Imagine It!
3rd Grade Curriculum Maps
2015-2016
Unit 2 Animal Habitats
Suggested Dates: 10/19-12/4
About the Unit: This unit offers students an opportunity to explore not only their curiosity about animals and animal habitats, but also explore the
importance of respecting those habitats. This unit encourages students to deepen their understanding of animals, their habitats, and how to create a
harmonious relationship between human and animal habitats.
Big Idea: Where do different animals live?
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)
(SL)
Reading Literature
Reading: Informational Reading Foundational
Language
Writing
Speaking/Listening
Use stories from the “Red” section
Taught primarily in the
The focus for writing is W3.2
The focus is making
Text
Skills
but supplement using stories and
other media to teach the standards
fully
Use stories from the “Red”
section but supplement using
articles and other media to
teach the standards fully.
RL 3.1* (Assessment 4)
RL 3.2* (Assessment 4)
RL 3.3* (Assessment 4)
RL 3.4* (Assessment 4)
RIT 3.1* (Assessment 3)
RIT 3.3* (Assessment 3)
RIT 3.4* (Assessment 3)
RIT 3.5* (Assessment 3)
RIT 3.7* (Assessment 3)
RL 3.10
Taught in the “Green”
Section. May have to
supplement with CCSS
Handbook and other
resources to teach the
standards fully.
RFS 3.4* (Fluency)
RFS 3.3
“Blue” & “Green” section.
Many CCSS Language
Standards aren’t covered in
Imagine It. Use the CCSS
Literacy Handbook and other
resources to teach these
standards fully
L.3.1b*(Assessment 3)
L.3.2e* (Assessment 3&4)
L.3.4a* (Assessment 3&4)
L.3.1k* (Assessment 4)
L.3.1a* (Assessment 4)
L.3.1j
L.3.2d
L.3.2f
L.3.6
(Informative/Explanatory) the
other standards help support
the students through the
writing process. W 4.7 & W 4.8
are met through research and
Inquiry projects.
W 3.2
W 3.4
W 3.5
W 3.6
W 3.7
W 3.8
W 3.10
sure students follow
discussion protocols,
contribute to class
conversations, and
work collaboratively.
There is also an
emphasis on speaking
clearly and developing
presentation skills
SL 3.1(a-d)
SL 3.2
SL 3.3
SL 3.4
SL 3.5
SL 3.6
Optional Assessments:
CCSS Assessment 3
CCSS Assessment 4
CCSS Informative/Explanatory (W 3.2)
End of Unit Fluency
Informative/Explanatory Writing Ideas: Animal Report, Habitat Report,
Inquiry Ideas: What makes an animal habitat safe? Why do different animals have different habitats? Why is it important for us to learn about animals and
their habitats? Students could create a PPT, or a diorama, or a pamphlet to explain their inquiry to the class.
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
1
Imagine It!
3rd Grade Curriculum Maps
2015-2016
Unit 2 Lesson 1:
Read Aloud: Building Blocks For Survival
One Small Place in a Tree
Genre: Expository Text
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:
 I can ask and answer questions referring to the
text for an answer. (RIT 3.1) (ELD 1.6)
 I can refer explicitly to a text for answers. (RIT 3.1)
(ELD 1.6)
 I can analyze scientific ideas using cause/effect.
(RIT 3.3) (ELD 1.6)
 I can examine domain-specific words to
understand their meaning. (RIT 3.4) (ELD 1.6, 1.8)
 I can use information from illustrations. (RIT 3.7)
(ELD 1.6)
 I can compare and contrast important points and
key details in Building Blocks For Survival and One
Small Place in a Tree. (RIT 3.9)* (ELD 1.6)
Reading Information:
 Explicit
 Scientific Ideas
 Cause/Effect
 Domain-Specific
 Illustrations
 Compare/Contrast
 Points of View
Reading Foundational Skills:
 Multiple Syllables
Reading Foundational Skills:
 I can read multiple syllable words. (RFS 3.3c)
 I can read irregularly spelled words. (RFS 3.3d)
 I can read grade level text with accuracy, pace,
and expression. (RFS 3.4)*
Academic Services Department 2015-2016
Approximately 5 Days
Suggested Dates:
10/19-10/23
Third Grade
Language Arts
Selection Vocabulary
Read Aloud
 Habitat
 Disturb
 Aquatic
 Depend
One Small Place in a Tree



















