Imagine It!
st
1 Grade Curriculum Guide
2015-2016
Unit 6 North, South, East, West
Suggested Dates: 1/25-2/12
About the Unit:
Students will learn how maps and globes help us find our way through the world. Students will also understand what maps are and how they are used. They
will also grasp the concept that they can explore the world through reading. This unit will feel less impacted than the previous 5 units. After assessing students
on phonemic awareness, use this unit to review missed concepts or gaps from the previous units. Also, in the next 3 units, students will be assessed on reading
comprehension. This unit was designed to create space for teachers to front-load skills and strategies that will be assessed in the future units.
Big Idea: How do we use maps and globes?
Focus Standards for this Unit: * means assessed in this Unit/Review the Assessments for this Unit prior to teaching the Unit. May need to supplement.
(RL)
(RIT)
(RFS)
(L)
(W)
(S.L)
Reading Literature
Reading: Informational
Reading Foundational
Language
Writing
Speaking/Listening
Use stories from the “Red”
Taught in the “Blue”, “Green”,
The focus for writing is
The focus is making sure
Text
Skills
section but supplement
using stories and other
media to teach the standard
fully
Use stories from the “Red”
section but supplement using
articles and other media to teach
the standard fully.
RL 1.1
RL 1.2
RL 1.3
RL 1.4
RL 1.9
RIT 1.3*
RIT 1.9*
RIT1.1
RIT 1.6
RIT 1.7
RIT 1.8
Taught in the “Green”
Section. May have to
supplement with CCSS
Handbook and other
resources to teach the
standards fully.
RFS 1.3g* (HFW)
RFS 1.1
RFS 1.2a
RFS 1.3c
RFS 1.3e
RFS 1.4
& “Red” sections. Many CCSS
Language Standards aren’t
covered in Imagine It. Use the
CCSS Literacy Handbook and
other resources to teach these
standards fully.
W 1.1 (Opinion) the other
standards help support the
students through the
writing process. W 1.7 & W
1.8 Supports the inquiry
process.
L 1.2a
L 1.2b
L 1.2c
W 1.1 (Optional)
L 1.1a
L 1.6
students follow discussion
protocols, contribute to
class conversations, and
work collaboratively
SL 1.1
SL 1.2
W 1.3
W 1.5
W 1.7
W 1.8
Required i-Ready Benchmark #1: 1/25- 2/5
Optional CCSS Unit 6 Assessment
Optional CCCS Opinion Writing (W 1.1) Assessment
Suggested writing topics: “Where do you like to visit? Why is it the best place?” “Do you think it would be better to drive or fly to the White House?”
Inquiry Ideas/Topics: What different kinds of maps are there? Why do people use maps? Why is it important to know about maps and how to read them?
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
1
Imagine It!
st
1 Grade Curriculum Guide
2015-2016
Unit 6 Lessons 1-5:
The Way to Captain Yankee’s, Me on the Map,
Classroom Globe
Content Objectives
First Grade
Language Arts
Academic Vocabulary
Throughout each lesson teachers have Content Objectives
for each of the standards. These objectives show WHAT
students will be learning.
Reading Literature
 I can identify words and phrases in a poem that tell me
how something looks. (RL 1.4) (ELD 1.6-8)
 I can better understand a story by seeing how things in it
are alike and different. (RL 1.9) (ELD 1.6)
Reading Informational Text
 I can tell how two ideas/facts are alike/connected. (RIT
1.3)* NOT TAUGHT IN LESSON, SUPPLEMENT (ELD 1.6)
 I can explain what I learn from looking at a picture or
illustration in a text. (RIT 1.6) (ELD 1.6-7)
 I can describe an illustration in a text. (RIT 1.7) (ELD 1.6)
 I can compare texts and say why they are the
same/different. (RIT 1.9)* NOT TAUGHT IN LESSON,
SUPPLEMENT (ELD 1.6)
Reading Foundational Skills
 I can hear and produce the short or long o sound in
words. (RFS 1.2a)
 I can blend, read and spell one and two syllable words
that have long o and u spellings. (RFS 1.3c)
 I can read two syllable words. (RFS 1.3e)
 I can recognize and read high-frequency words.
