D Compare Points of View
 2.3.A Use Information to
Understand Text
Reading Foundational Skills:
 3.1.A Multisyllable Words
 3.2.A Fluency
Writing:
 4.1.B Write to Inform or Explain
 4.2.A The Writing Process

Z



I can write to explain a process.
I can write informational text using the writing
process.
I can develop a topic explaining a process
I can use transition words such as first, next, or
lastly.
I can strengthen writing by prewriting and
planning.
Speaking and Listening:
 I can engage in a discussion by sharing knowledge.
 I can speak clearly and understandably while
reporting on a topic.
Z I can tell a story, recount an experience with
relevant facts and details.
 I can create visual aids (audio recordings,
diagrams, tables, charts, graphics, pictures,
photographs, drawings, maps, and other objects)
to enhance facts and details in a presentation.
 I can demonstrate fluid reading at an
understandable pace.
Language:
 I can use correct punctuation when writing.
 I can choose concise words when writing or
speaking.
 I can use knowledge of vocabulary in writing and
speaking.
Z I can use spelling patterns when writing words.
 I can use word structure to understand a words
meaning.
 I can gather vocabulary knowledge that is
important for comprehension.
Z
Key Concepts for Differentiation-See p.1
Revised 03/14/2013
 Organize
 Topic
 Process
 Transition Words
 Prewriting
 Publish
 Present
 Mediums
 Investigate
 Take Notes
Speaking and Listening:
 Engage
 Infer
 Clues
 Reporting
 Visual aids
 Presentation
 Demonstrate
 Pace
Language:
 Produce
 Complex sentences
 Declarative
 Interrogative
 Imperative
 Exclamatory
 Punctuation
 Concise words
 Vocabulary
 Word structure
 Comprehension

4.3.A Use the Research Process
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.2.A Present a Report
 5.2.B Tell A Story
 5.2.C Recount an Experience
 5.2.D Create Audio Recordings
Language:
 6.1.I Punctuation
 6.1.J Spelling
 6.1.J Spelling
 6.3.G Build 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:
 I will infer what I have read with my own
knowledge.
 I will demonstrate fluid reading at an
understandable pace.
 I will respond to a speaker’s remarks.
 I will create visual aids (audio recordings,
diagrams, tables, charts, graphics, pictures,
photographs, drawings, maps, and other objects)
to enhance facts and details in a presentation.
Resources:
 Big Idea: Where do different animals live?
 Concept/Question Board
 Vocabulary PPT Unit 2
 Daily News Unit 2
 Decodable 19: “Condors”
 Skills Practice Workbook Unit 2: Phonics & Fluency: pp. 111-112, 113-114, Vocabulary: pp. 115-116, Comprehension: pp. 117-118, 119-120, Writing: pp.
121-122, Spelling: pp. 123-124, Grammar: pp. 125-126, Study Skills: pp. 127-128
 Writers Notebook
 Language Arts Handbook pp. 98, 303
Leveled Readers for Fluency:
- Approaching Level: Exploring Polar Homes
- On Level: Coral Reef Creatures
- English Learner: Life on a Coral Reef
- Above Level: Animal Builders
Leveled Readers for Science:
- Approaching Level: Desert Dwellers
- On Level: Life in the Ocean
- English Learner: What Lives in the Ocean?
- Above Level: Living in a Tropical Rain Forest
Revised 03/14/2013
Utah Core Standards
Deconstructed Standards
Intervention Focus:
 Imagine It! Intervention Guide Unit 2 Lesson 3
 Imagine It! Reteach pp. 44-50
 English Learner Support Activities Unit 2 Lesson 3
Advanced Learner Focus:
Unit 2: Animals and Their Habitats
Where do different animals live?
 “Wolf Island” narrative non-fiction
Unit Suggestion: Using the big idea, Where do different animals live?, use
science informational texts and art to draw a detailed picture of a habitat
and the animals that live in the habitat. It can further be extended by
students using the Common Core writing standard #2 to compose
informative/explanatory text . . . to write about their detailed picture.
 Challenge Activates pp. 40-45
 Leveled Readers: Animal Builders, Living in a Tropical Rain Forest
Assessment Options:
RI: Lesson Assessment Book p. 60-63, 65; Comprehension Strategies Rubric p. T200-201
RF: Oral Fluency Assessment p. 66, DORF
W: Informative/Explanatory–Explain a Process p. T246; Inquiry Rubrics pp.T209, T249
L: Lesson Assessment Book p. 59, 64; Spelling Pretest p. T211, Spelling Assessment p. T255
Standards:
RI 3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. (T218)
RI 3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (T198-T199,
T205, T217)
RI 3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.(T242-243)
RI 3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur). (T241)
RI 3.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the
grades 2-3 text complexity band independently and proficiently. (T228-T231, T240-T241)
RF 3.3:c Decode multisyllable words. (T193-T195)
RF 3.4.a: Read on-level text with purpose and understanding. (T219, T233)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T219, T233)
W 3.2.a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (T222-T223, T234)
W 3.2:c Use lining words and phrases (e.g., also, another, and, more, but) to connect ideas with categories of information. (T234)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T246-T247)
Revised 03/14/2013
W 3.7: Conduct short research projects that build knowledge about a topic. (T208-T209, T244-T245)
SL 3.1.d: Explain their own ideas and understanding in light of the discussion. (T218)
SL 3.5: Create engaging audio recording of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when
appropriate to emphasize or enhance certain facts or details. (T249)
L 3.2:e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L 3.2.f: Use spelling patterns and generalization (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T235)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T198-T199)
Revised 03/14/2013
Unit 2 Lesson 4:
Two Days in May
Genre: Realistic Fiction
Content Objectives
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 and refer to a text.
 I can ask questions looking to the text for
answers.
Z I can describe what characters do, say, think, and
feel in the events of a story.
 I can recount a story and locate the central
message/lesson.
 I can listen carefully and recall information from
text.
Reading Foundational Skills:
Z I can sound out multisyllable words.
 I can read with expression.
 I can read with a purpose.
 I can reread text for better understanding.
Z I can use context to confirm or self-correct if a
word makes sense.
Writing:
 I can write a narrative that has a plot, welldeveloped characters, and a setting.
 I can write a narrative that has a clear beginning,
middle, and end.
 I can write a narrative that has vivid images that
make it seem real.
 I can write a narrative that has a problem and a
solution.
Z I can write a narrative using the writing process.
Revised 03/14/2013
Third Grade
Language Arts
Academic Vocabulary
Quarter 2 – Approximately 5 Days
Selection Vocabulary
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Literature:
 Questions
 Text
 Character
 Recall
 Parts of story
 Plot
Reading Foundational Skills:
 Multisyllable
 Expression
 Purpose
Writing:
 Narrative
 Plot
 Characters
 Setting
 Vivid images
 Problem/Solution
 Story line
 Dialogue









Relocates
Cautiously
Appreciate
Sharp
Stranded
Detect
Exclaimed
Extended
Protect
Additional Vocabulary:
 Hooves
 Solemnly
 Territory
 Announce
 Surrounding
 City Limits
 Grazed
 Population
Reading Literature:
 1.1.A Show Understanding of
Text
 1.1.B Recount Stories
 1.1.C Use Key Details
 1.1.D Describe Characters in
Stories
Reading Foundations:
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency
 3.2.A Use Self-Monitoring
Strategies
Writing:
 4.1.C Write Narrative Text
 4.2.A The Writing Process
 4.3.A Use the Research Process

I can write a narrative that has a story line that is
easy to follow.
 I can use dialogue to show a characters feelings,
thoughts, and actions in a story.
 I can proofread my writing for editing and
publishing.
 I can collect information for research.
 I can paraphrase in my own words the main
ideas.
Speaking and Listening:
 I can listen actively to discussions and
presentations.
Z I can listen to others and share my ideas during a
discussion.
 I can ask questions to check understanding of
discussions or presentations.
 I can speak clearly at an understandable pace
while telling a story.
Language:
 I can write words using spelling conventions.
Z I can use spelling patterns when writing words.
 I can use commas and quotations marks in
dialogue.
 I can use context clues to figure meaning of a
word or phrase.
Z
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 identify information I need for research.
Revised 03/14/2013




Proofread
Edit
Publish
Paraphrase
Speaking and Listening:
 Discussions
 Presentations
 Prior Knowledge
 Pace
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.2.A Present a Report
 5.2.B Tell a Story
 5.2.C Recount an Experience
Language:
 Conventions
 Commas
 Quotation marks
 Dialogue
 Context clues
 Vocabulary
Language:
 6.1.J Spelling
 6.3.B Use Context Clues



I will proofread my writing for editing and
publishing.
I will paraphrase in my own words the main
ideas.
I will take notes from a presenter on a subject.
Resources:
 Big Idea: Where do different animals live?
 Concept/Question Board
 Vocabulary PPT Unit 2
 Daily News Unit 2
 Decodable 20: “Strange Stuff”
 Skills Practice Workbook Unit 2: Phonics & Fluency: pp. 129-130, 131-132, Vocabulary: pp. 133-134, Comprehension: pp. 135-136, Writing: pp.137-138,
Spelling: pp. 139-140, Grammar: pp. 141-142, Study Skills: pp. 143-144
 Writers Notebook
 Language Arts Handbook pp. 42, 126,
Leveled Readers for Fluency:
- Approaching Level: Exploring Polar Homes
- On Level: Coral Reef Creatures
- English Learner: Life on a Coral Reef
- Above Level: Animal Builders
Leveled Readers for Science:
- Approaching Level: Desert Dwellers
- On Level: Life in the Ocean
- English Learner: What Lives in the Ocean?
- Above Level: Living in a Tropical Rain Forest
Utah Core Standards
Deconstructed Standards
Intervention Focus:
Advanced Learner Focus:
 Imagine It! Intervention Guide Unit 2 Lesson 4
 Challenge Activates pp. 46-50
 Leveled Readers: Animal Builders, Living in a Tropical Rain Forest
 Imagine It! Reteach pp. 51-55
 English Learner Support Activities Unit 2 Lesson 4
Revised 03/14/2013
Assessment Options:
RL: Lesson Assessment Book pp.68-69, p.70; Comprehension Strategies Rubric p. T280-281
RF: Oral Fluency Assessment p.74, DORF
W: Lesson Assessment Book p. 71, 73; Narrative Writing-Realistic Story p. T338; Inquiry Rubrics p. T329, (Inquiry Rubrics Level Appendix p.21)
L : Lesson Assessment Book p. 67; Spelling Pretest p. 291, Spelling Assessment p. T339
Standards:
RL 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (T284, T286-T287,
T297, T298)
RL 3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is
conveyed through key details in the text. (T300)
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of grades 2-3 text complexity band
independently and proficiently. (T310-T313, T322-T325)
RF 3.3.c: Decode multisyllabic words. (T273-T275)
RF 3.4.a: Read on-level text with purpose and understanding. (T301,T315)
RF 3.4.b: Read on-level prose and poetry with accuracy, appropriate rate, and expression on successive readings. (T301,T315)
W 3.3.b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events to show the response of characters to situations.
(T304-T305, T316)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T316, T330-T331)
W 3.7: Conduct short research projects that build knowledge about a topic. (T288-T289, T328-T329)
W 3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into
provided categories. (T288-T289, T328-T329)
SL 3.1.b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion). (T300)
SL 3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace. (T338)
L 3.2.c Use commas and quotations marks in dialogue. (T304-T305, T316, T330-T331)
L 3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
Revised 03/14/2013
Unit 2 Lesson 5:
Crinkleroot’s Guide to Knowing Animals Habitats
Content Objectives
Third Grade
Language Arts
Academic Vocabulary
Quarter 2 – Approximately 5 Days
Selection Vocabulary
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Information:
 I can define words and phrases used in a text.
 I can explain who, what, when, why and how key
events occur.
 I can read and comprehend grade level text.
Z I can use illustrations and words to understand
why, what, or how key events occur.
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Information:
Z
Key Events
Reading Foundational Skills:
 Fluently
 Expression
 Punctuation
 Prose
 Poetry
 Orally
Reading Foundational Skills:
Z I can sound out multisyllable words.
 I can read multisyllable words.
Z I can use context to confirm or self-correct if a
word makes sense.
 I can read fluently with purpose and
understanding.
 I can reread with expression.
Writing:
 I can pause at punctuation when I read prose and
poetry orally.
 Informative Report
Writing:
 Topic
 I can write an informative report to examine a
 Research
topic and convey ideas and information clearly.
 Related information
 I can plan, revise, and edit my writing with the help
 Illustrations
from others.
 Comprehension
Z I can write a narrative using the writing process.
 Transition Words
 I can research information present facts and
 Order of Events
examples.
 Concluding
 I can group related information together.
Statement
 I can include illustrations when useful to aid
comprehension.
Revised 03/14/2013
CCSSLH Essential Lessons









Patch
Rich
Habits
Variety
Recognize
Prey
Migrating
Vast
Ecosystem
Additional Vocabulary:
 Explorer
 Surface
 Moist
 Swamps
 Shallow
 Provide
 Plains
 Ledges
Reading Information:
 2.2.A Understand Precise
Vocabulary
 2.2.B Understand Content Words
 2.3.A Use Information to
Understand Text
Reading Foundations:
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency
 3.2.A Use Self-Monitoring
Strategies
Writing:
 4.1.B Write to Inform and
Explain
 4.1.C Write Narrative Text
 4.2.A The Writing Process
 4.3.A Use the Research Process


I can use transition words to help readers
understand the order of events.
I can provide a concluding section/statement.
Speaking and Listening:
 I can relate information read to discussion topics.
 I can follow agreed upon rules for discussion.
 I can link comments to the remarks of others.
Z I can listen to others and share my ideas during a
discussion.
Speaking and Listening:
Z
Z
Z
Formulate
Facts
Specific Details
Language:
 I can use Standard English grammar when speaking
Language:
and writing.
 Standard English
 I can explain reasons why subjects might be
 Pronouns
replaced with pronouns.
 Subject
 I can use subject pronouns and understand correct
 Gender Agreement
gender agreement.
 Spatial
Z I can use spelling patterns when writing words.
 Temporal
 I can recognize and use correct spelling and
 Chronological
punctuation when writing.
 I can use the text to clarify the meaning of
unknown words.
 I can use spatial and temporal words and phrases.