Except
Glimpse
Maze
Tunnel
Hollow
Stored
Dwellers
Swarming
Chambers
Bacteria
Bacterium
Suppose
Grubs
Actually
Bore
Fungi
Colony
Line
Roost
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! to the Common 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.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
* These Curriculum Maps are a work in progress
2
Imagine It!
3rd Grade Curriculum Maps
2015-2016
Writing:
 I can write an informative/explanatory text about an
animal habitat near my home or school. (W 3.2)* (ELD
1.10, 2.1-2, 2.6-7)
 I can use graphic organizers to develop my writing
ideas. (W 3.4) (ELD 1.4, 1.10-12, 2.1-2)
 I can edit my writing. (W 3.5) (ELD 1.4, 1.10, 1.12, 2.1,
2.3-7)
 I can participate in short research projects. (W 3.7)
(ELD 1.10)
 I can write for a variety of purposes. (W 3.10) (ELD
1.10-11)
Speaking and Listening:
 I can formulate questions and responses based on
comments made by others during discussion. (SL 3.1c)
(ELD 1.1, 1.3-5)
 I can make connections between the comments of
others. (SL 3.1d) (ELD 1.1, 1.3-5)
 I can identify the main idea of an oral story. (SL 3.2)
(ELD 1.5-6)
 I can identify details of an oral story. (SL 3.2) (ELD 1.56)
 I can tell a story, recount an experience with relevant
facts and details. (SL 3.4) (ELD 1.9, 1.11-12, 2.1-2, 2.57)
Writing:
 Draft
 Summary
 Research
 Brainstorm
 Topic
 Generate
 Purpose
Writing:
 4.1.B Write to Inform or 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:
 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:
 Possessives
 Context Clues
 Shades of Meaning
Language:
 6.1.J Spelling
 6.3.B Use Context Clues
 6.3.F Understand Word
Relationships
 6.3.G Build Vocabulary
Language:
 I can cursive write s and r. (L.3.1j) (ELD 1.1-4, 1.9-12,
2.2-7)
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
3
Imagine It!
3rd Grade Curriculum Maps
2015-2016




I can form and use possessives. (L.3.2d) (ELD 1.10-11)
I can spell this week’s spelling words correctly.
(L.3.2e)* (ELD 1.10-11)
I can use spelling patterns in writing words. (L.3.2f)
(ELD 1.10-11)
I can use context clues to clarify unknown words.
(L.3.4a)* (ELD 1.6-8)
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Launching the Theme: T4 & T5
Concept/Question Board: T35, T37, T47, T69, T89, T 91
Decodable Book: #17 Bats
Leveled Readers:
Strategic Level: Savannah Homeland
Benchmark Level: Animals in Winter
English Learner: Where Do Animals Go in Winter?
Advanced Level: Nothing Grows in The Desert
Standards for Lesson 1:
RIT 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RIT 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.
RIT 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.
RIT 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).
RIT 3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.*
RFS 3.3.c: Decode multi-syllable words.
RFS 3.3d: Read grade appropriate irregularly spelled words.
RFS 3.4.: Read with sufficient accuracy and fluency to support comprehension.*
W 3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.*
W 3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
4
Imagine It!
3rd Grade Curriculum Maps
2015-2016
W 3.7: Conduct short research projects that build knowledge about a topic.
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.
SL 3.1.c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL 3.1.d: Explain their own ideas and understanding in light of the discussion.
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.
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.
L .3.1j: Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence. CA
L.3.2d: Form and use possessives.
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.
L.3.4.a: Use sentence-level context as a clue to the meaning of word or phrase. *
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
5
Imagine It!
3rd Grade Curriculum Maps
2015-2016
Unit 2 Lesson 2:
Make Way for Ducklings
Genre: Fantasy
Science Link: Frozen Frogs
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 referring to a text
for an answer. (RL 3.1) (ELD 1.6)
 I can use the key details of a Fantasy to determine
the central message. (RL 3.2) (ELD 1.6)
 I can identify the characters’ actions, thoughts and
feelings and how they contribute to the events of a
story. (RL 3.3) (ELD 1.6-7)
 I can use information from a text to explain the
meaning of words and phrases. (RL 3.4) (ELD 1.6-8)
Third Grade
Language Arts
Academic Vocabulary
Reading Literature:
 Text
 Key details
 Central message
 Characters
 Traits
 Contribute
 Events
 Illustrations
 Fantasy
 Compare/Contrast
 Themes
 Plot
Reading Informational:
 I can use text features to locate information.
(RIT 3.5) (ELD 1.6, 1.8, 2.1-2)
Reading Informational:
 Teat Features
Reading Foundational Skills:
 I can read words with /ō/ spelled _ow and oa
(RFS 3.3)
 I can read irregular spelled words. (RFS 3.3d)
 I can read the story with accuracy, pace, and
expression. (RFS 4.4)*
Reading Foundational Skills:
 Irregular plurals
 Intonation
 Expression
 Voice
 Reality
Academic Services Department 2015-2016
Approximately 5 Days
Suggested Dates: 10/26-10/30
Selection Vocabulary

