(RFS 1.3g*)
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Approximately Five Days
Suggested Dates: 1/25-1/29
Reading Literature
 Compare
 Contrast
Reading Foundational
Skills
 Long Vowel
 Short Vowel
 Syllable
 High-Frequency
Words
Selection Vocabulary
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Steep
Schooner
Distance
Surrounded
Mighty
Map
State
Earth
Street
Town
Country
World
Whirl
Linger
Globe
Range
Common Core Literacy Handbook
Use these lessons to further align Imagine
It! to the Common Core Standards
Reading Literature
 1.3.B: Compare and Contrast
Reading Foundational Skills
 3.2.A: Distinguish Short Vowels From
Long Vowels
 3.2.C: Say Sounds
 3.3.A: Phonics
 3.3.B: High-Frequency Words
* These Curriculum Maps are a work in progress
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Imagine It!
st
1 Grade Curriculum Guide
2015-2016

I can read my decodable books fluently and demonstrate
comprehension with meaningful voice, timing, and
expression. (RFS 1.4)
Writing
 I write an opinion piece about a place that I have
traveled to or want to travel to. I can give my opinion
and give reasons to support my opinion. (W 1.1)* (ELD
1.10-11, 2.1-2, 2.6-7)
 I can share my writing with a peer and strengthen my
writing. (W 1.5) (ELD 1.10, 1.12, 2.1-7)
 I can talk about what I know and questions I have about
journeys and maps to help create questions for our class
to research. (W 1.7) Develop a Class Inquiry Project
that can be presented during the last week of this unit.
(ELD 1.10)
Speaking and Listening
 I can ask thoughtful questions to gather more
information. (SL 1.1) (ELD 1.1, 1.3, 1.5)
 I can show that I understand a read aloud by asking and
answering questions about the most important parts.
(SL 1.2) (ELD 1.5-6)
Language
 I can write my uppercase/capital and lowercase letters
neatly and on the correct position on the lines. (L 1.1a)
(ELD 1.1-3, 1.9-12, 2.2-7)
 I can write the names of cities, states, and countries
using capital letters and the correct punctuation.
(L 1.2a) (ELD 1.10-11)
 I can use what I know about spelling when I am writing
to correctly spell most words. (L 1.2d) (ELD 1.10-11)
 I can orally use our vocabulary words in a
Academic Services Department 2015-2016
Writing
 Instructions
 Sequence
 Audience
 Purpose
 First, Next, Then,
Last
 Directional
 Inquiry
 Generate Ideas
and Questions
 Conjecture
Writing
 4.1.A: Opinion
 4.2.A: The Writing Process
 4.3.A: Use the Research Process
Speaking and
Listening
 Ask Questions
 Answer Questions
 Key Details
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
Language
 Uppercase
 Capital
 Lowercase
 Capitalize
 City
 State
 Country
 Comma
 Punctuation
 High-Frequency
Words
Language
 6.1.A:
 6.1.C:
 6.1.K:
 6.2.F:
Handwriting
Nouns
Spelling
Learn and Use New Words
* These Curriculum Maps are a work in progress
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Imagine It!
st
1 Grade Curriculum Guide
2015-2016
sentence.(L1.6) (ELD 1.1-3, 1.6-12, 2.3-7)
Resources:
Launching the Theme: T4 & T5
Concept/Question Board: T39, T40, T52, T99, T101, T115, & T116
Decodable Book 79: Crow and Goat
Decodable Book 80: Rescue That Cat!
Decodable Book 81: Eat at Joan’s
Standards for Lessons 1-5
RL 1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL 1.9: Compare and contrast the adventures and experiences of characters in stories.
RIT 1.3: Describe the connection between two individual, events, ideas, or pieces of information in a text. *
RIT 1.6: Distinguish between information provided by pictures or other illustrations and information provided by words in a text.
RIT 1.7: Use the illustrations and details in a text to describe its key ideas.
RIT 1.9: Identify basic similarities in and differences between two texts on the same topic. *
RFS 1.2a: Distinguish long from short vowel sounds in a spoken single syllable word.
RFS 1.3c: Know final –e and common vowel team conventions for representing long vowel sounds.
RFS 1.3e: Decode two-syllable words following basic patterns by breaking the words into syllables.
RFS 1.3g: Recognize and read grade-appropriate irregularly spelled words.*
RFS 1.4: Read with sufficient accuracy and fluency to support comprehension.
