Imagine It!
rd
3 Grade Curriculum Map
2015-2016
Unit 6 Storytelling
*This map only gives the first 2 weeks of this unit due to SBAC
About the Unit: This unit mainly contains narrative selections centered on the theme of cultural storytelling.
Big Idea: What is the story that you want to tell?
(RL)
Reading Literature
Use stories from the “Red”
section but supplement
using stories and other
media to teach the
standards fully
RL 3.1
RL 3.2
RL 3.3
RL 3.4
(RIT)
Reading: Informational
Text
(RFS)
Reading Foundational
Skills
Use stories from the “Red”
section but supplement using
articles and other media to
teach the standards fully.
Taught in the “Green”
Section. May have to
supplement with CCSS
Handbook and other
resources to teach the
standards fully.
RIT 3.3
RIT 3.5
RFS 3.3 (a-d)
RFS 3.4
(L)
Language
(W)
Writing
(SL)
Speaking/Listening
Taught primarily in the
“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
The focus for writing is W3.3
(Narrative) the other
standards help support the
students through the writing
process. W 4.7 & W 4.8 are
met through research and
Inquiry projects
The focus is making sure
students follow discussion
protocols, contribute to
class conversations, and
work collaboratively.
There is also an emphasis
on speaking clearly and
developing presentation
skills
W 3.3
W 3.5
SL 3.1 (a-d)
SL 3.2
SL 3.6
L 3.1b
L 3.2f
L 3.5
L 3.5a
L 3.5b
L 3.6
Required Assessments:
i-Ready Benchmark 2: 5/23-6/6
Writing Focus: Narrative
Practice having students write stories using dialogue. See standard W 3.3 for a full description.
***Teachers may want to concentrate on CCSS RL 3.9 – Compare and contrast the themes, settings, and plots of stories written by the same
author about the same or similar characters (e.g. , in books from a series) Imagine It doesn’t have this component.
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*These Curriculum Maps are a work in progress
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
Unit 6 Lesson 1:
Read Aloud: Aunt Flossie’s Hats
Tomás and the Library Lady
Genre: Tomás and the Library Lady
Social Studies Link: Letter to the Senator
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 retell a story and identify the central
message/lesson within the text. (RL 3.2) (ELD 1.6)
 I can use the characters’ actions to help me
understand what happens in the story. (RL 3.3)
(ELD 1.6-7)
 I can identify characters traits, feelings, and
relationships in realistic fiction. (RL 3.3) (ELD 1.67)
 I can tell the meaning of words and phrases
looking at the structure of a word. (RL 3.4) (ELD
1.6-8)
 I can understand sentences that may have idioms,
similes, metaphors, or exaggerations. (RL 3.4)
(ELD 1.6-8)
Reading Foundational Skills:
 I can blend multisyllabic words. (RFS 3.3c)
 I can read out loud with a partner to practice
fluency. (RFS 3.4)
Writing:
 I can write a narrative that includes (W 3.3)* (ELD
1.10, 2.1-2, 2.6-7)
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Third Grade
Language Arts
Academic Vocabulary
Reading Literature:
 Central Message
 Characters
 Traits
 Word Structure
 Idiom
 Similes
 Metaphors
 Exaggeration
Reading Foundational Skills:
 Multisyllabic
 Fluency
 Expression
 Tone
Writing:
 Brainstorm
 Narrative
 Characters
 Dialogue
Approximately 5 Days
Selection Vocabulary