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.
Revised 03/14/2013
Speaking and Listening:
 5.1.A Collaborative Discussions
Language:
 6.1.A Sentences
 6.1.B Nouns
 6.1.C Verbs
 6.1.D Pronouns
 6.1.E Adjectives
 6.1.F Adverbs
 6.1.J Spelling
 6.3.B Use Context Clues
Examples:
 I will link my ideas to the remarks of others.
 I will relate information read to discussion topics.
 I will explain ideas clearly to others.
 I will summarize information in a notebook.
Resources:
 Big Idea: Where do different animals live?
 Concept/Question Board
 Vocabulary PPT Unit 2
 Daily News Unit 2
 Decodable 21: “A Visit”
 Skills Practice Workbook Unit 2: Phonics & Fluency: pp. 145-146, 147-148, Vocabulary: pp.149-150, Comprehension: pp. 136, 151-152, Writing: pp. 153154, Spelling: pp. 155-156, Grammar: pp. 157-158, Study Skills: pp. 159-160
 Writers Notebook
 Language Arts Handbook pp. 108,
Leveled Readers for Fluency:
- Approaching Level: Life in the Rain Forest
- On Level: Animals in a High Mountain Habitat
- English Learner: Mountain Animals
- Above Level: From the Beaches to the Deep Ocean Floor: Life in the Sea
Leveled Readers for Science:
- Approaching Level: Systems in Nature
- On Level: Life in the Ocean
- English Learner: What Lives in the Ocean?
- Above Level: Caring for Earth
Utah Core Standards
Deconstructed Standards
Intervention Focus:
 Imagine It! Intervention Guide Unit 2 Lesson 5
 Imagine It! Reteach pp. 56-62
 English Learner Support Activities Unit 2 Lesson 5

Revised 03/14/2013
Advanced Learner Focus:
 Challenge Activates pp. 51-56
 Leveled Readers: Animal Builders, Living in a Tropical Rain Forest
Assessment Options:
RL: Lesson Assessment Book pp. 76,77; Comprehension Strategies Rubric p. T364-T365
RI: Lesson Assessment Book p. 78
RF: Oral Fluency Assessment p. 82, DORF
W: Lesson Assessment p. 79, 81; Informative/explanatory-Informative Report p. T446; Inquiry Rubrics pp. T415, T433, T441 (Inquiry Rubric Level App. p.21)
L : Lesson Assessment p. 75, 80; Spelling Pretest p. T377; Spelling Assessment p. T425
Standards:
RI 3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (T362-T363,
T372, T385)
RI 3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur). (T413, T431)
RI 3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the
grades 2-3 text complexity band independently and proficiently. (T396-T401, T410-T413, T436-T439)
RF 3.3.c: Decode Multisyllabic words. (T357-T359)
RF 3.4.a: Read on-level text with purpose and understanding. (T387, T403)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T436-T439)
W 3.2.a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (T376-T377)
W 3.2.b: Develop the topic with facts, definitions, and details. (T376-T377, T390-T391, T424)
W 3.2.c: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas with categories of information. (T424-T434)
W 3.2.d: Provide a concluding statement or section. (T376-T377)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T434-T435, T442T443)
W 3.7: Conduct short research projects that build knowledge about a topic. (T374-T375, T432-T433)
SL 3.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about he
topic to explore ideas under discussion. (T386)
L 3.1.a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (T392, T407)
L 3.2.e: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T405)
L 3.4.a: Use sentence-level context as a clue to the meaning of word or phrase. (T362-T363)
Revised 03/14/2013
Unit 3 Lesson 1:
It’s a Deal!
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Information:
 I can explore a topic by participating in a
discussion.
 I can examine the word structure to determine the
meaning of specific vocabulary words.
 I can use information gained to understand what,
why, and how events occur.
Z I can use illustrations and words to understand
why, what, or how key events occur.
Reading Foundational Skills:
Z I can sound out multisyllable words.
 I can read words that end in –ing.
 I can read with expression and purpose.
Z I can use context to confirm or self-correct if a
word makes sense.
Writing:
 I can write for short time periods over time.
Z I can write narratives using the writing process.
Speaking and Listening:
 I can engage in class discussions.
 I can come to a discussion prepared.
Z I can listen to others and share my ideas during a
discussion.
 I can explain how the story demonstrates key
concepts.
Language:
 I can use conjunctions and interjections.
 I can combine sentences.
Revised 03/14/2013
Third Grade
Language Arts
Academic Vocabulary
Quarter 2 – Approximately 5 Days
Selection Vocabulary
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Information:
 Topic
 Word Structure
 Text Features
Reading Foundational Skills:
 Multisyllable
 Expression
 Purpose
 Self-Correct
Writing:
 Timed Writing
 Narratives
Speaking and Listening:
 Key Concepts
 Main Idea
 Formats
 Illustrations
 Oral Readings
Language:
 Conjunctions









Ancient
Valuable
Traders
Kingdom
Solution
Deal
Forms
Eventually
Worth
Additional Vocabulary:
 Stamped
 Worth
 Honesty
 Trusted
 Notes
 Marbles
 Barter
 Hoes
Reading Information:
 2.1.B Determine the Main Idea
and Supporting Details
 2.2.A Understand Precise
Vocabulary
 2.2 B Understand Content Words
 2.3.A Use Information to
Understand Text
Reading Foundational Skills:
 3.1.A Phonics and Word
Recognition
 3.2.A Develop Fluency
 3.2.A Use Self-Monitoring
Strategies
Writing:
 4.1.C Write Narratives
 4.2.A The Writing Process
 4.3.A Use the Research Process
 4.4.A Use a Writers Notebook
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.1.B Listen for Main Ideas and
Supporting Detains

Language:
 6.1.A Sentences


I can spell words correctly.
I can use spelling patterns when writing words.
I can use grade appropriate words and phrases.
Z
Key Concepts for Differentiation-See p.1
Z


Interjections
Combine Sentences
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 choose between a simple and complex
sentence.
 I will read conjunctions to my hand.
 I will explain why it is important to combine
sentences in my writing.
 I will rewrite sentences to combine them.
Resources:
Interventions Focus:
Advanced Learner Focus:
Assessment Options:
Imagine It!
RI: Lesson Assessment Book pp. 86-88, 91; Comprehension Strategies Rubric pp. T48, T49
RF: Oral Fluency Assessment p. 92
W: Narrative Writing-Time Writing Test p. T90; Inquiry Rubrics p. T81
L: Lesson Assessment Book p. 85, 90; Spelling Pretest p. T39; Spelling Assessment p. T91
DIBELS
RF: DORF
Revised 03/14/2013



6.1.G Prepositions and
Conjunctions
6.1.J Spelling
6.3.G Build Vocabulary
Standards:
RI 3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. (T62)
RI 3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (T46-T47)
RI 3.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the
grades 2-3 text complexity band independently and proficiently. (T72-T75)
RF 3.3.c:
RF 3.4.a:
RF 3.4.b:
RF 3.4.c:
Decode multisyllable words. (T58-T59)
Read on-level text with purpose and understanding. (T77)
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T77)
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (T26)
W 3.7: Conduct short research projects that build knowledge about a topic. (T36-T37, T80-81)
W 3.10: Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a
range of disciplines-specific tasks, purposes, and audiences. (T54-T55, T66, T82-T83)
SL 3.1.a: Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion. (T62)
SL 3.1.b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion). (T62)
SL 3.2: Determine the main ideas and supporting details of a text read aloud for information presented in diverse media and formats, including visually,
quantitatively, and orally. (T34)
L 3.1.h: Use coordinating and subordinating conjunctions. (T56-T57, T69)
L 3.1.i: Produce simple, compound, and complex sentences. (T56-T57, T69)
L 3.2.e: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
(T43)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T67)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them.)(T46-T47)
Revised 03/14/2013
Unit 3 Lesson 2:
The Go-Around Dollar
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Literature:
 I can explain how the characters’ actions lead to
what happens in the story.
Z I can describe what characters do, say, think, and
feel in the events of a story.
 I can use apposition to determine the meaning of
words and phrases.
 I can use context clues to determine if the
meaning of the word is literal or nonliteral.
 I can explain how illustrations support a story’s
events.
Third Grade
Language Arts
Academic Vocabulary
Quarter 2 – Approximately 5 Days
Selection Vocabulary
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Literature:
 Characters
 Apposition
 Context Clues
 Illustrations
 Literal
 Nonliteral
Reading Foundational Skills:
 I can review long /o/ spellings.
 I can add –ed to the ending of words.
Z I can sound out multisyllable words
 I can read longer words and words that are
spelled irregularly.
 I can read with accuracy and make my reading
sound like conversation.
Z I can use context to confirm or self-correct fi a
word makes sense.
Reading Foundational Skills:
 Irregularly
 Accuracy
 Context
 Self-Correct
Writing:
 I can write a summary paper to inform someone
about or explain a topic.
Z I can write narratives using the writing process.
 I can use details and facts to support the topic.
 I can use illustrations, pictures, or other media to
help my reader understand the writing.
 I can write a conclusion for my paper.
Revised 03/14/2013
Writing:
 Summary
 Topic
 Details
 Writing Process
 Illustrations
 Conclusion









Portrait
Inspect
Seal
Formula
Debts
Remains
Emblem
Counterfeit
Currency
Additional Vocabulary:
 Nation
 Presses
 Design
 Serial Numbers
 Weighs
 Legal tender
 Pyramid
Reading Literature:
 1.1.D Describe Characters in
Stories
 1.2.A Determine Meaning of
Words and Phrases
 1.2.B Understanding Literal and
Nonliteral Language
 1.3.A Examine Illustrations in
Text
Reading Foundational Skills:
 3.1.A Multisyllabic Words.
 3.2.A Develop Fluency
 3.2.A Use Self-Monitoring
Strategies
Writing:
 4.1.B
 4.1.C
 4.2.A
 4.3.A
 4.4.A
Write to Inform or Explain
Write Narratives
The Writing Process
Use the Research Process
Use a Writer’s Notebook

I can edit and revise my writing to make it better;
with the help of adults and classmates.
 I can learn new things about a topic by doing
research.
 I can organize information into specific categories.
 I can complete a writing assignment in the time
that my teacher has set for me.
Speaking and Listening:
 I can give ideas and information from a text to the
group.
 I can follow rules by respecting and listening to
others, and taking turns during a discussion.
 I can add to the discussion after listening.
 I can stay focused on the topic.
Z I can listen to others and share my ideas during a
discussion.
Language:
 I can explain the correct use of English in writing
and speaking.
 I can correctly use coordinating conjunctions.
 I can correctly use comparative and superlative
adjectives and adverbs.
 I can use spelling patterns, like word families, and
syllable patterns when writing.
Z I can use spelling patterns when writing words.
 I can learn new high-frequency words.
 I can use apposition to understand the meaning of
new words.
 I can use dictionaries or the internet to find the
meanings of words and phrases.
 I can give real-life examples of word meanings.
 I can use words and phrases, telling when and
where, those are grade level appropriate.
Z
Key Concepts for Differentiation-See p.1
Revised 03/14/2013





Edit
Revise
Resources
Technology
Categories
Speaking and Listening:
 Engage
 Realistic Fiction
 Narrative
 Expository
 Collaborative
Speaking and Listening:
 5.1.A Collaborative Discussions
Language:
 Conjunctions
 Comparative
 Superlative
 Adjective
 Adverbs
 Word Families
 Spelling Patterns
 Syllable Patterns
 High-Frequency
words
 Apposition
 Dictionaries
 Internet
Language:
 6.1.A Sentences
 6.1.B Nouns
 6.1.C Verbs
 6.1.D Pronouns
 6.1.E Adjectives
 6.1.F Adverbs
 6.1.G Prepositions and
Conjunctions
 6.1.J Spelling
 6.3.D Use Print and Digital
Resources
 6.3.G Build 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:
 I will connect the theme of a story to the main
idea when listening to others discussing the story.
 I will use captions and highlighted words to find
information when I read.
 I will tell my neighbor the difference between the
main idea and details.
 I can explain in my journal about the time and
sequence of events in expository text.
Resources:
Intervention Focus:
Advanced Learner Focus:
Assessment Options:
Imagine It!
RI: Lesson Assessment Book pp. 94-97, 99; Comprehension Strategies Rubric pp. T116-T117
RF: Oral Fluency Assessment p. 100
W: Informative/explanatory-Summary p. T178; Inquiry Rubrics p. T169
L: Lesson Assessment Book p. 93, 98; Spelling Pretest p. T129; Spelling Assessment p. T179
DIBELS
RF: DORF
Revised 03/14/2013
Standards:
RL 3.3: Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (T148,
T150, T152)
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (T114-T115)
RL 3.7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. (T135, T162)
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band
independently and proficiently. (T148-T153, T162-T165)
RF 3.3.c: Decode multisyllable words. (T109-T111, T146-T147)
RF 3.4.a: Read on-level text with purpose and understanding. (T139-T155)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T139-T155)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T156, T170-T171)
W 3.7: Conduct short research projects that build knowledge about a topic. (T126-T127, T168-T169)
W 3.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames ( a single sitting or a day or two) for
a range of discipline-specific tasks, purposes, and audiences. (T128-T129, T142-T143, T156, T170-T171)
SL 3.1:.c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.(T138)
SL 3.1.d: Explain their own ideas and understanding in light of the discussion. (T138)
L 3.1.a: Explain the function of nouns, pronouns, verbs, adjectives, adverbs, in general and their functions in particular sentences. (T144-T145, T159)
L 3.1.g: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (T144-T145,
T159)
L 3.2.e: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
(T133)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T157)
L 3.4.d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. (T158)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T114-T115)
Revised 03/14/2013
Unit 3 Lesson 3:
Lemons and Lemonade
Content Objectives
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 describe what characters do, say, think, and
feel in the events of a story.
 I can determine the meaning of words by the way
they are used in a story.
 I can describe how the plot builds throughout the
story.
 I can determine the problem and resolution in a
story.
 I can read and understand at my grade level.
Third Grade
Language Arts
Academic Vocabulary
Selection Vocabulary
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Literature:
 Plot
 Characters
 Problem
 Resolution
 Apposition
Reading Foundational Skills:
Z I can sound out multisyllable words.
 I can read longer words and words that are
spelled irregularly.
 I can review /aw/ words spelled aw, au_, aught,
ought, all, and al.
 I can read comparative and superlative adjectives.
 I can read with accuracy and fluency to help build
automaticity.
Z I can use context to confirm or self-correct if a
word makes sense.
 I can reread as necessary.
Reading Foundational Skills:
 Multisyllable
 Irregularly
 Comparative
 Superlative
 Adjective
 Accuracy
 Fluency
 Automaticity
 Context
 Reread
Writing:
Z I can write narratives using the writing process.
 I can use graphic organizers to begin drafting a
thank-you note.
Writing:
 Narratives
 Graphic Organizers
Revised 03/14/2013
Quarter 2 – Approximately 5 Days










Stack
Profit
expenses
Expense
Demand
Balance
Supply
Product
Competition
Benefit
Additional Vocabulary:
 Stand
 Customer
 Completely
 Sold Out
 Break
 Expanded
 Proud
 Partners
Reading Literature:
 1.1.D Describe Characters in a
Story
 1.2.A Determine Meaning of
Words and Phrases
 1.2.B Understand Literal and
Nonliteral Language
 1.2.C Parts of Stories
Reading Foundational Skills:
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency
 3.2.A Use Self-Monitoring
Strategies
Writing:
 4.1.C Write Narratives
 4.2.A The Writing Process

I can edit and revise my writing to make it better,
with the help of peers and adults.
 I can check for correct spellings, commas, periods,
and capitalization when editing.
 I can write a thank-you note with correct greeting
and closing format.
 I can address an envelope correctly.
 I can give and receive constructive feedback when
discussing writing.
 I can base my conjectures (predictions) on what I
already know.
 I can learn new things about a topic by doing
research.
 I can adjust or change my conjecture if needed.
 I can recall information to construct a plan for my
research.
 I can include maps, charts, graphs, diagrams, and
photos in my research.
Speaking and Listening:
 I can clearly express my ideas in a discussion
about supply and demand.
Z I can listen to others and share my ideas during a
discussion.
 I can follow rules by respecting and listening to
others, and take turns during a discussion.
 I can ask and answer questions about the value
of money.
Language:
Z I can use spelling patterns when writing words.
 I can identify and know how to make comparative
and superlative adjectives.
 I can add –er and -est to adjectives in order to
compare item(s) to each other.
 I can capitalize important words.
 I can use punctuation in sentences.
Revised 03/14/2013