Strange
Enormous
Delighted
Horrid
Responsibility
Bringing up
Satisfied
Opposite
Beckoned
Hatch
Dither
Cozy
Settled down
Molt
Pond
Flapped
Waddle
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! to the Common 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 the Meaning
of Words and Phrases
Reading Informational:
 2.2.C Locate Information
Reading Foundational Skills:
 3.1.A Phonics and Word
Recognition
 3.2.A Fluency
* These Curriculum Maps are a work in progress
6
Imagine It!
3rd Grade Curriculum Maps
2015-2016
Writing:
 I can write informative report about a way
humans can help an animal in need. (W 3.2)*
(ELD 1.10, 2.1-2, 2.6-7)
 I can brainstorm ideas with my class about the
writing topic. (W 3.5) (ELD 1.4, 1.10, 1.12, 2.1,
2.3-7)
 I can revise and edit my writing to make it
better. (W 3.5) (ELD 1.4, 1.10, 1.12, 2.1, 2.3-7)
 I can gather research and examine information
to help me write an informative report. (W 3.7)
(ELD 1.10)
Speaking and Listening:
 I can contribute to a discussion building on others’
ideas. (SL 3.1a) (ELD 1.1, 1.3-5)
 I can participate in agreed-upon rules for
discussions. (SL 3.1b) (ELD 1.1, 1.3-5)
 I can listen effectively. (SL 3.1b) (ELD 1.1, 1.3-5)
 I can elaborate using details from the story during a
discussion. (SL 3.1c) (ELD 1.1, 1.3-5)
 I can tell a story, recount an experience with
relevant facts and details. (SL 3.4) (ELD 1.9, 1.11-12,
2.1-2, 2.5-7)
Language:
 I can form and use regular and irregular plural
nouns. (L.3.1b)* (ELD 1.1-4, 1.9-12, 2.2-7)
 I can write the cursive letters n and m. (L.3.1j) (ELD
1.1-4, 1.9-12, 2.2-7)
 I can spell this week’s spelling words correctly.
(L.3.2e)* (ELD 1.10-11)
Academic Services Department 2015-2016
Writing:
 Take Notes
 Outline
 Introduction
 Conclusion
 Present
 Topic
 Research
Writing:
 4.2.A The Writing Process
 4.3.A Use the Research Process
 4.1.B Write to Inform or Explain
Speaking and Listening:
 Key concepts
 Confirm
 Participate
 Elaborate
 Presentation
 Volume
 Clearness
 Pace
 Facial expressions
 Ask questions
 Summarize
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:
 Regular nouns
 Irregular nouns
 Irregular plurals
 Apposition
 Vocabulary
 Content
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
* These Curriculum Maps are a work in progress
7
Imagine It!
3rd Grade Curriculum Maps
2015-2016