W 1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion,
and provide some sense of closure. *
W 1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as
needed.
W 1.7: Participate in a shared research and writing projects (e.g. explore a number or “how-to” books on a given topic and use them to write a sequence of
instructions).
SL 1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL 1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
L 1.1a: Print all upper and lowercase letters.
L 1.2a: Capitalize dates and names of people.
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* These Curriculum Maps are a work in progress
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Imagine It!
st
1 Grade Curriculum Guide
2015-2016
L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L 1.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including frequently occurring
conjunctions to signal simple relationships (e.g., because).
Unit 6 Lessons 6-10:
First Grade
Approximately Five Days
Looking at Maps and Globes, A Trip to Grandma’s
Language Arts
Suggested Dates: 2/1-2/5
House, The Special Day
Content Objectives
Academic Vocabulary
Throughout each lesson teachers have Content Objectives
for each of the standards. These objectives show WHAT
students will be learning.
Reading Literature
 I can use the strategy of asking and answering questions
to help me understand the most important details in the
story. (RL 1.1) (ELD 1.6)
 I can describe the setting of a story and explain how the
author uses it to add details to the story. (RL 1.3) (ELD
1.6-7)
Reading Informational
 I can ask questions about the most important details in
an informational text. (RIT 1.1) (ELD 1.6)
 I can tell how two ideas/facts are alike/connected. (RIT
1.3)* NOT TAUGHT IN LESSON, SUPPLEMENT (ELD 1.6)
 I can explain how the pictures in a text provide
information that help me better understand. (RIT 1.6)
(ELD 1.6-7)
 I can use the pictures and words together to understand
the most important ideas. (RIT 1.7) (ELD 1.6)
 I can identify the points an author makes in a text.
(RIT 1.8)* (ELD 1.7)
 I can compare texts and say why they are the
same/different. (RIT 1.9)* NOT TAUGHT IN LESSON,
SUPPLEMENT (ELD 1.6)
Academic Services Department 2015-2016
Reading Literature
 Ask Questions
 Answer Questions
 Key Details
 Setting
 Author
Reading Informational
 Ask Questions
 Informational Text
 Main Idea
 Details
 Graphics
 Illustrations
Reading Foundational
Skills
 Sentence
 Question Mark
 Period
 Exclamation Point
 Paragraph
Selection Vocabulary
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Flat
Printed
Neatly
Equator
Scratched
Whole
Imaginary
Wraps
Left
West
Celebrate
Capitol Building
Common Core Literacy Handbook
Use these lessons to further align Imagine
It! to the Common Core Standards
Reading Literature
 1.1.A: Ask and Answer Questions
About Key Details
 1.1.C: Use Key Details to Describe
Story Parts
Reading Informational
 2.1.A: Ask and Answer Questions
About Key Details
 2.1.B: Identify the Main Topic and Key
Details
 2.1.C: Describe Connections in a Text
 2.2.C Compare Information from
Pictures vs. from Words
 2.3.A: Describe Key Ideas
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.C: Say Sounds
 3.3.B: High-Frequency Words
 3.4.A: Develop Fluency
* These Curriculum Maps are a work in progress
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Imagine It!
st
1 Grade Curriculum Guide
2015-2016
Reading Foundational Skills
 I can tell what I know about different kinds of sentences
and understand that many sentences together make a
paragraph. (RFS 1.1)
 I can read and make the /ōō/ sound when blending.
(RFS 1.2b)
 I can spell many high-frequency words. (RFS 1.3g)*
 I can understand the purpose of my reading and read to
understand. (RFS 1.4)
Writing
 I can write an opinion piece about why my favorite place
to visit/travel to is the best. (W 1.1) (ELD 1.10-11, 2.1-2,
2.6-7)
 I can include facts in my writing about the place I like to
visit. (W 1.1) (ELD 1.10-11, 2.1-2, 2.6-7)
 I can use suggestions from my teacher and friends to
make my writing better. (W 1.5) (ELD 1.10, 1.12, 2.1-7)
 I can work with my peers to find facts and write about
what we have learned to confirm or revise our class
inquiry question. (W 1.7) (ELD 1.10)
 I can use information I gathered about maps to write
answers to my questions. (W 1.8) (ELD 1.10)
Speaking and Listening
 I can follow the agreed upon rules for discussion.