Writing Process
Revise
Editing
Greeting
Closing
Format
Feedback
Conjectures
Research
Plan
Maps
Charts
Graphs
Diagrams
Photo
Speaking and Listening:
 Ideas
 Collaborative
 Discussion
 Value
 Supply
 Demand
Language:
 Spelling Patterns
 Comparative
 Superlative
 Adjectives
 Capitalize
 Punctuation

4.3.A Research to Build and
Present Knowledge
Speaking and Listening:
 5.1.A Collaborative Discussion
 5.2.A Present a Report
 5.2.B Tell a Story
 5.1. C Respond to Speakers
Language:
 6.1.G Prepositions and
Conjunctions
 6.1.H Capitalization
 6.1.J Spelling

Z
I can use apposition to understand the meaning of
new words.
Key Concepts for Differentiation-See p.1




Apposition
Dictionaries
Glossaries
Internet
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 identify and know how to make comparative
and superlative adjectives.
 I will match –er and -est to adjectives in order to
compare item(s) to each other.
 I will define comparative and superlative
adjectives with a partner.
 I can use vocabulary strategies to understand the
meaning of new words.
 I will underline correct capitalization and
punctuation in sentences
Resources:
Intervention Focus:
Revised 03/14/2013
Advanced Learner Focus:
Assessment Options:
Imagine It!
RI: Lesson Assessment Book pp. 102-104; Comprehension Strategies Rubric pp. T204,205
RF: Oral Fluency Assessment p. 108
W: Lesson Assessment Book pp. 105,107; Writing a Thank-You Note p. T258; Inquiry Rubrics p. T211, T249
L: Lesson Assessment Book p. 101, 106; Spelling Pretest p.T213; Spelling Assessment p. T259;
DIBELS
RF: DORF
Standards:
RL 3.3: Describe characters in a story (e.g., their traits, motivations, or feeling) and explain how their actions contribute to the sequence of events. (T224T225, T243)
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguish literal from nonliteral language. (T202-T203)
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity
band independently and proficiently. (T232-T233, T242-T245)
RF 3.3.c: Decode multisyllable words. (T197-T199, T230-T231)
RF 3.4.a: Read on-level text with purpose and understanding. (T223, T235)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading. (T223, T235)
W 3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (T226,
T258)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T236, T250-T251)
W 3.7: Conduct short research projects that build knowledge about a topic. (T210-T211, T248-T249)
SL 3.1.b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the
topics and text under discussion). (T222)
L 3.1.h:
L 3.2.e:
L 3.2.a:
L 3.2.f:
L 3.6:
Use coordinating and subordinating conjunctions. (T230-T231, T241)
Use conventional spelling for high-frequency and other studied words for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). (T217)
Capitalize appropriate words in titles. (T228-T229 T239)
Use spelling patterns and generalization (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T237)
Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T202-T203)
Revised 03/14/2013
Unit 3 Lesson 4:
Madam C.J. Walker: Self-Made Millionaire
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Information:
 I can engage in a discussion using details from a
Biography to help understand the main idea.
 I can determine the meaning of an author’s words
using the text.
 I can identify how the author’s use of words
conveys their point of view.
 I can locate information using text features
focusing on personal titles in a business letter.
 I can use text and visual information to the what,
why, and how events occur.
 I can read and comprehend a Biography
Z I can use illustrations and words to understand
why, what, or how key events occur.
Reading Foundational Skills:
 I can read multisyllable words spelled oi and _oy.
Z I can sound out multisyllable words.
 I can read with a smooth pace to gain knowledge
and remember what was read.
 I can read a biography with appropriate tone and
speed.
 I can reread a passage with tricky words until it
sounds natural.
Z I can use context to confirm or self-correct if a
word makes sense.
Revised 03/14/2013
Third Grade
Language Arts
Academic Vocabulary
Quarter 3 – Approximately 5 Days
Selection Vocabulary
CCSS Alignment Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Information:
Z
Z
Z
Z
Z
Z
Z
Z
Z
Biography
Main Idea
Author
Point of View
Text Features
Personal Titles
Business Letter
Test
Visual
Reading Foundational Skills:
 Pace
 Tone
 Passage
 Content
 Self-Correct









Wealth
Millionaire
Factory
Charged
Sued
Managed
Hired
Secretary
Consumer
Additional Vocabulary:
 Entrepreneur
 Philanthropist
 Social Activist
 Civil Rights
 Segregated
 Warned
Reading Information:
 2.1.B Determine Main Idea and
Supporting Details
 2.2.A Understand Precise
Vocabulary
 2.2.B Understand Content
Words
 2.2.C Locate Information
 2.3.A Use Information to
Understand Text
Reading Foundational Skills:
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency
 3.2.A Use Self-Monitoring
Strategies
Writing:
Z I can write narratives using the writing process.
 I can, with the help of adults and classmates edit
and revise my writing to make it better.
 I can learn new things about a topic by collecting
information for research.
 I can organize information (charts, diagrams, and
timelines) in order to determine what is relevant
for a presentation.
Writing:
 Edit
 Revise
 Topic
 Charts
 Diagrams
 Timelines
 Relevant
 Presentation
Writing:
 4.1.C Write Narratives
 4.2.A The Writing Process
 4.3.A Use the Research
Process
Speaking and Listening:
 I can engage in a discussion with my classmates.
Z I can listen to others and share my ideas during a
discussion.
 I can follow rules by respecting, listening to
others, and taking turns during a discussion.
Speaking and Listening:
 Engage
 Key Concepts
 Discussion
 Topic
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.2.C Tell a Story
Language:
 I can use the article a or an before a noun.
 I can correctly use comparative and superlative
adjectives.
 I can use correct spelling, capitalization and end
punctuation when the teacher dictates words or
phrase.
Z I can use spelling patterns when writing words.
 I can determine the meaning of a word by looking
at its structure.
 I can use spelling patterns, syllable patterns, and
position based spellings.
 I can use word structure to understand a words
meaning.
Language:
 Grammar
 Noun
 Articles
 Adjectives
 Comparative
 Superlative
 Capitalization
 Punctuation
 Dictation
 Spelling Patterns
 Syllable Patterns
 Position Based
Spellings
 Word Structure
Language:
 6.1.E Adjectives
 6.1.F Adverbs
 6.1.J Spelling
 6.3.G Build Vocabulary
Z
Key Concepts for Differentiation-See p.1
Revised 03/14/2013
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 think and use knowledge of base words before I
write.
 I will proofread my words and phrases for correct
spelling, capitalization, and punctuation.
 I will use clear, specific words when speaking.
 I will write with the article a or an before a noun.
Resources:
Intervention Focus:
Advanced Learner Focus:
Assessment Options :
Imagine It!
RI: Lesson Assessment Book pp. 110-113, 115; Comprehension Strategies Rubric pp. T284-T285
RF: Oral Fluency Assessment p. 116
W: Writing an Invitation p. T334; Research Inquiry Rubrics p. T325
L: Lesson Assessment Book p. 109, 114; Spelling Pretest p. T297; Spelling Assessment p. T335
DIBELS
RF: DORF
Revised 03/14/2013
Standards:
RI 3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. (T300)
RI 3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (T282-283)
RI 3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur). (T321)
RI 3.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the
grades 2-3 text complexity band independently and proficiently. (T310-T311, T320-T321)
RF 3.3.c: Decode Multisyllable words. (T277-T279)
RF 3.4.a: Read on-level text with purpose and understanding. (T301, T313)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T301, T313)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. . (T292, T304, T314,
T326-T327)
W 3.7: Conduct short research projects that build knowledge about a topic. (T290-T291, T324-T325)
W 3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided
categories. (T290-T291, T324-T325)
SL 3.1.a: Engage effectively in range of collaborative discussions (one-in-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others’ ideas and expressing their own clearly. (T300)
L 3.1.g: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (T308-T309,
T319)
L 3.2.e: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
(T297)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T315)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T282-T283)
Revised 03/14/2013
Unit 3 Lesson 5:
Uncle Jed’s Barbershop
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Literature:
 I can explain how the characters’ traits, feelings,
and relationships with others lead to what
happens in the story.
Z I can describe what characters do, say, think, and
feel in the events of a story.
 I can infer how the author uses words and
phrase to express an idea.
 I can identify a stanza in a poem when writing or
speaking about a text.
 I can describe how each part of the text builds on
earlier parts through cause and effect.
Reading Information:
 I can locate information using text features
focusing on headings.
 I can use text features to read expository text.
Reading Foundational Skills:
 I can decode /o/ spelled _ow; /u/ spelled u_e,
_ew, and _ue; /oo/ spelled_ue, _ew, and u_e;
/ow/ spelled ow.
Z I can sound out multisyllable words.
 I can read fluently to gain knowledge and
remember what was read.
 I can read with expression to convey emotion.
 I can use diction to emphasize rhythm and
rhyme.
 I can reread a passage until it sounds natural.
Revised 03/14/2013
Third Grade
Language Arts
Academic Vocabulary
Quarter 2 – Approximately 5 Days
Selection Vocabulary
CCSS Alignment Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Literature:
 Characters
 Actions
 Stanza
 Cause/Effect
 Historical Fiction
Reading Information:
 Text features
 Visual Information
 Events
 Expository
Reading Foundational Skills:
 Decode
 Multisyllable
 Fluently
 Expression
 Diction
 Rhythm
 Rhyme
 Context
 Self-Correct







County
Equipment
Segregation
Unconscious
Bundled
Failing
Stations
Additional Vocabulary:
 Savings
 Sharecroppers
 Relative
 Barber
 Lotion
 Hitched
 Examine
 Operation
 Delayed
 Disappointed
Reading Literature:
 1.1.D Describe Characters in
Stories
 1.2.A Determine Meaning of
Words and Phrases
 1.2.B Understand Literal and
Nonliteral Language
 1.2.C Parts of Stories
 1.2.D Parts of Drama
 1.2.E Parts of Poems
Reading Information:
 2.2.C Locate Information
Reading Foundational Skills:
 3.1.A Multisyllable Words
 3.2.A Develop Fluency
 3.2.A Use Self-Monitoring
Strategies
I can use context to confirm or self-correct if a
word makes sense.
Writing:
Z I can write narratives using the writing process.
 I can create characters and events for a story.
 I can use dialogue to show how the characters
respond to situations.
 I can use time order words to connect ideas.
 I can use timelines to organize my writing.
 I can use the 5 W’s to write about an event.
 I can write a conclusion for my paper
 I can use the writing process to make my writing
better.
 I can use spatial and temporal words in speaking
and writing.
 I can learn new things about a topic by doing
research.
Speaking and Listening:
 I can bring the correct information to a
discussion.
 I can give ideas about that information to the
group.
 I can follow rules by respecting and listening to
others, and taking turns during a discussion.
Z I can listen to others and share my ideas during a
discussion.
 I can ask and answer questions about the topic.
 I can add visual displays to my stories to support
facts and details.
Language:
 I can use correct spelling when writing.
Z I can use spelling patterns when writing words.
 I can clarify content vocabulary when reading
text.
 I can use parts of a word to understand a words
meaning.
Z
Revised 03/14/2013
Writing:
 Inform
 Explain
 Narratives
 Writing Process
 Details
 Timeline
 Facts
 Time and Order
Words
 Writing Process
 Spatial Words
 Temporal Words
Writing:
 4.1.C Write Narrative Text
 4.2.A The Writing Process
 4.3.A Use the Research Process
Speaking and Listening:
 Discussion
 Topic
 Report
 Facts
 Opinion
 Details
 Audience
 Complete Sentences
 Summarizing
 Historical Fiction
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.2.A Present a Report
 5.2.D Create Audio Recordings
Language:
 Clarify
 Vocabulary
Language:
 6.1.J Spelling
 6.3.G Build Vocabulary
Z
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 remember and discuss with my elbow partner
what I learned from the read aloud.
 I will reread a passage until it sounds natural.
 I will emphasis rhyme when reading poetry.
 I will write with expression to convey emotion.
Resources:
Interventions Focus:
Advanced Learner Focus:
Assessment Options:
Imagine It!
RL: Lesson Assessment Book pp. 118-121, 123; Comprehension Strategies Rubric pp. T360-T361
RF: Oral Fluency Assessment p. 124
W: Informative/Explanatory-Writing a News Story p. T434; Inquiry Rubrics p. T403, T421, T429
L: Lesson Assessment Book pp. 117, 122; Spelling Pretest p.T369; Spelling Assessment p. T413
DIBELS
RF: DORF
Revised 03/14/2013
Standards:
RL 3.3: Describe characters in a story (e.g., their traits, motivations, or feeling) and explain how their actions contribute to the sequence of events. (T399,
T401)
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (T364, T358-T359)
RL 3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how
each successive part builds on earlier sections. (T424-T427)
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 2-3 text complexity band
independently and proficiently. (T388-T389, T398-T401, T424-T427)
RI 3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (T418-T419)
RF 3.3.c: Decode multisyllable words. (T353-T355, T386-T387)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T379, T391, T424-T427)
W 3.3.a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (T392)
W 3.3.b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to
situations. (T392, T404, T412, T422)
W 3.3.c: Use temporal words and phrases to signal event order. (T404)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T422-T423, T430T431)
W 3.7: Conduct short research projects that build knowledge about a topic. (T366-T367, T420-T421)
SL 3.1.c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (T378)
SL 3.5: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate
to emphasize or enhance certain facts or details. (T434)
L 3.2.e: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
(T373)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T393)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T358-T359)
Revised 03/14/2013
Unit 4 Lesson 1:
Sun
Content Objectives
Third Grade
Language Arts
Academic Vocabulary
Quarter 2/3– Approximately 5 Days
Selection Vocabulary
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Information:
 I can connect details to the main ideas that they
support.
 I can read scientific text.
 I can determine the meaning of scientific words
and phrases in a text.
Z I can use illustrations and words to understand
why, what, or how key events occur.
Reading Information:
Reading Foundational Skills:
Z I can sound out multisyllabic words.
 I can find and know suffixes in words.
 I can practice reading new vocabulary words to
until they sound smooth and natural.
 I can chorally reread several times with accuracy
and good phrasing.
Z I can use context to confirm or self-correct if a
word makes sense.
Writing:
Z I can write narratives using the writing process.
 I can write to explain a process.
 I can use the writing process when I write.
 I can plan and organize my presentation using
visual aids such as diagrams, tables, or charts.
 I can generate ideas and questions to begin the
research process.
Reading Foundational Skills:
 Multisyllabic Words
 Suffixes
 Vocabulary
 Chorally
 Accuracy
Revised 03/14/2013
CCSSLH Essential Lessons
Z
Z
Z
Z
Z
Main Ideas
Scientific Text
Scientific
Word/Phrases
Illustrations
Key Events
Writing:
 Writing Process
 Presentation
 Narratives
 Diagrams
 Tables
 Charts
 Research
 Brainstorm