I can use spelling patterns when writing words.
(L.3.2f) (ELD 1.10-11)
 Demonstrate using apposition to find the meaning
of words and phrases. (L.3.4a)* (ELD 1.6-8)
 I can use content words for third grade. (L.3.6) (ELD
1.1-4, 1.6-12, 2.3-7)
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: T127, T133, T147, T177
Decodable Books: #18 More Bats
Leveled Readers:
Strategic Level: Savannah Homeland
Benchmark Level: Animals in Winter
English Learner: Where Do Animals Go in Winter?
Advanced Level: Nothing Grows in The Desert
Standards for Lesson 2:
RL 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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.
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.
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RIT: 3.5: Use text features and search tools to locate information relevant to a given topic efficiently.
RFS 3.3.d: Read grade-appropriate irregularly spelled words.
RFS 3.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RFS 3.4.: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading.
W 3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.*
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W 3.7: Conduct short research projects that build knowledge about a topic.
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
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
8
Imagine It!
3rd Grade Curriculum Maps
2015-2016
topic to explore ideas under discussion.
SL 3.1b: Follow agreed upon rules for discussion.
SL 3.1c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
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.
L.3.1.b: Form and use regular and irregular plural nouns. *
L.3.2e: Use conventional spelling for high frequency and other studied words and for adding suffixes to base words.*
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.
L.3.4a: Use sentence level context as a clue to the meaning of a word or phrase.*
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).
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
9
Imagine It!
3rd Grade Curriculum Maps
2015-2016
Unit 2 Lesson 3:
Wolf Island
Genre: Narrative Nonfiction
Science Link: Ancient Wolves
Third Grade
Language Arts
Content Objectives
Academic Vocabulary
Approximately 5 Days
Suggested Dates: 11/2-11/6
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 ask and answer questions referring to the
text for an answer. (RIT 3.1) (ELD 1.6)
 I can use details from a text to help understand
the main idea. (RIT 3.2) (ELD 1.6-7)
 I can determine the meaning of an author’s words
using the context. (RIT 3.4) (ELD 1.6, 1.8)
 I can identify how the author’s use of words
conveys their point of view (RIT 3.4) (ELD 1.6, 1.8)
 I can locate information using text features
focusing on research notes and headings. (RIT 3.5)
(ELD 1.6, 1.8, 2.1-2)
 I can compare and contrast important points and
key details in two texts on the same topic. (Can
use Wolf Island and The Science Link: Ancient
Wolves)(RIT 3.9) (ELD 1.6)
 I can read and comprehend nonfiction. (RIT 3.10)
(ELD 1.6)
Academic Services Department 2015-2016
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! to the Common Core
Standards.
Reading Information:
 Main Idea
 Author
 Context
 Point of View
 Text Features
 Research Notes
 Headings
 Visual Information
 Events
 Nonfiction










Male
Female
Drift
Aboard
Mainland
Mild
Layer
Gnawed
Balance
Population
Reading Foundational Skills:
 Fluently
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:
 3.2.A Fluency
* These Curriculum Maps are a work in progress
10
Imagine It!
3rd Grade Curriculum Maps
2015-2016
Reading Foundational Skills:
 I can read irregularly spelled words. (RFS 3.3d)
 I can read fluently to gain knowledge and
remember what was read. (RFS 3.4)*
 I can read orally with expression to convey
emotion. (RFS 3.4)*
 I can reread a passage until it sounds natural.
(RFS 3.4)*
Writing:
 I can brainstorm to identify a topic about animals
and habitats to use to write an informative piece.
(W 3.2)* (ELD 1.10, 2.1-2, 2.6-7)
 I can use graphic organizers to organize
information. (W 3.4) (ELD 1.4, 1.10-12, 2.1-2)
 I can write informational text using the writing
process. (W 3.2)* (ELD 1.10, 2.1-2, 2.6-7)
 I can strengthen writing by prewriting and
planning. (W 3.5) (ELD 1.4, 1.10, 1.12, 2.1, 2.3-7)
 I can continue researching my inquiry topic.
(W 3.7) (ELD 1.10)
Speaking and Listening:
 I can engage in a discussion by sharing knowledge.
(SL 3.1a) (ELD 1.1, 1.3-5)
 I can follow agreed upon discussion rules. (SL 3.1b)
(ELD 1.1, 1.3-5)
 I can ask and answer question about the topic.
(SL 3.1c) (ELD 1.1, 1.3-5)
 I can add to the discussion after listening. (SL 3.1d)
(ELD 1.1, 1.3-5)
 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.
Academic Services Department 2015-2016




Knowledge
Expression
Convey Emotion
Passage
Writing:
 Brainstorm
 Graphic Organizers
 Organize
 Topic
 Process
 Transition Words
 Prewriting
 Investigate
 Take Notes
Speaking and Listening:
 Engage
 Infer
 Clues
 Reporting
 Visual aids
 Presentation
 Demonstrate
 Pace
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
 5.2.A Present a Report
 5.2.B Tell A Story
 5.2.C Recount an Experience
 5.2.D Create Audio Recordings
Language:
* These Curriculum Maps are a work in progress
11
Imagine It!
3rd Grade Curriculum Maps
2015-2016