(SL 1.1a) (ELD 1.1, 1.3, 1.5)
 I can listen to the comments of others and share my own
ideas. (SL 1.1b) (ELD 1.1, 1.3, 1.5)
 I can ask questions when I do not understand. (SL 1.1c)
(ELD 1.1, 1.3, 1.5)
Language
 I can print my uppercase/capital and lowercase letters.
(L 1.1a) (ELD 1.1-3, 1.9-12, 2.2-7)
Academic Services Department 2015-2016

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



Topic
High-Frequency
Words
Set Purpose
Fluency
Informational Text
Realistic Fiction
Writing
 Opinion
 Facts
 Edit
 Inquiry project
Writing
 4.1.A:
 4.2.A:
 4.3.A:
 4.3.B:
Write Opinions
The Writing Process
Use the Research Process
Answer Questions
Speaking and Listening
 5.1.A: Collaborative Discussions
Speaking and Listening
 Discussion
 Comments
 Ideas
Language
 Uppercase
 Capital
 Lowercase
 High-Frequency
Words
Language
 6.1.A: Handwriting
 6.1.K: Spelling
 6.2.F: Learn and Use New Words
* These Curriculum Maps are a work in progress
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Imagine It!
st
1 Grade Curriculum Guide
2015-2016

I can capitalize days of the week, months, and names of
people when writing. (L 1.2a) (ELD 1.10-11)
 Use end punctuation for sentences. (L 1.2b) (ELD 1.1011)
 I can use common spelling patterns and high-frequency
words to spell words. (L 1.2d) (ELD 1.10-11)
 I can use my new vocabulary words in sentences when
speaking and writing. (L 1.6) (ELD 1.1-3, 1.6-12, 2.3-7)
Resources:
Concept/Question Board: T145, T159, T161, T183, T194, T204, T205, & T235
Decodable Book 82: A Cool Balloon
Decodable Book 83: A True Bird
Decodable Book 84: Ants: The True Story
Standards for Lessons 6-10:
RL 1.1: Ask and answer questions about key details in a text.
RL 1.3: Describe characters, settings, and major events in a story, using key details.
RIT 1.1: Ask and answer questions about key details in a text.
RIT 1.3: Describe the connection between two individual, events, ideas, or pieces of information in a text. *
RIT 1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RIT 1.7: Use the illustrations and details in a text to describe its key ideas.
RIT 1.8: Identify the reasons an author gives to support points in a text.
RIT 1.9: Identify basic similarities in and differences between two texts on the same topic.
RFS 1.1: Demonstrate understanding of the organization and basic features of print.
RFS 1.2b: Orally produce single-syllable words by blending sounds, including consonant blends.
RFS 1.3g: Recognize and read grade appropriate irregularly spelled words.*
RFS 1.4: Read with sufficient accuracy and fluency to support comprehension.
W 1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion,
and provide some sense of closure. *
W 1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as
needed.
W 1.7: Participate in a shared research and writing projects (e.g. explore a number or “how-to” books on a given topic and use them to write a sequence of
instructions).
W 1.8: With guidance and support and support from adults, recall information from experiences or gather information from provided sources to answer a
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
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Imagine It!
st
1 Grade Curriculum Guide
2015-2016
question.
L 1.1a: Print all upper and lowercase letters.
L 1.2a: Capitalize dates and names of people.
L 1.2b: Use end punctuation for sentences.
L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L 1.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including frequently occurring
conjunctions to signal simple relationships (e.g., because).
Unit 6 Lessons 11-15:
First Grade
Approximately Five Days
Sam’s Map, Our Class Trip, The Zoo Trip
Language Arts
Suggested Dates: 2/8-2/12
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 myself questions as I read to help me
understand the key details. (RL 1.1) (ELD 1.6)
 I can retell a story by sharing the beginning, middle, and
end. (RL 1.2) (ELD 1.6)
 I can describe the setting of a story and tell how the
information about the setting gives us important
information. (RL 1.3) (ELD 1.6-7)
*May want to add/substitute a non-fiction text to review RIT
standards RIT 1.3* RIT 1. 8, RIT 1.6, RIT 1.7, RIT 1.9* since
these standards will be assessed.