Devices
Bursts
Oval
Orbit
Slightly
Tilted
Solar System
Horizon
Astronomy
Additional Vocabulary:
 Concave
 Convex
 Bonus
 Gases
 Gigantic
 Filters
 Telescopes
 Patches
 Axis
 Soaked
Reading Information:
 2.1.B Determine Main Idea and
Supporting Details
 2.1.C Read Historic Text
 2.1.D Read Scientific Text
 2.1.E Read Technical Text
 2.2.A Understand Precise
Vocabulary
 2.2.B Understand Content Words
 2.3.A Use Information to
Understand Text
Reading Foundational Skills:
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency
 3.2.A Use Self-Monitoring
Strategies
Writing:
 4.1.C Write Narrative Text
 4.2.A The Writing Process
 4.3.A Use the Research Process
Speaking and Listening:
 I can draw conclusions while engaging in
collaborative discussions.
 I can add to the discussion after listening.
Z I can listen to others and share my ideas during a
discussion.
 I can follow rules by respecting and listening to
others, and taking turns during a discussion.
 I can investigate a question and generate ideas on
a topic.
 I can present my topic orally using diagrams,
tables, or charts.
 I can speak clearly, with appropriate volume and
pace when presenting information.
Language:
 I can edit and use comma placement correctly.
 I can edit and use dialogue correctly.
 I can use strategies I know to spell words correctly.
Z I can use spelling patterns when writing words.
 I can use context clues to understand a meaning of
a new word.
 I can understand root/base words with suffixes
added to them.
Z
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 collaborate with others to generate ideas and
questions to begin the research process.
Revised 03/14/2013
Speaking and Listening:
 Conclusions
 Collaborative
 Topic
 Investigate
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.1.B Listen for Main Ideas and
Supporting Details
 5.2.A Present a Report
Language:
 Context Clues
 Root Word
 Base Word
 Suffixes
 Vocabulary
 Spelling Patterns
Language:
 6.1.J
 6.2.A
 6.3.A
 6.3.B
 6.3.C
 6.3.G
Spelling
Use Precise Language
Multiple-Meaning Words
Use Context Clues
Understand Word Parts
Build Vocabulary



I will plan and organize my presentation using
visual aids such as diagrams, tables, or charts.
I will speak clearly, with appropriate volume and
pace when presenting information.
I will use a writer’s notebook to brainstorm and
take notes in.
Resources:
Intervention Focus:
Advanced Learner Focus:
Assessment Options:
Imagine It!
RI: Lesson Assessment Book pp. 2-5,7; Comprehension Strategies Rubric pp. T46-T47
RF: Oral Fluency Assessment p. 8
W: Explanatory Writing- Explain a Process p. T94; Inquiry Rubrics p. T85
L: Lesson Assessment Book pp. 1, 6; Spelling Pretest p. T37; Spelling Assessment p. T95
DIBELS
RF: DORF
Standards:
RI 3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. (T64)
RI 3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language
that pertains to time, sequence, and cause/effect. (T81-T83)
RI 3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (T44-T45,
T52, T63)
RI 3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur). (T79)
RI 3.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the
grades 2-3 text complexity band independently and proficiently. (T74-T79)
Revised 03/14/2013
RF 3.3.c: Decode multisyllable words. (T26-T27, T58-T59)
RF 3.4.a: Read on-level text with purpose and understanding. (T65, T81)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T65, T81)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T68, T86)
W 3.7: Conduct short research projects that build knowledge about a topic. (T34-T35, T84-T85)
SL 3.1.a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion. (T64)
SL 3.1.b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful way, listening to others with care, speaking one at a time about the
topics and texts under discussion). (T64)
SL 3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally. (T33)
SL 3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace. (T89)
L 3.2.e: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
(T69, T95)
L 3.4.a: Use sentence-level context as a clue to the meaning off a word or phrase. (T44-T45)
L 3.4.b: Determine the meaning of the new word formed when know affix is added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat). (T26-T27, T58-T59)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T44-T45)
Revised 03/14/2013
Unit 4 Lesson 2 :
Grandmother Spider Brings the Sun
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Literature:
 I can recount a folktale and identify the moral
about life.
Z I can describe how pictures clarify characters
and/or setting in a story.
 I can sequence and place events in order when
retelling a folktale.
 I can describe characters with specific
descriptions.
 I can distinguish literal from nonliteral language.
 I can look for interesting words and illustrations
that contribute to aspects of the character.
Third Grade
Language Arts
Academic Vocabulary
Quarter 3 – Approximately 5 Days
Selection Vocabulary
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Literature:
 Folktale
 Moral
 Sequence
 Retelling
 Characters
 Descriptions
 Literal
 Nonliteral
 Illustrations
Reading Information:
Z I can find key details that support the main idea in
a text.
 I can use text features when reading expository
text.
 I can describe how a diagram adds to information
provided.
Z I can use pictures and words in a text to help me
understand what I read.
 I can read expository text independently and
proficiently.
Reading Information:
Reading Foundational Skills:
 I can read and know the meaning of the suffixes –
ful and –able.
 I can read and know the meanings of the
inflectional endings –ed and –ing.
Z I can chorally read to practice fluency.
Revised 03/14/2013
Reading Foundational Skills:
 Suffixes
 Inflectional endings
 Chorally
 Fluency
Z
Z
Z
Z
Z
Text features
Expository
Diagram
Independently
Proficiently









Tight
Directions
Bushy
Ringed
Rays
Sneak
Clay
Squinty
Constellation
Additional Vocabulary:
 Gathering
 Timid
 Struggled
 Stormed
 Scored
 Bald
 Crackled
 Chant
 Pourquoi Tales
Reading Literature:
 1.1.B Recount Stories
 1.1.C Use Key Details
 1.1.D Describe Characters in
Stories
 1.2.A Determine Meaning of
Words and Phrases
 1.2.B Understand Literal and
Nonliteral Language
 1.3.A Examine Illustrations in
Text
Reading Information:
 2.2.C Locate Information
 2.3. A Use Information to
Understand text.
Reading Foundational Skills:
 3.1.A Phonics and Word
Recognition
 3.2.A Develop Fluency


I can change vocal tones when I read for different
characters.
I can chorally read aloud several times until it
sounds natural.

Vocal tones
Writing:
 I can write a trickster tale with descriptive details
and events sequences.
 I can write a narrative that includes a narrator or
character(s).
 I can use dialogue to reveal actions, thoughts, and
feelings.
 I can use actions and descriptive words.
 I can organize my writing to task and purpose.
 I can use the writing process to develop and
strengthen my narrative.
Z I can introduce a topic and state an opinion using
the writing process.
 I can participate in short research projects to gain
knowledge.
 I can generate possible investigations about a
topic.
Writing:
 Trickster
 Events
 Sequence
 Narrator
 Character
 Dialogue
 Descriptive Words
 Organize
 Purpose
 Writing Process
 Narrative
 Investigations
Speaking and Listening:
 I can collaborate in a discussion examining the
key concepts in a folktale.
Z I can follow rules by respecting and listening to
others, and take turns during a discussion.
 I can ask and answer questions about the topic.
 I can add to the discussion after listening.
 I can add details to expand.
Speaking and Listening:
 Collaborate
 Folktale
 Key Concepts
 Topic
 Details
 Expand
Language:
Z I can add common suffixes and/or prefixes to root
words.
 I can use spelling patterns and ending rules in
spelling and writing.
Language:
 Suffixes
 Spelling Patterns
 Ending Rules
Revised 03/14/2013
Writing:
 4.1.A
 4.1.C
 4.2.A
 4.3.A
Write Opinion Pieces
Write Narrative Texts
The Writing Process
Use the Research Process
Speaking and Listening:
 5.1.A Collaborative Discussions
Language:
 6.1.J Spelling
 6.3.B Use Context Clues
 6.3.G Build Vocabulary

Z
Z
I can use root/base words to figure out new
words.
I can use words and phrases that are grade level
appropriate.


Root/Base Words
Shades of Meaning
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 recount a folktale with a partner and identify
the moral.
 I will look for interesting words and illustrations in
a story then share with partner features that
contribute to a character.
 I will describe characters with specific
descriptions in a discussion.
 I will sequence and place events in order when
summarizing a folktale.
Resources:
Intervention Focus:
Advanced Learner Focus:
Assessment Options:
Imagine It!
RL: Lesson Assessment Book pp. 10-13,15; Comprehension Strategies Rubric p. T118-119
RF: Oral Fluency Assessment p. 16
Revised 03/14/2013
W: Narrative Writing-Trickster Tale p.T176; Inquiry Rubrics p. T167
L: Lesson Assessment Book p. 9, 14; Spelling Pretest p.T129, Spelling Assessment p. T177
DIBELS
RF: DORF
Standards:
RL 3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is
conveyed through key details in the text. (T138, T140-T141)
RL 3.3: Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (T149,
T160-T161, T175)
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (T116-T117, T124, T137)
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of grades 2-3 text complexity band
independently and proficiently. (T148-T151, T160-T163)
RI 3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (T164-T165)
RI 3.10: By the end of the year, read and comprehend informational text, including history/social studies, science, and technical text, at the high end of the
grades 2-3 text complexity band independently and proficiently. (T164-T165)
RF 3.3.c Decode multisyllable words. (T112-T113, T146-T147)
RF 3.4.a: Read on-level text with purpose and understanding. (T139, T153)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T139, T153)
W 3.3.a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (T128-T129)
W 3.3.b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situation.
(T142-T143, T154)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T155, T168-T169)
W 3.7: Conduct short research projects that build knowledge about a topic. (T126-T127, T166-T167)
SL 3.1.c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (T138)
SL 3.1.d: Explain their own ideas and understanding in light of the discussion. (T138)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T155, T177)
L 3.4.b: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat). (T112-T113, T146-T147)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T116-T117)
Revised 03/14/2013
Unit 4 Lesson 3:
The Moon Seems to Change
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Information:
 I can engage in a discussion applying what I learned
from an expository text.
Z I can find key details that support the main idea in a
text.
 I can use the text to learn about scientific ideas and
concepts.
 I can compare and contrast the Earth, Moon, and
Sun.
 I can use scientific language to discuss what I’ve
read.
Z I can use pictures and words in a text to help me
understand what I read.
 I can use a graphic organizer to sort and organize
important information.
Reading Foundational Skills:
 I can identify and know the meanings of the suffixes
–ity, and –les.
 I can identify and know the meanings of the suffixes
–ness, and –sion.
 I can identify syllables to decode multisyllabic
words.
 I can read the primary text and diagram captions.
Z I can chorally read to practice fluency.
 I can chorally read on-level text with my class or
partner.
Writing:
 I can use a graphic organizer to sequence events
when I write.
Revised 03/14/2013
Third Grade
Language Arts
Academic Vocabulary
Reading Information:
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Engage
Main Idea
Expository
Scientific
Ideas
Concepts
Compare/Contrast
Scientific Language
Illustrations
Graphic Organizer
Organize
Reading Foundational Skills:
Z
Z
Z
Z
Z
Z
Z
Suffixes
Syllables
Multisyllabic
Primary Text
Diagram Captions
Chorally
Fluency
Writing:
Z
Graphic Organizer
Quarter 3 – Approximately 5 Days
Selection Vocabulary







Crescent Moon
Sliver
Occur
Phrases
Quarter moon
New moon
Cycle
Additional Vocabulary:
 Full Moon
 Waxing
 Waning
 Half
 Lighted
 Path
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core
Standards.
Reading Information:
 2.1.B Determine the Main Idea
and Supporting Details
 2.1.D Read Scientific Text
 2.1.E Read Technical Text
 2.2.A Understand Precise
Vocabulary
 2.2.B Understand Content Words
 2.3.A Use Information to
Understand Text
 2.3.B Connections Within Text
Reading Foundational Skills:
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency
Writing:
 4.1.A Write Opinion Pieces
I can introduce a topic and state an opinion using
Z Topic
the writing process.
Z Signal Words
 I can stay on topic.
Z Revise
 I can use signal words such as first, second, third,
Z Edit
and next in my writing.
Z Publish
 I can, with the help of adults and classmates edit
Z Categories
and revise my writing to make it better.
 I can publish my written directions and present to
the class.
 I can organize information into specific categories.
Speaking and Listening:
Speaking and Listening:
Z Discussion
 I can come to a discussion prepared.
Z Ideas
Z I can follow rules by respecting and listening to
others, and taking turns during a discussion.
Z Elaborate
Z Topic
 I can explain ideas clearly.
 I can elaborate on a topic.
Language:
Language:
 Adjectives
 I can use adjectives and adverbs when writing or
 Adverbs
speaking.
 Grammar
 I can explain the jobs of adjectives and adverbs in a
sentence.
 Punctuation
 I can review the rules for adverbs.
 Editing
 I can generate a list of adverbs and use them in a
 Context Clued
sentence.
 Strategies
 I can use correct spelling, grammar, and punctuation
 Suffixes
when editing.
 Context Clues
Z I can add common suffixes and/or prefixes to root
words.
 I can use spelling strategies when adding suffixes to
base words.
 I can use context clues to help find the meaning of
words.
Z I can use words and phrases that are grade level
appropriate.
Z
Z
Key Concepts for Differentiation-See p.1
Revised 03/14/2013


4.2.A The Writing Process
4.3.A Use the Research Process
Speaking and Listening:
 5.1.A Collaborative Discussions
Language:
 6.1.A Sentences
 6.1.B Nouns
 6.1.C Verbs
 6.1.D Pronouns
 6.1.E Adjectives
 6.1.F Adverbs
 6.1.J Spelling
 6.3.A Multiple-Meaning Words
 6.3.B Context Clues
 6.3.C Understand Word Parts
 6.3.G Build 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:
 I will listen to others about what they know about
the moon and apply it to my own knowledge.
 I will identify vocabulary in a text to describe the
Earth, Moon, and Sun to a partner.
 I will generate a list of key questions from the text
to ask my partner.
 I will highlight, underline, or point to the answers in
a text.
Resources:
Intervention Focus:
Advanced Learner Focus:
Assessment Options:
Imagine It!
RI: Lesson Assessment Book pp. 18-21, 23; Comprehension Strategies Rubric p. T201
RF: Oral Fluency Assessment p. 24
W: Informative Writing-Writing Directions p. T254; Inquiry Rubrics pp. 209, 245
L: Lesson Assessment Book pp. 17, 22; Spelling Pretest p. T211, Spelling Assessment p. T255
DIBELS
RF: DORF
Standards:
RI 3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. (T218)
RI 3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language
Revised 03/14/2013
that pertains to time, sequence, and cause/effect. (T230-T231)
RI 3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (T198-T199,
T206, T217)
RI 3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur). (T229)
RI 3.8: Describe logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence.
(T228-T231, T240)
RI 3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical text, at the high end of the
grades 2-3 text complexity band independently and proficiently. (T228-T231, T240-T241)
RF 3.3.c: Decode multisyllable words. (T194-T195, T226-T227)
RF 3.4.a: Read on-level text with purpose and understanding. (T219-T233)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading. (T219, T233)
W 3.4:
W 3.5:
W 3.7:
W 3.8:
With guidance and support from adults, produce writing in which development and organization are appropriate to task and purpose. (T254)
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T234, T246)
Conduct short research projects that build knowledge about a topic. (T208-T209, T244-T245)
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into
provided categories. (T249)
SL 3.1.a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about he
topic to explore ideas under discussion. (T218)
L 3.1.a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (224-T225, T237)
L 3.2.e: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
(T235, T255)
L 3.4.a: Use sentence-level content as a clue to the meaning of a word or phrase. (T198-T199)
L 3.4.b: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/carless, heat/preheat). (T194-T195, T226-T227)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T198-T199)
Revised 03/14/2013
Unit 4 Lesson 4:
Journey to the Moon
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Information:
 I can ask and answer questions after reading text.
Z I can find key details that support the main idea in a
text.
 I can determine the main idea from an expository
text.
 I can use specific words when discussing a topic.
 I can use content words when studying a topic.
Z I can use pictures and words in a text to help me
understand what I read.
 I can use words and images from text to gain a
deeper understanding about the moon.
 I can read and understand informational texts in
different content areas.
Reading Foundational Skills:
 I can identify and know Greek root ast.
 I can identify and know Greek root graph.
 I can identify and know Greek root log.
 I can identify and know Greek root scop.
 I can discuss the meaning of prefixes micro- and
tele-.
 I can identify and know Latin root grat.
 I can identify and know Latin root mar.
 I can identify and know Latin root miss.
 I can identify and know Latin root port.
 I can read with excitement and emotion.
 I can review difficult vocabulary pronunciations.
 I can use intonation, commas and other punctuation
while reading.
Revised 03/14/2013
Third Grade
Language Arts
Academic Vocabulary
Quarter 3 – Approximately 5 Days
Selection Vocabulary
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core
Standards.
Reading Information:
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Text
Expository
Main Idea
Academic Language
Precise
Domain-Specific
Language
Content
Images
Illustrations
Informational Text
Reading Foundational Skills:
 Greek Roots
 Latin Roots
 Prefixes
 Excitement
 Emotion
 Pronunciations
 Intonation
 Commas
 Punctuation