(SL 3.4) (ELD 1.9, 1.11-12, 2.1-2, 2.5-7)
I can demonstrate fluid reading at an
understandable pace. (SL 3.4) (ELD 1.9, 1.11-12,
2.1-2, 2.5-7)
Language:
 I can form and use regular and irregular plural
nouns. (Not taught in Imagine It this week. Review
it for the assessment) (L.3.1b)* (ELD 1.1-4, 1.9-12,
2.2-7)
 I can write the letters f and h in cursive. (L.3.1j)
(ELD 1.1-4, 1.9-12, 2.2-7)
 I can spell this week’s spelling words correctly.
(L.3.2e)* (ELD 1.10-11)
 I can use spelling patterns when writing words.
(L.3.2f) (ELD 1.10-11)
 I can context clues to understand a meaning of a
new word. (L.3.4a)* (ELD 1.6-8)
 I can gather vocabulary knowledge that is
important for comprehension. (L.3.6) (ELD 1.1-4,
1.6-12, 2.3-7)
Resource:
Language:
 Produce
 Complex sentences
 Declarative
 Interrogative
 Imperative
 Exclamatory
 Punctuation
 Concise words
 Vocabulary
 Word structure
 Comprehension




6.1.I Punctuation
6.1.J Spelling
6.1.J Spelling
6.3.G Build Vocabulary
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board:
Decodable Books: #19 Condors
Leveled Readers:
Strategic Level: Exploring Polar Homes
Benchmark Level: Coral Reef Creatures
English Learner: Life on a Coral Reef
Advanced Level: Animal Builders
Standards for Lesson 3:
RIT 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RIT 3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
RIT 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.
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
12
Imagine It!
3rd Grade Curriculum Maps
2015-2016
RIT 3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RIT 3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.
RIT 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.
RFS 3.3d: Read grade appropriate irregularly spelled words
RFS 3.4: Read with sufficient accuracy and fluency to support comprehension.*
W 3.2. Write informative/explanatory texts to examine a topic and covey ideas and information clearly. (See a –d ) *
W 3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W 3.7: Conduct short research projects that build knowledge about a topic.
SL 3.1 (a-d): Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts ,building on others’ ideas and
expressing their own clearly.
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.
L.3.1b: Form and use regular and irregular verbs.*
L.3.1j: Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence. CA.
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.
L.3.4a: Use sentence level context as a clue to the meaning of a word or phrase.*
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).
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
13
Imagine It!
3rd Grade Curriculum Maps
2015-2016
Unit 2 Lesson 4:
Two Days in May
Genre: Realistic Fiction
Science Link: A National Pleasure
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.
(RL 3.1) (ELD 1.6)
 I can ask questions looking to the text for
answers. (RL 3.1) (ELD 1.6)
 I can recount a story and locate the central
message/lesson. (RL 3.2) (ELD 1.6)
 I can listen carefully and recall information from
text. (RL 3.10) (ELD 1.6)
Third Grade
Language Arts
Academic Vocabulary
Reading Literature:
 Questions
 Text
 Character
 Recall
 Parts of story
 Plot
Reading Informational Text
 I can use headings, and bold words to find
information. (RIT 3.5) (ELD 1.6, 1.8, 2.1-2)
Reading Foundational Skills:
 I can sound out multi-syllable words. (RFS 3.3c)
 I can read with expression. (RFS 3.4)*
 I can read with a purpose. (RFS 3.4)*
 I can reread text for better understanding.
(RFS 3.4)
 I can use context to confirm or self-correct if a
word makes sense. (RFS 3.4)
Reading Foundational Skills:
 Multi-syllable
 Expression
 Purpose
Approximately 5 Days
Suggested Dates: 11/9—11/13
Selection Vocabulary


