Reading Foundational Skills
 I can recall what I know about different kinds of
sentences and tell that many sentences on one topic
make a paragraph. (RFS 1.1)
 I can hear, say, and read the different vowel sounds in
words. (RFS 1.3c)
 I can read more fluently by setting a purpose for reading
and reading to understand. (RFS 1.4)
Academic Services Department 2015-2016
Reading Literature
 Ask Questions
 Answer Questions
 Key Details
 Beginning
 Middle
 End
 Retell
 Summarizing
 Fact vs. Fiction
 Setting
 Realistic Fiction
Reading Foundational
Skills
 Sentence
 Question Mark
 Period
 Exclamation Point
 Paragraph
Selection Vocabulary

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
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
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

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Cousins
Tour
Neighborhood
Pond
Subway
Elevator
Chopsticks
Hum
Birds of prey
Next to
North
East
South
Common Core Literacy Handbook
Use these lessons to further align Imagine
It! to the Common Core Standards
Reading Literature
 1.1.A: Ask and Answer Questions
About Key Details
 1.1.B: Retell Stories
 1.1.C: Use Key Details to Describe
Story Parts
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.C: Say Sounds
 3.4.A: Develop Fluency
* These Curriculum Maps are a work in progress
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Imagine It!
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1 Grade Curriculum Guide
2015-2016
Writing
 I can present the maps inquiry material I have gathered
and learned with my group to the class. (W 1.7) (ELD
1.10)
 I can write an opinion piece. (Optional. Use district
writing assessment prompt) (W 1.1) (ELD 1.10-11, 2.1-2,
2.6-7)
Speaking and Listening
 I can ask and answer questions about key details in a
text. (SL 1.2) (ELD 1.5-6)
Language
 I can form my uppercase/capital and lowercase letters
correctly. (L 1.1a) (ELD 1.1-3, 1.9-12, 2.2-7)
 I can capitalize proper nouns. (L 1.2a) (ELD 1.10-11)
 I can use the correct end punctuation. (L 1.2b) (ELD 1.1011)
 I can understand and use commas in a series or words.
(L 1.2c) (ELD 1.10-11)
 I can use what I know about sound spellings to spell
words. (L 1.2d) (ELD 1.10-11)
 I can use new words in sentences and daily speech.
(L 1.6) (ELD 1.1-3, 1.9-12, 2.2-7)



Vowel Sound
Set Purpose
Fluency
Writing
 Presentation
 Inquiry
Speaking and Listening
 Answer
 Details
 text
Language
 Uppercase
 Capital
 Lowercase
 Commas
 Series
 High-Frequency
Words
Writing
 4.3.A: Use the Research Process
Speaking and Listening
 5.1.B: Ask and Answer Questions
Language
 6.1.A: Handwriting
 6.1.J: Punctuation
 6.1.K: Spelling
 6.2.F: Learn and Use New Words
Resources:
Unit Celebration: T348 & T349
Concept/Question Board: T275, T293, T306, T316, T329, T330, & T340
Decodable Book 85: A New Tune
Decodable Book 86: A Good Ride
Decodable Book 87: Mom’s Book
Standards for Lessons 11-15:
RL 1.1: Ask and answer questions about key details in a text.
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
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Imagine It!
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1 Grade Curriculum Guide
2015-2016
RL 1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL 1.3: Describe characters, settings, and major events in a story, using key details.
RIT 1.3: Describe the connection between two individual, events, ideas, or pieces of information in a text.*
RIT 1.9: Identify basic similarities in and differences between two texts on the same topic.*
RFS 1.1: Demonstrate understanding of the organization and basic features of print.
RFS 1.3c: Know final –e and common vowel team conventions for representing long vowel sounds.
RF 1.4: Read with sufficient accuracy and fluency to support comprehension.
W 1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion,
and provide some sense of closure.
W 1.7: Participate in a shared research and writing projects (e.g. explore a number or “how-to” books on a given topic and use them to write a sequence of
instructions).
SL 1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
L 1.1a: Print all upper and lowercase letters.
L 1.2a: Capitalize dates and names of people.
L 1.2b: Use end punctuation for sentences.
L 1.2c: Use commas in dates and to separate single words in a series.
L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L 1.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including frequently occurring
conjunctions to signal simple relationships (e.g., because).
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
10