Gigantic
Astronaut
Pressure
Gravity
Orbit
Commander
Additional Vocabulary:
 Missions
 Mounted
 Desolation
 Stark
 Quarantine
 Engineers
Reading Information:
 2.1.A Show Understanding of
Text
 2.1.B Determine Main Idea and
Supporting Details
 2.2.A Understand Precise
Vocabulary
 2.2.B Understand Content
Words
 2.3.A Use Information to
Understand Text
Reading Foundational Skills:
 3.1.A Multisyllable Words
 3.2.A Develop Fluency
Z
I can chorally read to practice fluency.
Writing:
Z I can introduce a topic and state an opinion using
the writing process.
 I can write an opinion piece with supporting
evidence.
 I can inquire about a question, conjecture, and plan
to research a topic.
 I can take notes, collect information, and
collaborate with others.
 I can sort evidence into categories.
 I can use the writing process with support from my
teacher.
 I can revise and develop writing to present to
others.
Speaking and Listening:
 I can engage in collaborative discussions using
Handing-Off procedures.
Z I can follow rules by respecting and listening to
others, and taking turns during a discussion.
 I can build on others’ ideas.
 I can browse the selection to confirm or refine
questions.
 I can clearly express own ideas to others.
Language:
 I can use spelling patterns and word parts when
writing words.
Z I can add common suffixes and/or prefixes to root
words.
 I can use Greek and Latin roots to understand a
words meaning.
 I can use word structure to determine the meaning
of a word.
Revised 03/14/2013
Writing:
 Opinion
 Inquire
 Questions
 Conjecture
 Plan
 Research
 Topic
 Notes
 Collaborate
 Evidence
 Categories
 Digital Resources
 Revise
 Presentation
Speaking and Listening:
 Collaborative
 Browse
 Confirm
 Refine
Language:
 Root Word
 Prefix
 Suffix
 Word Structure
 Strategies
 Nuances
 Conversational
 Academic
Writing:
 4.1.A Write Opinion Pieces
 4.2.A The Writing Process
 4.3.A Use Research Process
Speaking and Listening:
 5.1.A Collaborative Discussions
Language:
 6.1.J Spelling
 6.3.C Understand Word Parts
 6.3.G Build Vocabulary

Z

Z
I can distinguish the nuances between words.
I can use words and phrases that are grade level
appropriate.
I can use appropriate conversational/academic
language.
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 identify the main idea.
 I will use the text to locate information during a
discussion.
 I will ask and answer questions about the text with a
partner.
 I will make notes about information that is still
unclear to me.
Resources:
Intervention Focus:
Assessment Options:
Imagine It!
Revised 03/14/2013
Advanced Learner Focus:
RI: Lesson Assessment Book pp. 26-29, 31; Comprehension Strategies Rubric pp. T278-T279
RF: Oral Fluency Assessment p. 32
W: Opinion Writing-Persuasive Paragraph p.T332; Inquiry Rubrics p. T323
L: Lesson Assessment Book pp. 25, 30; Spelling Pretest p. T289; Spelling Assessment p. T333
DIBELS
RF: DORF
Standards:
RI 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. (T282-T283)
RI 3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. (T296, T308)
RI 3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (T276-T277)
RI 3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur). (T319)
RI 3.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical text, at the high end of the
grades 2-3 text complexity band independently and proficiently. (T306-T309, T318-T319)
RF 3.3.c: Decode multisyllable words. (T272-T273, T304-T305)
RF 3.4.a: Read on-level text with purpose and understanding. (T297, T311)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T397, T311)
W 3.1.a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (T288-T289)
W 3.1.b: Provide a concluding statement or section. (T300-T301)
W 3.1.d: Provide a concluding statement or section. (T312)
W 3.4: With guidance and support from adults, produce develop and strengthen writing as needed by planning, revising, and editing. (T312)
W 3.5: With guidance and support for peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T312, T324-T325)
W 3.7: Conduct short research projects that build knowledge about a topic. (T286-T287, T322-T323)
W 3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into
provided categories. (T286-T287, T322-T323)
SL 3.1.b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion). (T296)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T313)
L 3.4.c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (T272-T273, T304-T305)
L 3.5: Demonstrate understanding of word relationships and nuances in word meanings. (T276-T277, T285, T297, T307)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T276-T277)
Revised 03/14/2013
Unit 4 Lesson 5:
Earth: Our Planet in Space
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Literature:
 I can refer to poems and discuss metaphors, word
choice and couplets.
Z I can describe how pictures clarify characters
and/or setting in a story.
Third Grade
Language Arts
Academic Vocabulary
Reading Literature:
 Poems
 Metaphors
 Word Choice
 Couplets
Reading Information:
 I can determine the difference between the main
idea and details in informational text.
Z I can find key details that support the main idea in
a text.
 I can figure out the meaning of precise vocabulary
using context clues in Informational text.
 I can clarify the meaning of content words and
sentences in informational text.
Z I can use pictures and words in a text to help me
understand what I read.
Reading Information:
Reading Foundational Skills:
 I can read words with suffixs –ly, -y, -ment, -tion, ful, and –able.
 I can read words with the –ed and –ing ending.
 I can practice reading vocabulary words several
times until they sound natural.
Z I can chorally read to practice fluency.
 I can fluently read sentences with content
vocabulary to practice good phrasing.
Reading Foundational Skills:
 Vocabulary
 Fluently
 Choral Reading
 Content
 Phrasing
 Accuracy
Revised 03/14/2013
Z
Z
Z
Z
Z
Main Idea
Details
Informational Text
Symbols
Illustrations
Quarter 3 – Approximately 5 Days
Selection Vocabulary









Top
Scraped
Astronomers
Atmosphere
Scale
Rotation
Signs
Curve
Universe
Additional Vocabulary:
 Layer
 Solar System
 Orbit
 Revolution
 Broil
 Magnetic Field
 Aurora
 Vegetation
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core
Standards.
Reading Literature:
 1.2.E Parts of a Poem
 1.1.D Describe Characters in
Stories
Reading Information:
 2.1.B Determine the Main
Idea and Supporting Details
 2.2.A Understand Precise
Vocabulary
 2.2.B Understand Content
Words
Reading Foundational Skills:
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency

I can read with accuracy and make my reading
sound natural.
Writing:
Z I can introduce a topic and state an opinion using
the writing process.
 I can write to explain a process.
 I can make and revise my conjectures about a
research question.
 I can gather information and take notes to
understand a topic.
 I can practice writing an expository timed-writing
paragraph.
 I can complete a writing assignment in the time
that my teacher has set for me.
Writing:
 Expository
 Informative
 Explanatory
 Timed-Writing
 Paragraph
Writing:
 4.1.A Write Opinion Pieces
 4.1.B Write to Inform or
Explain
 4.3.A Use the Research
Process
 4.4.A Use a Writer’s
Notebook
Speaking and Listening:
 I can return to the text as necessary to ask and
answer questions.
 I can come prepared to a discussion.
Z I can follow rules by respecting and listening to
others, and taking turns during a discussion.
 I can explain my ideas to others clearly.
Speaking and Listening:
 Text
 Prepared
 Discussion
Speaking and Listening:
 5.1.A Collaborative
Discussions
Language:
 I can make sentences where the subject and verb
agree.
 I can generate a present-tense singular sentence.
 I can make irregular verbs agree with their
subjects.
 I can change the base verb to form the present
tense singular.
 I can change a y to an i and add –es when a verb
ends with a consonant.
Language:
 Subject
 Verb
 Agreement
 Irregular
 Regular
 Base
 Suffix
 Inflectional Endings
Language:
 6.1.C Verbs
 6.1.D Pronouns
 6.3.G Build Vocabulary
 6.1.J Spelling
Revised 03/14/2013

Z


Z
Z
I can use correct forms of singular and plural nouns
and verbs.
I can add common suffixes and/or prefixes to root
words.
I can use correct spelling when adding suffixes to
base words.
I can use apposition when reading and learning the
meaning of new words.
I can use words and phrases that are grade level
appropriate.





Present Tense
Singular
Consonant
Apposition
Vocabulary Strategy
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 give my teacher a thumb up or down when
she says a sentence where the subject and verb
agree or don’t agree.
 I will generate a present-tense singular sentence.
 I will make irregular verbs agree with their subjects
with my partner.
 I will change the base verb to form the present
tense singular in my writing.
Resources:
Intervention Focus:
Revised 03/14/2013
Advanced Learner Focus:
Assessment Options:
Imagine It!
RI: Lesson Assessment Book pp. 34-37, 39; Comprehension Strategies Rubric p. T356-357
RF: Oral Fluency Assessment p. 40
W: Inquiry Rubrics pp. T403, 421, 429
L: Lesson Assessment Book pp. 33, 38; Spelling Pretest p. T367; Spelling Assessment p. T413
DIBELS
RF: DORF
Standards:
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 2-3 text complexity band
independently and proficiently. (T424-T427)
RI 3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. (T376)
RI 3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (354-T355)
RI 3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the
grades 2-3 text complexity band independently and proficiently. (T386-T389, T398-T401)
RF 3.3.c: Decode multisyllable words. (T350-T351, T384-T385)
RF 3.4.a: Read on-level text with purpose and understanding. (T377, T391)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T377, T391)
W 3.7: Conduct short research projects that build knowledge about a topic. (T364-T365, T402-T403)
W 3.10: Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a
range of disciplines-specific tasks, purposes, and audiences. (T366-T367, T380-T381, T392, T404-T405)
SL 3.1.c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (T376)
L 3.1.f: Ensure subject-verb and pronoun-antecedent agreement. (T383-383, T395)
L 3.2.e: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
(T393, T413)
L 3.6: Acquire and use accurately grade-appropriate conversational , general academic, and domain-specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T354-T355)
Revised 03/14/2013
Unit 5 Lesson 1:
The House on Maple Street
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Literature:
 I can point out words that have literal versus
nonliteral meanings.
 I can retell the key details and main idea of a story.
 I can refer to different parts of a story.
Z I can describe how pictures clarify characters and/or
setting in a story.
 I can discuss the plot and setting when referring to a
story.
 I can find facts and opinions in a piece of writing.
 I can read and understand 3rd grade stories.
Reading Foundational Skills:
Z I can find and know common prefixes/suffixes in
words.
 I can know the meanings of re-, un-, pre-, and misprefixes.
 I can read and put together the different word
parts.
Z I can chorally read to practice fluency.
 I can read with accuracy and fluency.
Writing:
 I can write an opinion piece about something that I
have read.
 I can state my opinion and list reasons using a
(graphic organizer or note taking tool, etc.).
Z I can introduce a topic and state an opinion using
the writing process.
 I can connect the reasons and details with words
like: because, therefore, since, and for example.
 I can include a conclusion in my writing.
Revised 03/14/2013
Third Grade
Language Arts
Academic Vocabulary
Reading Literature:
 Retell
 Central Message
 Literal
 Nonliteral
 Plot
 Setting
Quarter 3 – Approximately 5 Days
Selection Vocabulary








Settlers
Treasures
Sturdy
Fierce
Trickle
Stump
Crumbling
Burrows
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core
Standards.
Reading Literature:
Z
Z
Z
Z
Z
Z
Reading Foundational Skills:
 Prefixes
 Word Parts
 Multisyllabic
 Accuracy
 Fluency
Writing:
 Opinion
 Details
 Graphic Organizer
 Conclusion
 Writing Process
 Investigate
 Conjecture
 Research
Additional Vocabulary:
 Alarm
 Trembled
 Tepees
 Arrowhead
 Remained
 Admire
 Carpenters
1.1.D Describe Characters in
Stories
1.2.A Determine Meaning of
Words and Phrases
1.2.B Understand Literal and
Nonliteral Language
1.2.C Parts of Stories
1.2.D Parts of Drama
1.2.E Parts of Poems
Reading Foundational Skills:
Z
Z
Z
3.1.A Multisyllabic Words
Word Parts
3.2.A Develop Fluency
Writing:
Z
Z
Z
4.1.A Write Opinion Pieces
4.2.A The Writing Process
4.3.A Use the Research
Process


I can use the writing process to make my writing
better.
I can investigate a question or conjecture to start
the research process.
Speaking and Listening:
 I can ask questions about a topic to deepen my
understanding.
 I can listen carefully to determine the main idea.
Z I can follow rules by respecting and listening to
others, and taking turns during a discussion.
 I can prepare, rehearse, and create an audio
recording to share my writing with others.
Language:
 I can use the correct verb tense when speaking and
writing.
 I can use conversational and academic words and
phrases.
Z I can add common suffixes and/or prefixes to root
words.
 I can make and use simple verb tenses correctly.
 I can use apposition strategy to determine the
meaning of new words.
Z I can use words and phrases that are grade level
appropriate.
Z
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:
Revised 03/14/2013
Speaking and Listening:
 Discussion
 Main Idea
 Respond
 Topic
Speaking and Listening:
Z
Z
Z
Language:
 Verb
 Tense
 Simple Verb
 Capitalization
 Punctuation
 Content
5.1.A Collaborative
Discussions
5.1.B Listen for Main Ideas
and Supporting Details
5.2.D Create Audio Recordings
Language:
Z
Z
Z
6.1.C Verbs
6.1.J Spelling
6.3.B Use Context Clues




I will determine the central message of a story while
listening to my partner read aloud.
I will determine the meaning of important words in
a story while reading.
I will retell the important parts of story to a partner.
I will describe different parts of a story in my
notebook.
Resources:
Interventions:
Extensions:
Assessment Options:
Imagine It!
RL: Lesson Assessment Book pp. 44-47, 49; Comprehension Strategies Rubric p. T47
RF: Oral Fluency Assessment p. 50
W: Opinion Writing-Persuasive Paragraph p. T96; Inquiry Rubrics p. T87
L: Lesson Assessment Book pp. 43, 48; Spelling Pretest p. T37; Spelling Assessment p. T97
DIBELS
RF: DORF
Standards:
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (T44-T45, T53, T63)
RL 3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how
each successive part builds on earlier sections. (T75, T79)
Revised 03/14/2013
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 2-3 text complexity band
independently and proficiently. (T74-T80)
RF 3.3.c: Decode multisyllable words. (T26-T27, T58-T59)
RF 3.4.a: Read on-level text with purpose and understanding. (T65, T83)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading. (T65, T83)
W 3.1.a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (T36-T37)
W 3.1.b: Provide reasons that support the opinion. (T54-T55)
W 3.1.d: Provide a concluding statement or section. (T54-T55)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T68, T88-T89)
W 3.7: Conduct short research projects that build knowledge about a topic. (T34-T35, T86-T87)
SL 3.1.a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion. (T64)
SL 3.1.b: Follow agree-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion). (T64)
SL 3.2: Determine the main ideas and supporting details of a text read aloud for information presented in diverse media and formats, including visually,
quantitatively, and orally. (T32)
SL 3.5: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when
appropriate to emphasize or enhance certain facts or details. (T96)
L 3.1.e: Form and use simple (e.g., I walked; I walk; I will walk) verb tenses. (T56-T57, T71)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T69, T97)
L 3.4.b: Determine the meaning of the new word formed when known affix is added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat). (T27-T27, T58-T59)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T44-T45)
Revised 03/14/2013
Unit 5 Lesson 2:
Days of Digging
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Information:
 I can use the text to answer my questions about the
story.
 I can retell the key details and main idea of story.
Z I can find key details that support the main idea in a
text.
 I can paraphrase the selections main ideas and
details in my own words.
 I can ask and answer questions about a text by
referring to words and phrases in the story.
Z I can use pictures and words in a text to help me
understand what I read.
 I can retell information from the story.
Third Grade
Language Arts
Academic Vocabulary
Reading Information:
Z
Z
Z
Z
Paraphrase
Main Ideas
Details
Text Features
Quarter 3 – Approximately 5 Days
Selection Vocabulary