Protest
Relocates
Stranded
Exclaimed
Sharp
Detect
Cautiously
Appreciate
Extended
Fawns
Hooves
Solemnly
Announced
Surrounding
Anxiously
City limits
Grazed
Territory
Writing:
Academic Services Department 2015-2016
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! to the Common 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
Reading Foundations:
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency
 3.2.A Use Self-Monitoring
Strategies
Writing:
* These Curriculum Maps are a work in progress
14
Imagine It!
3rd Grade Curriculum Maps
2015-2016
Writing:
 I can continue to collect information for inquiry
project. (W 3.7) (ELD 1.10)
 I can paraphrase in my own words the main
ideas. (W 3.8) (ELD 1.10)
Speaking and Listening:
 I can listen actively to discussions and
presentations. (SL 3.1b) (ELD 1.1, 1.3-5)
 I can listen to others and share my ideas during a
discussion. (SL 3.1b) (ELD 1.1, 1.3-5)
 I can ask questions to check understanding of
discussions or presentations. (SL 3.1c) (ELD 1.1,
1.3-5)
 I can speak clearly at an understandable pace
while telling a story. (SL 3.4) (ELD 1.9, 1.11-12,
2.1-2, 2.5-7)
Language:
 I can practice the cursive letters I have learned.
(L.3.1j) (ELD 1.1-4, 1.9-12, 2.2-7)
 I can use reciprocal pronouns (each other/ one
another, etc). (NOT Taught in this lesson. This
lesson emphasizes homophones which are not a
CCSS 3rd grade. Substitute /supplement this
standard.) (L.3.1k)* (ELD 1.1-4, 1.9-12, 2.2-7)
 I can write this week’s spelling words correctly.
(L.3.2e)* (ELD 1.10-11)
 I can use spelling patterns when writing words.
(L.3.2f) (ELD 1.10-11)
 I can use context clues to figure meaning of a
word or phrase. (L.3.4a) (ELD 1.6-8)




Proofread
Edit
Publish
Paraphrase


4.2.A The Writing Process
4.3.A Use the Research Process
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:
 Reciprocal pronouns
 Context clues
 Vocabulary
Language:
 6.1.J Spelling
 6.3.B Use Context Clues
Resources:
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
15
Imagine It!
3rd Grade Curriculum Maps
2015-2016
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: T299, T307, T323, T357
Decodable Books: #20 Strange Stuff
Leveled Readers:
Strategic Level: Exploring Polar Homes
Benchmark Level: Coral Reef Creatures
English Learner: Life on a Coral Reef
Advanced Level: Animal Builders
Standards for Lesson 4:
RL 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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.
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.
RIT 3.5: Use text features and search tools to locate information relevant to a given topic efficiently.
RFS 3.3.c: Decode multi-syllabic words.
RFS 3.4: Read with sufficient accuracy and fluency to support comprehension.*
W 3.7: Conduct short research projects that build knowledge about a topic.
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.
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).
SL 3.1c: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
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.
L.3.1j: Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence. CA.
L.3.1k: Use reciprocal pronouns correctly. CA*
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.3.2f: Use spelling patterns and generalizations in writing words.
L.3.4a: use sentence-level context as a clue to the meaning of a word or a phrase.
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
16
Imagine It!
3rd Grade Curriculum Maps
2015-2016
Unit 2 Lesson 5:
Crinkleroot’s Guide to Knowing Animals Habitats
Science Link: Desserts are not Deserted
Poetry: If Not for the Cat; Behind The Redwood Curtain
Content Objectives
Third 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 (Poetry):
 I can tell the meaning of words and phrases in a
poem. (RL 3.4) (ELD 1.6-8)
Reading Information:
 I can explain who, what, when, why and how key
events occur. (RIT 3.1) (ELD 1.6)
 I can define words and phrases used in a text.
(RIT 3.4) (ELD 1.6, 1.8)
 I can use illustrations and words to understand
why, what, or how key events occur. (RIT 3.7) (ELD
1.6)
 I can read and comprehend grade level text.
(RIT 3.10) (ELD 1.6)
Reading Foundational Skills:
 I can sound out multi-syllable words. (RFS 3.3c)
 I can read multi-syllable words. (RFS 3.3c)
 I can use context to confirm or self-correct if a
word makes sense. (RFS 3.4)*
Academic Services Department 2015-2016
Reading Information:
 Key Events
Reading Foundational Skills:
 Fluently
 Expression
 Punctuation
 Prose
 Poetry
Suggested Dates: 11/16-12/4
* extra days for review and assessments
Selection Vocabulary


