Beats
Developed
Laboratory
Origins
Challenged
Charted
Ruin
Customs
Relic
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core
Standards.
Reading Information:
Z
Z
Z
Z
Z
Reading Foundational Skills:
 I can identify and know the meaning of prefixes disand auto-.
Z I can find and know common prefixes/suffixes in
words.
 I can read multisyllabic words fluently.
Z I can chorally read to practice fluency.
 I can pay attention to punctuation and commas
when I read.
 I can read smoothly to deepen my understanding
about a topic.
Reading Foundational Skills:
 Prefixes
 Multisyllabic
 Fluently
 Chorally
 Punctuation
 Commas
 Topic
Writing:
 I can brainstorm ideas for writing a letter stating my
opinion with evidence.
 I can support my opinion with details from the text
that I have noted on a graphic organizer.
Revised 03/14/2013
Writing:
 Letter
 Opinion
 Evidence
Additional Vocabulary:
 Site
 Boiled
 Excavation
 Artifacts
 Thrilling
 Cultures
 Research
 Creative
2.1.A Show Understanding
about a text
2.1.B Determine Main Idea
and Supporting Details
2.2.A Understand Precise
Vocabulary
2.2.B Understand Content
Words
2.3.A Use Information to
Understand Text
Reading Foundational Skills:
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency
Writing:
 4.1.A Write Opinion Pieces
 4.2.A The Writing Process

Z
Z


I can write a formal letter to convince someone
using evidence such as photographs, diagrams,
charts, or illustrations.
I can state my opinion and list reasons using a
(graphic organizer or note taking tool, etc.).
I can introduce a topic and state an opinion
using the writing process.
I can edit and revise my writing to make it better,
with the help from peers and adults.
I can revise my conjectures and questions to one
idea.












Details
Graphic Organizer
Formal Letter
Photographs
Diagrams
Charts
Illustrations
Edit
Revise
Peers
Conjectures
Research
Speaking and Listening:
Z I can follow rules by respecting and listening to
others, and take turns during a discussion.
Z I can ask questions about a topic to deepen my
understanding.
 I can explain my ideas to others.
 I can share my writing using audio recordings.
Speaking and Listening:
 Interview
 Information
 Audio
Language:
 I can identify prepositions and prepositional
phrases.
 I can use prepositions and prepositional phrases
when I write.
Z I can add common suffixes and/or prefixes to root
words.
 I can correctly read and write words with prefixes.
Z I can use conversational and academic words and
phrases.
 I can correct spelling, grammar, capitalization, and
punctuation when writing.
 I can recognize when a word or idea is not making
sense.
Language:
 Prepositions
 Prepositional Phrase
 Prefixes
 Affix
 Grammar
 Structural Elements
 Context
 Clarify
Revised 03/14/2013

4.3.A Use the Research
Process
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.2.D Create Audio Recordings
Language:
 6.1.I Punctuation
 6.1.J Spelling
 6.3.A Multiple-Meaning Words
 6.3.B Use Context Clues
 6.3.C Understand Word Parts
 6.3.G Build Vocabulary

Z
Z
I can use structural elements, context, and
questioning to clarify the meanings of unfamiliar
words.
I can use words and phrases that are grade level
appropriate.
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:
 I will identify and know the meaning of prefixes disand auto-.
 I will read smoothly with a partner, to deepen my
understanding about a topic.
 I will chorally read with my class to practice fluency.
 I will write multisyllabic words my teacher dictates
to me on a white board.
Resources:
Interventions:
Revised 03/14/2013
Extensions:
Assessment Options:
Imagine It!
RI: Lesson Assessment Book pp. 52-55, 57; Comprehension Strategies Rubric p. T120-121
RF: Oral Fluency Assessment p.58
W: Opinion Writing-Persuasive Letter p. T179; Inquiry Rubrics p.T161
L: Lesson Assessment Book pp. 51,56; Spelling Pretest p. T129; Spelling Assessment p. T171
DIBELS
RF: DORF
Standards:
RI 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (T124-T125, T134,
T148)
RI 3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. (T136)
RI 3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (T118-T119,
T124, T135)
RI 3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur). (T146-T156)
RI 3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical text, at the high end of the
grades 2-3 text complexity band independently and proficiently. (T146-T147, T156-T157)
RF 3.3.c: Decode multisyllable words. (T114-T115, T144-T145)
RF 3.4.a: Read on-level text with purpose and understanding. (T137, T149)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T137, T149)
W 3.1.a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (T128-T129)
W 3.1.b: Provide reasons that support the opinion. (T140-T141)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T150, T162-163)
W 3.7: Conduct short research projects that build knowledge about a topic. (T126-T127, 162-T163)
SL 3.1.c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (T136)
SL 3.1.d: Explain their own ideas and understanding in light of the discussion. (T136)
SL 3.5: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when
appropriate to emphasize or enhance certain facts or details. (T170)
L 3.2.b: Use commas in addresses. (T162-T163)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T151, T171)
L 3.4.a: Use sentence-level context as a clue to the meaning of a word or phrase. (T118-T119)
L 3.4.b: Determine the meaning of the new word formed when a known affix as added to a known word (e.g., agreeable/disagreeable,
Revised 03/14/2013
L 3.6:
comfortable/uncomfortable, care/careless, heat/preheat). (T114-T115, T144-T145)
Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T118-T119)
Revised 03/14/2013
Unit 5 Lesson 3:
Earthquake! The 1960 San Francisco Nightmare
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Information:
 I can tell the difference between the main idea and
details.
Z I can find key details that support the main idea in a
text.
 I can retell the key details and main idea of a story.
 I can use the text to find meanings of domainspecific words.
Z I can use pictures and words in a text to help me
understand what I read.
 I can identify the logical connections in a paragraph
such as cause and effect.
Third Grade
Language Arts
Academic Vocabulary
Reading Information:
Z
Z
Z
Z
Z
Z
Z
Main Idea
Details
Cause/Effect
Historical Events
Domain-specific
Connections
Paragraph
Reading Foundational Skills:
 I can identify and know the prefixes and suffixes
(affixes) added to base words.
Z I can find and know common prefixes/suffixes in
words.
 I can read words with multiple syllables.
 I can practice reading domain specific words.
Z I can chorally read to practice fluency.
 I can reread both chorally and on my own with good
phrasing.
Reading Foundational Skills:
 Prefixes
 Suffixes
 Affixes
 Base Word
 Syllable
 Domain specific
 Chorally
 Phrasing
Writing:
 I can edit and revise my writing to make it better,
with the help of classmates and adults.
 I can work with others collecting information on a
topic
 I can state my opinion and list reasons using a
(graphic organizer or note taking tool, etc.).
Revised 03/14/2013
Writing:
 Letter
 Details
 Facts
 Edit
 Revise
Quarter 3 – Approximately 5 Days
Selection Vocabulary









Shattered
Section
Rumble
Clerk
Damaged
Frames
Tough
Exactly
Community
Additional Vocabulary:
 Earthquake
 Burst
 Gas
 Power Lines
 Shock Waves
 Tectonic Plates
 Aftershock
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core
Standards.
Reading Information:
 2.1.B Determine Main Ideas
and Supporting Details
 2.2.A Understand Precise
Vocabulary
 2.2.B Understand Content
Words
 2.3.A Use Information to
Understand Text
 2.3.B Connections within Text
Reading Foundational Skills:
 3.1.A Word Parts
 3.2.A Develop Fluency
Writing:
 4.1.A Write Opinion Pieces
 4.2.A The Writing Process
 4.3.A Use the Research Process
I can introduce a topic and state an opinion using
the writing process.
Speaking and Listening:
 I can engage in a discussion with my class.
 I can ask questions about a topic to deepen my
understanding.
Z I can follow rules by respecting and listening to
others, and taking turns during a discussion.
 Purpose
 Audience
Speaking and Listening:
 Orally
 Discussion
 Respecting
 Topic
 Appropriate
Language:
 I can add affixes on to base words to change the
meaning.
Z I can add common suffixes and/or prefixes to root
words.
 I can use words and phrases to make my speaking
and writing more exciting.
 I can apply/use conversational and academic words
and phrases.
 I can use context clues to understand the meaning
of new words.
 I can give real-life examples of word meanings.
Z I can use words and phrases that are grade level
appropriate.
Language:
 Conventions
 Formal Letter
 Affixes
 Base Words
 Content Clues
 Appropriate
Z
Z
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 listen to my partner’s letter for voice.
 I will highlight correct punctuation in my letter.
 I will read my letter to a partner for voice.
Revised 03/14/2013
Speaking and Listening:
 5.1.A Collaborative Discussions
Language:
 6.1.J Spelling
 6.2.A Use Precise Language
 6.3.B Use Context Clues
 6.3.F Understand Word
Relationships
 6.3.G Build Vocabulary

I will edit and revise my writing to make it better,
with the help of classmates and adults.
Resources:
Interventions:
Extensions:
Assessment Options:
Imagine It!
RI: Lesson Assessment Book pp. 60-63, 65; Comprehension Strategies Rubric pp. T194-195
RF: Oral Fluency Assessment p.66
W: Informative/explanatory Writing-Business Letter p. T248; Inquiry Rubrics pp. T203, 239
L: Lesson Assessment Book pp. 59, 64; Spelling Pretest p. T205; Spelling Assessment p. T249
DIBELS
RF: DORF
Standards:
RI 3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. (T212)
RI 3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (T192-T193,
T201, T211)
RI 3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur). (T222)
RI 3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a
sequence. (T224)
RI 3.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the
grades 2-3 text complexity band independently and proficiently. (T222-T225, T234-T235)
RF 3.3.c: Decode multisyllable words. (T88-T89, T220-T221)
RF 3.4.a: Read on-level text with purpose and understanding. (T213, T227)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading. (T213, T227)
Revised 03/14/2013
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T228, T240-T241)
W 3.7: Conduct short research projects that build knowledge about a topic. (T202-T203, T238-T239)
SL 3.1.b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion). (T212)
SL 3.1.d: Explain their own ideas and understanding in light of the discussion. (T212)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T229, T249)
L 3.3.a: Choose words and phrases for effect. (T243)
L 3.4.b: Determine the meaning of new words formed when a known affix is added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, car/careless, heat/preheat). (T220-T221, T233)
L 3.5.b: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (T192-T193)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T192-T193)
Revised 03/14/2013
Unit 5 Lesson 4:
The Disappearing Island
Content Objectives
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 describe how pictures clarify characters
and/or setting in a story.

I can tell the meaning of words and phrases relevant
to the story.
 I can use word structure to figure out the meaning
of a new word.
 I can retell the key details and main idea of a story.
 I can independently read and understand 3rd grade
text.
Reading Foundational Skills:
 I can read base words with different prefixes,
suffixes, or endings added to them.
Z I can find and know common prefixes/suffixes in
words.
 I can identify how endings change the tense of the
verb.
 I can review pronunciations of selected words.
Z I can chorally read to practice fluency.
 I can chorally read a passage several times until it
sounds natural.
 I can practice reading with good phrasing.
Writing:
 I can write to inform and convey ideas clearly.
 I can state my opinion and list reasons using a
(graphic organizer or note taking tool, etc.).
Z I can introduce a topic and state an opinion using
the writing process.
 I can use the writing process to edit and publish a
writing piece.
Revised 03/14/2013
Third Grade
Language Arts
Academic Vocabulary
Reading Literature:
 Clarify
 Literal
 Nonliteral
Reading Foundational Skills:
 Pronunciations
 Chorally
 Prosody
 Phrasing
Writing:
 Inform
 Convey
 Writing Process
 Illustrations
 Writing Traits
 Organization
Quarter 3 – Approximately 5 Days
Selection Vocabulary









Sheltered
Voyage
Acres
Toppled
Ripples
Claim
Tide
Eroding
Property
Additional Vocabulary:
 Foam
 Bow
 Waded
 Foundation
 Century
 Adjust
 Horizon
 Stroked
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core
Standards.
Reading Literature:
 1.1.D Describe Characters in
Stories
 1.2.A Determine Meaning of
Words and Phrases
 1.2.B Understand Literal and
Nonliteral Language
Reading Foundational Skills:
 3.1.A Multisyllable Words
 3.2.A Develop Fluency
Writing:
 4.1.A Write Opinion Pieces
 4.1.B Write to Inform or
Explain
 4.2.A The Writing Process
 4.3.A Use the Research Process




I can collect information overtime to build
knowledge for research.
I can remember and group related information
together.
I can use illustrations to enhance a writing piece.
I can use the writing traits such Organization to
strengthen my writing.
Speaking and Listening:
Z I can follow rules by respecting and listening to
others, and taking turns during a discussion.
 I can ask questions about a topic to deepen my
understanding.
 I can add to the discussion after listening.
 I can use multimedia to demonstrate fluid reading.
Speaking and Listening:
 Key Concepts
 Discussion
 Presentations
 Orally
 Constructive
 Feedback
 Rubric
 Audio Recording
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.2.D Create Audio Recordings
Language:
 I can make and use irregular verbs correctly.
 I can use spelling patterns and generalizations like
word families, and syllable patterns.
Z I can add common suffixes and/or prefixes to root
words.
 I can add or delete affixes from words to change its
meaning.
 I can use conversational and academic words and
phrases.
Z I can use words and phrases that are grade level
appropriate.
Language:
 Irregular verbs
 Spelling Patterns
 Generalizations
 Word Families
 Syllable Patterns
 Affixes’
Language:
 6.1.C Verbs
 6.1.J Spelling
 6.3.C Understand Word Parts
 6.3.G Build Vocabulary

Key Concepts for Differentiation – See p. 1
Language Objectives
Revised 03/14/2013
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 follow rules by respecting and listening to
others.
 I will explore the text to identify key concepts.
 I will give constructive feedback to my classmates’
presentations.
 I will reflect on the writing process using a rubric.
Resources:
Interventions:
Extensions:
Assessment Options:
Imagine It!
RL: Lesson Assessment Book pp. 68-71, 73; Comprehension Strategies Rubric p.T272-273
RF: Oral Fluency Assessment p. 74
W: Informational Writing-Directions p. T330; Inquiry Rubrics p. T321
L: Lesson Assessment Book pp. 67, 72; Spelling Pretest p. T283; Spelling Assessment p. T331
DIBELS
RF: DORF
Standards:
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (T270-T271, T279)
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 2-3 text complexity band
independently and proficiently. (T302-T305, T314-T317)
Revised 03/14/2013
RF 3.3.c: Decode Multisyllable words. (T266-T267, T300-T301)
RF 3.4.a: Read on-level text with purpose and understanding. (T293, T307)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading. (T293, 307)
W 3.2.a: Introduce a topic and group related information together; include illustrations when useful and aiding comprehension. (T282-T283, T296, T330)
W 3.2.b: Develop the topic with facts, definitions, and details.(T296, 308)
W 3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (T330)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T308, T322, T323)
W 3.7: Conduct short research projects that build knowledge about a topic. (T280-T281, T320-T321)
W 3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided
categories. (T280-T281, T320-T321)
SL 3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion. (T292)
SL 3.1.b: Follow agreed-upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion). (T292)
SL 3.5: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when
appropriate to emphasize or enhance certain facts or details. (T330)
L 3.1.d: Form and use regular and irregular verbs. (T298-T299, T311)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-base spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T309, T331)
L 3.4.c: Use known root word as a clue to meaning of an unknown word with the same root (e.g., company, companion).
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T270-271)
Revised 03/14/2013
Unit 5 Lesson 5:
What Ever Happened to the Baxter Place?
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Literature:
 I can use key details to retell a story.
Z I can retell a story and identify the central
message/lesson within the text.
 I can understand words and phrases as they are
used in a text.
 I can identify the tone/mood of a poem.
 I can identify the words poets use which create a
pattern.
Z I can compare and contrast themes and plots from
two similar stories.
Third Grade
Language Arts
Academic Vocabulary
Selection Vocabulary
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Literature:
 Key Details
 Central Message
 Characters
 Events
 Play
 Setting
 Plot
Reading Foundational Skills:
 I can identify word families with different prefixes
and suffixes to read unknown words.
 I can read with accuracy and make my reading
sound natural.
Z I can read for a purpose to understand a text.
 I can read aloud and pause at punctuation.
 I can change the tone of my voice to convey
meaning such as hopefulness, or playfulness in a
poem.
Reading Foundational Skills:
 Accuracy
 Conversation
 Punctuation
 Voice
Writing:
Z I can publish an opinion piece with a concluding
statement.
Writing:
 Multimedia
Revised 03/14/2013
Quarter 4 – Approximately 5 Days









Installed
Seasonal
Produce
Particular
Featuring
Necessities
Expire
Discount
Development
Additional Vocabulary:
 Crops
 Surplus
 Partial
 Elevated
 Practically
 Reluctantly
 Ambitions
 Profitable
Reading Literature:
 1.1.B Recount Stories
 1.1.C Use Key Details
 1.2.A Determine Meaning of
Words and Phrases
 1.2.B Understand Literal and
Nonliteral Language
 1.3.B Compare Books from a Series
Reading Foundational Skills:
 3.1.A Multisyllable Words
 3.2.A Develop Fluency
Writing:
 4.1.A Opinion Pieces



I can use the writing process to make my writing
better.
I can use multimedia to publish my writing.
I can develop a conjecture based on the
information I have gathered.
Speaking and Listening:
 I can bring the correct information to a discussion.
 I can review notes and confirm key ideas with my
class.
Z I can speak in complete sentences with details.
 I can use descriptive words when I tell a story or
recount an experience.
Language:
 I can produce simple, compound, and complex
sentences.
Z I can create simple and compound sentences.
 I can use the structure of a word to understand its
meaning.
 I can identify the connections between words and
how they are used in real life.
 I can use words and phrases telling when and
where that is grade level appropriate.
Z
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 identify the structure of a word to
understand its meaning.
Revised 03/14/2013


Conjecture
Writing Process
Speaking and Listening:
 Collaborate
 Topic
 Key Ideas
 Descriptive
 Presentation
 Sensory Details
 Multimedia
Language:
 Compound Sentence
 Complex Sentence


4.2.A Writing Process
4.3.A Use the Research Process
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.2.A Present a Report
 5.2.B Tell a Story
 5.2.C Recount an Experience
Language:
 6.1.A Complex Sentences
 6.1.J Spelling
 6.3.B Use Context Clues
 6.3.C Understand Word Parts
 6.3.G Build Vocabulary



I will highlight simple and complex sentences and
compare notes with a partner.
I will have a one-to-one conversation with a
partner to discuss connections between words
and real life.
I will produce simple, compound, and complex
sentences.
Resources:
Interventions:
Extensions:
Assessment Options:
Imagine It!
RL: Lesson Assessment Book pp. 76-79, 81; Comprehension Strategies Rubric p. T354-355
RF: Oral Fluency Assessment p. 82
W: Narrative Writing-Play p. T436; Inquiry Rubrics pp. T405, T423, T431
L: Lesson Assessment Book pp. 76, 80; Spelling Pretest p. T367; Spelling Assessment p. T415
DIBELS
RF: DORF
Standards:
RL 3.2: Recount Stories, including fables, folktales, and myths from diverse cultures; determine the central message, or moral and explain how it is
conveyed through key details in the text. (T286, T388, T390-T391, T400)
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal form nonliteral language. (T352-T353, T363, T374)
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 2-3 text complexity band
independently and proficiently. (T386-T391, t400-T403, T426-T429)
RF 3.3.c: Decode multisyllable words. (T348-T349, T384-T385)
RF 3.4.a: Read on-level text with purpose and understanding. (T377, T393)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T377, T393)
W 3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (T432)
Revised 03/14/2013
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T432-T433)
W 3.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and
collaborate with others. (T436-T437)
W 3.7: Conduct short research projects that build knowledge about a topic. (T364-T365, T422-T423)
SL 3.1.c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (T376)
SL 3.1.d: Explain their own ideas and understanding in light of the discussion. (T376)
SL 3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace. (T409)
L 3.1.i: Produce simple, compound, and complex sentences. (T382-T383, T397)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T395, T415)
L 3.4.b: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat). (T348-T349)
L 3.4.c: Use and know root words as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (T384-T385)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T352-T353)
Revised 03/14/2013
Unit 6 Lesson 1:
Tomás and the Library Lady
Content Objectives
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 and identify the central
message/lesson within the text.
 I can use the characters’ actions to help me
understand what happens in the story.
 I can identify characters traits, feelings, and
relationships in realistic fiction.
 I can tell the meaning of words and phrases
looking at the structure of a word.
 I can understand sentences that may have idioms,
similes, metaphors, or exaggerations.
 I can understand parts of a story such as plot.
Z I can compare and contrast themes and plots
from two similar stories.
Reading Foundational Skills:
 I can identify and know antonyms, synonyms, and
compound words.
 I can blend multisyllabic words.
 I can read out loud with a partner to practice
fluency.
 I can read using commas and other punctuation to
practice expression and tone.
Z I can read for a purpose to understand a text.
Writing:
 I can generate ideas and questions to research.
 I can discuss and brainstorm ideas with peers.
 I can turn my ideas into questions to investigate.
 I can write over time for reflection and revision.
Revised 03/14/2013
Third Grade
Language Arts
Academic Vocabulary
Quarter 4 – Approximately 5 Days
Selection Vocabulary
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Literature:
 Central Message
 Characters
 Traits
 Word Structure
 Idiom
 Similes
 Metaphors
 Exaggeration
 Plot
Reading Foundational Skills:
 Antonyms
 Synonyms
 Compound Words
 Multisyllabic
 Fluency
 Commas
 Punctuation
 Expression
 Tone
Writing:
 Ideas
 Research
 Brainstorm









Eager
Cot
Lap
Package
Setting
Gulps
Howling
Borrow
Imagination
Additional Vocabulary:
 Rusty
 Finally
 Shared
 Downtown
 Jumped
 Pile
 Dump
 Iron
Reading Literature:
 1.1.B Recount Stories
 1.1.D Describe Characters in
Stories
 1.2.A Determine Meaning of
Words and Phrases
 1.2.B Understand Literal and
Nonliteral Language
 1.2.C Parts of Stories
 1.2.D Parts of Drama
 1.2.E Parts of Poems
Reading Foundational Skills:
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency
Writing:
 4.1.A Write Opinion Pieces
 4.2.A The Writing Process
 4.3.A Use the Research Process
Z
I can publish an opinion piece with a concluding
statement.
Speaking and Listening:
 I can participate in a class discussion about a
realistic fiction.
 I can bring the correct information to a discussion
 I can share my ideas about a story with my class.
Z I can speak in complete sentences with details.
 I can listen and identify the main idea in different
formats such as visual and oral information.
Language:
 I can understand the nuance of word used in
different contexts.
 I can tell the difference between literal and nonliteral words and phrases.
 I can give real-life examples of word meanings.
 I can use appropriate conversational and
academic words and phrases.
Z I can create simple and compound sentences.
Z
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:
 I will display a hand signal to my teacher showing I
understand or do not understand the central
message of a story.
 I will distinguish the characters’ actions to help
me understand what happens in the story.
Revised 03/14/2013
 Investigate
 Reflection
 Revision
Speaking and Listening:
 Realistic Fiction
 Main Idea
 Visual
 Oral
Language:
 Nuance
 Context
 Literal
 Nonliteral
 Conversational
 Academic
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.1.B Listen for Main Ideas and
Supporting Details
Language:
 6.3.E Understand Literal and
Nonliteral Language
 6.3.F Make Real-Life
Connections
 6.3.G Use Content Words

I will discuss with a partner the meaning of words
and phrases looking at the structure of a word.
 I will rewrite sentences with idioms, similes,
metaphors, or exaggerations in my own words.
Resources:
Interventions:
Extensions:
Assessment Options:
Imagine It!
RL: Lesson Assessment Book pp. 86-89,91; Comprehension Strategies Rubric pp.T46-T47
RF: Oral Fluency Assessment p. 92
W: Inquiry Rubrics p.T83
L: Spelling Pretest p. T37; Spelling Assessment p. T93
DIBELS
RF: DORF
Standards:
RL 3.3: Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (T73,
T77)
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (T44-T45, T52, T61)
RL 3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how
each successive part builds on earlier sections. (T75)
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 2-3 text complexity band
independently and proficiently. (T72-T77)
RF 3.3.c: Decode multisyllable words. (T26-T27, T58-T59)
RF 3.4.a: Read on-level text with purpose and understanding. (T63, T79)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T63, T79)
W 3.7: Conduct short research projects that build knowledge about a topic. (T34-T35, T82-T83)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T66, T84-T85)
W 3.10: Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a
Revised 03/14/2013
range of disciplines-specific tasks, purposes, and audiences. (T54)
SL 3.1.a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the
topic or explore ideas under discussion. (T62)
SL 3.1.b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion. (T62)
SL 3.2: Determine the main ideas and supporting details of a text read aloud for information presented in diverse media and formats, including visually,
quantitatively, and orally. (T32)
L 3.2.f: Use spelling patterns and generalization (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T67, T93)
L 3.5.b: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (T44-T45)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T44-T45)
Revised 03/14/2013
Unit 6 Lesson 2:
Storm in the Night
Content Objectives
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 realistic
fiction.
Z I can retell a story and identify the central
message/lesson within the text.
 I can summarize realistic fiction.
 I can paraphrase the central message.
 I can identify the main idea.
 I can identify literal and nonliteral words and
phrases.
Z I can compare and contrast themes and plots
from two similar stories.
Third Grade
Language Arts
Academic Vocabulary
Selection Vocabulary
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Literature:
 Summarize
 Realistic Fiction
 Central Message
 Main Idea
 Literal
 Nonliteral
Reading Information:
 I can explain a scientific process.
 I can use text features such as lists to find
information.
Z I can compare and contrast key details in two
texts on the same topic.
Reading Information:
Reading Foundational Skills:
 I can read and write regular and irregular plurals.
 I can review homographs and homophones.
Z I can read for a purpose to understand a text.
 I can read accurately to deepen my understanding
about a story.
 I can read onomatopoeias to make the story
sound exciting.
 I can read a story to relate the mood and feeling
to an audience.
Reading Foundational Skills:
 Plurals
 Homographs
 Homophones
 Onomatopoeia
 Mood
 Audience
Revised 03/14/2013
Quarter 4 – Approximately 5 Days
Z
Z









Mantel
Errand
Natural
Scarcely
Drenched
Siren
Overcome
Streaming
Experiences
Scientific Process
Text Features
Additional Vocabulary:
 Faucet
 Brandishing
 Bolt
 Bough
 Brave
 Clap
 Scowling
Reading Literature:
 1.1.A Show Understanding of Text
 1.1.B Recount Stories
 1.1.C Use Key Details
 1.2.A Determine Meaning of
Words and Phrases
 1.2.B Understand Literal and
Nonliteral Language
 1.3. B Compare Books from a
Series
Reading Information:
 2.1.D Read Scientific Text
 2.2.C Locate Information
 2.3.C Compare Multiple Sources
Reading Foundational Skills:
 3.1.A Multisyllabic Words
 Word Parts
 3.2.A Develop Fluency
Writing:
 I can list reasons to support my research question.
Z I can publish an opinion piece with a concluding
statement.
 I can describe what, why or other questions to
refine my research question.
 I can use a writer’s notebook to write overtime.
Writing:
 Present
 Poem
 Research
Writing:
 4.1.A Write Opinion Pieces
 4.2.A The Writing Process
 4.3.A Use the Research Process
Speaking and Listening:
 I can participate in teacher-led discussions.
Z I can speak in complete sentences with details.
 I can refer to the story for information.
 I can build off others ideas and express myself
clearly.
 I can explain my ideas clearly.
Language:
 I can form and use plural nouns.
 I can use spelling patterns in writing words.
Z I can create simple and compound sentences.
 I can make real-life connections with new words.
 I can provide sentences with new words using
temporal and spatial phrases such as “On the
mantel above the fireplace”.
Speaking and Listening:
 Collaboration
 Discussions
 Complete Sentences
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.2 C Respond to Speakers
Language:
 Temporal
 Spatial
 Content Words
Language:
 6.1.A Sentences
 6.1.B Nouns
 6.1.J Spelling
 6.3.F Make Real-Life Connections
 6.3.G Use Content Words
Z
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 listen to others describe the scientific
process.
Revised 03/14/2013