Crinkleroot’s…
Habitats
Rich
Variety
Patch
Migrating
Vast
Recognize
Predator
Prey
Species
Explorer
Surface
Moist
Swamps
Shallow
Provide
Plains
Ledges
Poetry
 Hatchet
 Pouch
 Frail
* These Curriculum Maps are a work in progress
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! to the Common Core
Standards.
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
17
Imagine It!
3rd Grade Curriculum Maps
2015-2016

I can read fluently with purpose and
 Orally
understanding. (RFS 3.4)*
 I can reread with expression. (RFS 3.4)*
 I can pause at punctuation when I read prose and
Writing:
poetry orally. (RFS 3.4)*
 Informative Report
Writing:
 Topic
 I can write an informative report to examine a
topic and convey ideas and information clearly
 Research
(Finish Inquiry Project). (W 3.2 a-d)* (ELD 1.10,
 Related information
2.1-2, 2.6-7)
 Illustrations
o I can group related information together.
 Comprehension
o I can include illustrations when useful to
 Transition Words
aid comprehension.
 Order of Events
o I can use transition words to help readers
 Concluding
understand the order of events.
Statement
o I can provide a concluding
section/statement.
 I can plan, revise, and edit my writing with the help
from others. (W 3.5) (ELD 1.4, 1.10, 1.12, 2.1, 2.37)
 I can publish my report with the help of my
peers.(W 3.6) (ELD 1.2, 1.10)
Speaking and Listening:
 Formulate
 Facts
Speaking and Listening:
 Specific Details
 I can relate information read to discussion topics.
(SL 3.1a) (ELD 1.1, 1.3-5)
 I can follow agreed upon rules for discussion.
(SL 3.1b) (ELD 1.1, 1.3-5)
 I can link comments to the remarks of others.
(SL 3.1c) (ELD 1.1, 1.3-5)
 I can listen to others and share my ideas during a
discussion. (SL 3.1d) (ELD 1.1, 1.3-5)
 I can share information by speaking in a clear and
Academic Services Department 2015-2016



Redwood
Drape
Stalk
Writing:
 4.1.B Write to Inform and
Explain
 4.2.A The Writing Process
 4.3.A Use the Research Process
Speaking and Listening:
 5.1.A Collaborative Discussions
* These Curriculum Maps are a work in progress
18
Imagine It!
3rd Grade Curriculum Maps
2015-2016
understandable way. (SL 3.4) (ELD 1.9, 1.11-12,
2.1-2, 2.5-7)
 I can share my report on a recording (video, PPT,
audio) using good pacing and expression. (SL 3.5)
(ELD 1.9)
Language:
 I can create visuals for my report to help my
 Standard English
audience understand my reading. (SL 3.5) (ELD 1.9)
 Pronouns
 Subject
 Gender Agreement
Language:
 Spatial
 I can explain reasons why subjects might be
replaced with pronouns. (L.3.1a)* (ELD 1.1-4, 1.912, 2.2-7)
 I can use subject pronouns and understand correct
gender agreement. (L.3.1a) (ELD 1.1-4, 1.9-12, 2.27)
 I can cursive write the letters p, j, c, &d
 I can spell this week’s spelling words correctly.
(L.3.2e)* (ELD 1.10-11)
 I can use spelling patterns when writing words.
(L.3.2f) (ELD 1.10-11)
 I can use the text to clarify the meaning of
unknown words. (L.3.4a) (ELD 1.6-8)
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
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: T391, T401, T417, T451, T469
Decodable Books: #21 A Visit #22 Migrating Geese
Leveled Readers:
Strategic Level: Life in the Rain Forest
Benchmark Level: Animals in a High Mountain Habitat
English Learner: Mountain Animals
Advanced Level: From the Beaches to the Deep Ocean Floors: Life in the Sea
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
19
Imagine It!
3rd Grade Curriculum Maps
2015-2016
Standards for Lesson 5:
RIT 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RIT 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.
RIT 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).
RIT 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
grades 2-3 text complexity band independently and proficiently.
RFS 3.3.c: Decode Multi-syllabic words.
RFS 3.4.(a-c): Read with sufficient accuracy and fluency to support comprehension.*
W 3.2.a-d: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.*
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W3.6: 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.
SL 3.1a-d: Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing
their own clearly.
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.
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.
L.3.1.a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. *
L.3.1j: Write legibly in cursive or joined italics allowing margins and correct spacing between letters in a word and words in a sentence. CA
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.
L.3.4.a: Use sentence-level context as a clue to the meaning of word or phrase.
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
20