I will use skim a list to identify what is needed in a
scientific experiment.
I will discuss the scientific process with others in
my group.
I will explain a process in my journal.
Resources:
Intervention Focus:
Advanced Learner Focus:
Assessment Options:
Imagine It!
RL: Lesson Assessment Book pp. 94-97, 99; Comprehension Strategies Rubric p. T117
RF: Oral Fluency Assessment p. 100
W: Inquiry Rubrics p.T165
L: Lesson Assessment Book pp. 93, 98; Spelling Pretest p. T127; Spelling Assessment p. T174
DIBELS
RF: DORF
Standards:
RL 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (T120-T122)
RL 3.2: Recount Stories, including fables, folktales, and myths from diverse cultures; determine the central message, or moral and explain how it is
conveyed through key details in the text. (T136)
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (T114-T115, T122, T135)
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 2-3 text complexity band
independently and proficiently. (T146-T149, T158-T160)
RI 3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language
Revised 03/14/2013
that pertains to time, sequence, and cause/effect. (T162-T163)
RI 3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (162-T163)
RF 3.3.c: Decode multisyllable words. (T110-T111)
RF 3.4.a: Read on-level text with purpose and understanding. (T137, T151)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T137, T151)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T152, T166)
W 3.7: Conduct short research projects that build knowledge about a topic. (124-T125, T164-T165)
W 3.10: Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a
range of disciplines-specific tasks, purposes, and audiences. (T140-T141)
SL 3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (T136)
SL 3.1.d: Explain their own ideas and understanding in light of the discussion. (T136)
L 3.1.b: Form and use regular and irregular plural nouns. (T110-T111)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T153, T175)
L 3.5.b: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (T114-T115)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T114-T115)
Revised 03/14/2013
Unit 6 Lesson 3:
Pueblo Storyteller
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Information:
 I can connect details to the main ideas that they
support.
 I can interpret words and phrases as they are
used in a text.
 I can analyze how specific word choices shape the
meaning or tone.
 I can use pictures and words in a text to help me
understand key events.
Z I can compare and contrast key details in two
texts on the same topic.
Reading Foundational Skills:
 I can review inflectional endings –ing, and –ed.
 I can decode multisyllabic words.
 I can read expository text aloud with tone and
emotion.
 I can review pronunciations of vocabulary words.
 I can smoothly read the main body and captions
of a text.
Writing:
Z I can publish an opinion piece with a concluding
statement.
 I can conduct short research with classmates.
 I can refine my research and create a plan.
 I can use reference materials for my research.
 I can write daily.
Revised 03/14/2013
Third Grade
Language Arts
Academic Vocabulary
Quarter 4 – Approximately 5 Days
Selection Vocabulary
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Information:
Z
Z
Z
Z
Z
Z
Z
Details
Main Ideas
Interpret
Analyze
Word Choices
Tone
Roman Numerals
Reading Foundational Skills:
 Inflectional Endings
 Multisyllabic
 Expository
 Pronunciations
 Captions
Writing:
 Publish
 Conclusion
 Opinion
 Resources
 Keyboarding
 Research
 Reference Material









Pueblo
Modern
Traditions
Ancestors
Pure
Cylinder
Modeling
Concentrate
History
Additional Vocabulary:
 Natural
 Generations
 Mesa
 Works
 Kneads
 Treasured
 Kiln
 Contain
Reading Information:
Z
Z
Z
Z
2.1.B Determine Main Idea and
Supporting Details
2.2.A Understand Precise
Vocabulary
2.2.B Understand Content
Words
2.3.A Use Information to
Understand Text
Reading Foundational Skills:
 3.1.A Phonics and Word
Recognition
 3.2.A Develop Fluency
Writing:
Z
Z
Z
4.1.A Write Opinion Pieces
4.2.A The Writing Process
4.3.A Use the Research Process
Speaking and Listening:
 I can ask and answer questions about the topic.
 I can add to the discussion after listening.
 I can elaborate and add details to expand on oral
information.
Z I can speak in complete sentences with details.
Speaking and Listening:
 Topic
 Elaborate
 Oral
Language:
 I can use context clues to understand a meaning
of a new word.
 I can give real-life examples of word meanings.
Z I can create simple and compound sentences.
Language:
 Context Clues
 Simple Sentences
 Compound
Sentences
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.
Z
Examples:
 I will listen to my group and match details to the
main ideas.
 I will use pictures and words in a text to help me
understand key events.
 I will discuss with my group the main idea and
supporting details in expository text.
 I will summarize in my journal the main idea
details of an expository text.
Resources:
Intervention Focus:
Revised 03/14/2013
Advanced Learner Focus:
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.2.A Present a Report
 5.2.B Tell a Story
 5.2.C Recount an Experience
Language:
 6.1.A Sentences
 6.1.J Spelling
 6.3.A Multiple Meaning Words
 6.3.B Use Context Clues
 6.3.C Understand Word Parts
 6.3.G Build Vocabulary
Assessment Options:
Imagine It!
RI: Lesson Assessment Book pp. 102-105, 107; Comprehension Strategies Rubric pp. T198-T199
RF: Oral Fluency Assessment p. 108
W: Inquiry Rubrics pp. T207, 243
L: Lesson Assessment Book pp.101, 106; Spelling Pretest p. T209; Spelling Assessment p. T253
DIBELS
RF: DORF
Standards:
RI 3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. (T216)
RI 3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (T196-T197,
T204, T215)
RI 3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur). (T239)
RI 3.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the
grades 2-3 text complexity band independently and proficiently. (T226-T229, T238-T239)
RF 3.3.c: Decode multisyllable word. (T192-T193)
RF 3.4.a: Read on-level text with purpose and understanding. (T217, T231)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T217-T231)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T232, T244-T245)
W 3.7: Conduct short research projects that build knowledge about a topic. (T206-T207, T242-T243)
W 3.10: Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a
range of disciplines-specific tasks, purposes, and audiences. (T220)
SL 3.1.b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion). (T216)
SL 3.1.c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (T216)
L 3.1.g: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (T224-T225)
L 3.2.f: Use spelling patterns and generalization (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T233, T253)
L 3.4.a: Use sentence-level context as a clue to the meaning of a word or phrase. (T196-T197)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T196-T197)
Revised 03/14/2013
Unit 6 Lesson 4:
Johnny Appleseed
Content Objectives
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 text.
Z I can retell a story and identify the central
message/lesson within the text.
 I can determine the lesson, message, or moral
from a legend.
 I can figure out the meaning of a word using
context clues.
 I can read and understand third grade stories.
Z I can compare and contrast themes plots from
two similar stories.
Reading Foundational Skills:
 I can identify and know suffixes –ity, -less, -ness,
and –sion.
 I can review Greek and Latin roots.
 I can read with accuracy and make my reading
sound like conversation.
Z I can read for a purpose to understand a text.
Writing:
 I can write an opinion about something that I
have read.
 I can support my opinion with details from the
text that I have noted on a graphic organizer.
 I can write a conclusion to my writing.
 I can use brainstorming, graphic organizers, and
writing with a group for a specific reason.
 I can, with the help of adults and classmates edit
and revise my writing to make it better.
Revised 03/14/2013
Third Grade
Language Arts
Academic Vocabulary
Quarter 4 – Approximately 5 Days
Selection Vocabulary
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core Standards.
Reading Literature:
 Moral
 Message
 Context Clues
 Compare/Contrast
 Plots
 Themes
Reading Foundational Skills:
 Greek Suffixes
 Latin Suffixes
 Accuracy
Writing:
 Opinion
 Graphic Organizer
 Conclusion
 Publish
 Collaborate









Cleared
Stored
Boasted
Exaggerated
Exhausted
Affectionately
Claim
Survived
Chronicle
Additional Vocabulary:
 Inspired
 Certain
 Recollections
 Recalled
 Penetrate
Reading Literature:
Z
Z
Z
Z
Z
1.1.A Show Understanding of
Text
1.1.B Recount Stories
1.2.A Determine Meaning of
Words and Phrases
1.2.B Understand Literal and
Nonliteral Language
1.3.B Compare Books from a
Series
Reading Foundational Skills:
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency
Writing:
 4.1.A Write Opinion Pieces
 4.2.A The Writing Process
 4.3.A Use the Research Process
I can publish an opinion piece with a concluding
statement.
 I can work with others to gather research.
 I can gather information and take notes from
multiple sources.
Speaking and Listening:
 I can ask and answer questions about the topic.
 I can add to the discussion after listening.
 I can come prepared to a discussion.
 I can explain my ideas clearly.
 I can follow agreed-upon rules for a discussion.
 I can listen respectfully and expand on others
ideas.
 I can ask and answer questions based on new
information.
Z I can speak in complete sentences with details.
 I can present on my book review.
 I can speak clearly while reporting information to
a group.
Language:
 I can make new words using the suffixes –ly, -y,ment,-tion,-ful, and –able.
 I can choose effective words in speaking and
writing.
Z I can create simple and compound sentences.
 I can use the structure of a word to help
understand its meaning.
Z
Z
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.
Revised 03/14/2013
Speaking and Listening:
 Book Review
Language:
 Suffix
 Effective
 Word Structure
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.2.A Present a Report
 5.2.B Tell a Story
 5.2.C Recount an Experience
Language:
 6.1.A Sentences
 6.1.J Spelling
 6.2.A Use Precise Language
 6.3.B Use Context Clues
 6.3.G Build Vocabulary
Examples:
 I will listen to others writing and give feedback.
 I will brainstorm on a writing piece with a group
for a specific reason.
 I will publish and present my writing to interact
and collaborate with others.
 I will write a conclusion to my writing.
Resources:
Intervention Focus:
Advanced Learner Focus:
Assessment Options:
Imagine It!
RL: Lesson Assessment Book pp. 110-113, 115; Comprehension Strategies Rubric pp. T276-T277
RF: Oral Fluency Assessment p.116
W: Opinion Writing-Book Review p. 330; Inquiry Rubrics p.T321
L: Lesson Assessment Book pp. 109, 114; Spelling Pretest p. T287; Spelling Assessment p. T331
DIBELS
RF: DORF
Standards:
RL 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (T280-T282, T292)
RL 3.2: Recount Stories, including fables, folktales, and myths from diverse cultures; determine the central message, or moral and explain how it is
conveyed through key details in the text. (T294)
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (T274-T275, T282, T293)
RL 3.10: By the end of the year, read and understand literature, including stories, dramas, and poetry, at the high end of the grade 2.3 text complexity band
independently and proficiently. (T304-T307, T316-T317)
RF 3.3.c: Decode multisyllable words. (T270-T271, T302-T303)
RF 3.4.a: Read on-level text with purpose and understanding. (T295, T309)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T295, T309)
Revised 03/14/2013
W 3.1.a Introduce a topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (T286-T287)
W 3.1.b: Provide reasons that support the opinion. (T286-T287)
W 3.1.d: Provide a concluding statement or section. (T286-T287)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T310, T322)
W 3.7: Conduct short research projects that build knowledge about a topic. (T284-T285, T320-T321)
W 3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided
categories. (T284-T285, T320-T321)
SL 3.1.a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion. (T294)
SL 3.1.d: Explain their own ideas and understanding in light of the discussion. (T294)
SL 3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace. (T325)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words. (T311, T331)
L 3.3.a: Choose words and phrases for effect. (T325)
L 3.4.b: Determine the meaning of new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat). (T270-T271, T302-T303)
L 3.5.b: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (T274-T275)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them). (T274-T275)
Revised 03/14/2013
Unit 6 Lesson 5:
McBroom and the Big Wind
Third Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Literature:
 I can ask and answer questions about a Tall Tale.
Z I can retell a story and identify the central
message/lesson within the text.
 I can recount a Tall Tale and identify the lesson.
 I can describe the character traits or motivations
that contribute to the sequence of events.
 I can identify idioms and other literal/nonliteral
language.
 I can refer to different parts of a story.
Z I can compare and contrast themes and plots
from two similar stories.
Reading Foundational Skills:
 I can review affixes as syllables, affixes used to
change word meanings, word families, and
multisyllabic words with silent consonants.
 I can practice reading strategies to read third
grade words.
 I can build fluency.
Z I can read with purpose and understanding.
Writing:
 I can a narrative with characters, setting, and a
plot.
 I can use dialogue and descriptions to develop a
character’s personality in my story.
 I can use transitions words to show movement in
time throughout my story.
 I can correctly use dialogue in my story.
Revised 03/14/2013
Reading Literature:
 Tall Tale
 Character Traits
 Motivations
 Sequence of Events
 Idiom
 Literal
 Nonliteral
Reading Foundational Skills:
 Affixes
 Multisyllabic
 Consonant
 Fluency
Writing:
 Characters
 Setting
 Plot
 Narrative
 Dialogue
 Personality
Quarter 4 – Approximately 5 Days
Selection Vocabulary









Deny
Common
Shingle
Battered
Gust
Huddled
Haste
Calculate
Humor
Additional Vocabulary:
 Draft
 Raged
 Sigh
 Hibernate
CCSSLH Essential Lessons
Use these lessons to further align
Imagine It! to the Utah Core
Standards.
Reading Literature:
 1.1.A Show Understanding of
Text
 1.1.B Recount Stories
 1.1.C Use Key Details
 1.1.D Describe Characters in
Stories
 1.2.A Determine Meaning of
Words and Phrases
 1.2.B Understand Literal and
Nonliteral Language
 1.2.C Parts of Stories
 1.2.D Parts of Drama
 1.2.E Parts of Poem
 1.3.B Compare and Contrast
Reading Foundational Skills:
 3.1.A Phonics and Word
Recognition
 3.2.A Fluency
Writing:
 4.1.A Write Opinion Pieces
 4.1.C Write Narrative Texts
 4.2.A The Writing Process
 4.3.A Research Process
Z


I can publish an opinion piece with a concluding
statement.
I can use the writing process with support from
others.
I can work with others to collect information
about a research topic.
Speaking and Listening:
 I can engage in a discussion identifying key
concepts.
 I can build on others’ ideas.
Z I can speak in complete sentences with details.
 I can stay on topic and link my ideas with others’.
 I can elaborate on new information.
Language:
 I can read and know the meaning of the prefixes
re-, un-, pre-, mis-, bi-, mid-, dis-, and auto-.
 I can identify an idiom in a Tall Tale.
 I can use syllable patterns when reading and
writing words.
Z I can create simple and compound sentences.
 I can use context clues to help find the meaning
of words and phrases.
Z
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 identify literal and nonliteral language.
Revised 03/14/2013

Transition/Temporal
Words
Speaking and Listening:
 Elaborate
Speaking and Listening:
 5.1.A Collaborative
Discussions
 5.2 A Present a Report
 5.2.B Tell a Story
 5.2.C Recount an Experience
Language:
 Idiom
 Simple Sentence
 Compound Sentence
 Context Clues
Language:
 6.1.J Spelling
 6.3.A Multiple-Meaning Words
 6.3.B Use Context Clues
 6.3.C Understand Word Parts
 6.3.G Build Vocabulary



I will review story and find words to answer
questions with my partner.
I will describe the character traits or motivations
that contribute to the sequence of events.
I will recount a Tall Tale and identify the lesson in
my notebook.
Resources:
Intervention Focus:
Advanced Learner Focus:
Assessment Options:
Imagine It!
RL: Lesson Assessment Book pp. 118-121, 123; Comprehension Strategies Rubric pp. T354-T355
RF: Oral Fluency Assessment p. 124
W: Inquiry Rubrics pp. T401,T419, T427
L: Lesson Assessment Book pp. 117, 122; Spelling Pretest p. T365; Spelling Assessment p. T411
DIBELS
RF: DORF
Standards:
RL 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (T359-T361, T370T371)
RL 3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is
conveyed through key details in the text. (T374)
RL 3.3: Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (T397,
T399)
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (T352-T353)
RL 3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how
each successive part builds on earlier sections. (T422-T423)
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 2-3 text complexity band
independently and proficiently. (T384-T387, T396-T399, T422-T423)
Revised 03/14/2013
RF 3.3.c: Decode multisyllable words. (T348-T349, T382-T383)
RF 3.4.a: Read on-level text with purpose and understanding. (T375-T389)
RF 3.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (T375-T389)
W 3.3.a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (T364-T365, T378-T379, T390)
W 3.3.b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
(T402-T403, T410)
W3.3.c: Use temporal words and phrases to signal event and order. (T420-T421)
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (T420-T421,T428)
W 3.7: Conduct short research projects that build knowledge about a topic. (T362-T363, T418-T419)
SL 3.1.c: Ask questions to check understanding of information presented, stay on topic, and link their comments to remarks of others. (T374)
L 3.2.f: Use spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts) in
writing words. (T391, T411)
L 3.4.a: Use sentence-level context as a clue to the meaning of a word or phrase. (T352-T353)
L 3.4.b: Determine the meaning of new words formed when a known affix is added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat). (T348-T349, T382-T383)
L 3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Revised 03/14/2013