Read Aloud
Trillion
Terrapin
Bugler
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! to the Common Core
Standards.
Reading Literature:
 1.1.B Recount Stories
Tomas and the Library
 1.1.D Describe Characters in
Lady
Stories
 Gulps
 1.2.A Determine Meaning of
 Cot
Words and Phrases
 Howling
 1.2.B Understand Literal and
 Lap
Nonliteral Language
 Setting
 1.2.C Parts of Stories
 Borrow
 Eager
 Package
Reading Foundational Skills:
 Jungle
 3.1.A Multisyllabic Words
 Desert
 3.2.A Develop Fluency
 Rusty
 Finally
 Share
 Downtown
 Jump
Writing:
 Pile
 4.1.C Write Narrative Pieces
 Dump
 4.2.A The Writing Process
 Iron
*These Curriculum Maps are a work in progress
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
o
o
o
o
o
Telling a story from beginning to end
Description of characters
Dialogue to describe a character’s
thoughts and feelings
Temporal words and phrases
A conclusion that sums up the story
Speaking and Listening:
 I can participate in a class discussion about a
realistic fiction. (SL 3.1a) (ELD 1.1, 1.3-5)
 I can bring the correct information to a
discussion(SL 3.1a) (ELD 1.1, 1.3-5)
 I can speak in complete sentences with details.
(SL 3.6) (ELD 1.1, 1.3-4, 1.9, 1.11-12, 2.3-7)
 I can listen and identify the main idea in different
formats such as visual and oral information.
(SL 3.2) (ELD 1.5-6)
Speaking and Listening:
 Realistic Fiction
 Main Idea
 Visual
 Oral
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.1.B Listen for Main Ideas and
Supporting Details
Language:
 Nuance
 Context
 Literal
 Nonliteral
 Conversational
 Academic
Language:
 6.3.E Understand Literal and
Nonliteral Language
 6.3.F Make Real-Life
Connections
 6.3.G Use Content Words
Language:
 I can use spelling patterns like word families and
syllable patterns to spell words correctly. (L 3.2f)
(ELD 1.10-11)
 I can understand the nuance of word used in
different contexts. (L 3.5) (ELD 1.7-8, 1.12)
 I can tell the difference between literal and nonliteral words and phrases. (L 3.5a) (ELD 1.7-8,
1.12)
 I can give real-life examples of word meanings.
(L 3.5b) (ELD 1.7-8, 1.12)
 I can use appropriate conversational and
academic words and phrases. (L 3.6) (ELD 1.1-4,
1.6-12, 2.3-7)
 I can create simple and compound sentences.
(L 3.6) (ELD 1.1-4, 1.6-12, 2.3-7)
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*These Curriculum Maps are a work in progress
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
Support for ELs:
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, T67
Leveled Readers:
Strategic Level: The House Mouse and the Field Mouse
Benchmark Level: The Storytelling Festival
English Learner: No Stories of My Own
Advanced Level: A Karuk Folktale
Standards for Lesson 1:
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.
RFS 3.3.c: Decode multi-syllable words.
W 3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.*
RFS 3.4.: Read with sufficient accuracy and fluency to support comprehension.*
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.
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.
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 3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
L 3.2.f: Use spelling patterns and generalization (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
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*These Curriculum Maps are a work in progress
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
writing words.
L 3.5.a: Distinguish the literal and nonliteral meanings of words and phrases in context.
L 3.5.b: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
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).
Unit 6 Lesson 2:
Storm in the Night
Genre: Realistic Fiction
Science Link: Element Experiment
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. (RL 3.1) (ELD 1.6)
 I can retell a story and identify the central
message/lesson within the text. (RL 3.2) (ELD 1.6)
 I can identify the main idea. (RL 3.2) (ELD 1.6)
 I can identify literal and nonliteral words and
phrases. (RL 3.4) (ELD 1.6-8)
Third Grade
Language Arts
Academic Vocabulary
Selection Vocabulary
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! to the Common Core
Standards.
Reading Literature:
 Summarize
 Realistic Fiction
 Central Message
 Main Idea
 Literal
 Nonliteral
Reading Information:
 I can explain a scientific process. (RIT 3.3) (ELD
1.6)
 I can use text features such as lists to find
information. (RIT 3.5) (ELD 1.6, 1.8, 2.1-2)
Reading Information:
 Scientific Process
 Text Features
Reading Foundational Skills:
 I can read and write regular and irregular plurals.
Reading Foundational Skills:
 Plurals
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Approximately 5 Days
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
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

Mantel
Errand
Natural
Scarcely
Drenched
Siren
Overcome
Streaming
Experiences
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
Reading Information:
 2.1.D Read Scientific Text
 2.2.C Locate Information
Additional Vocabulary:
 Faucet
*These Curriculum Maps are a work in progress
Reading Foundational Skills:
 3.1.A Multisyllabic Words
Imagine It!
rd
3 Grade Curriculum Map
2015-2016

(RFS 3.3d)
I can read a story to relate the mood and feeling
to an audience. (RFS 3.4)
Writing:
 I can write a narrative that includes (W 3.3)* (ELD
1.10, 2.1-2, 2.6-7)
o Telling a story from beginning to end
o Description of characters
o Dialogue to describe a character’s
thoughts and feelings
o Temporal words and phrases
o A conclusion that sums up the story
 I can revise my writing to make sure I stay on
topic. (W 3.5) (ELD 1.4, 1.10, 1.12, 2.1, 2.3-7)

Speaking and Listening:
 I can participate in teacher-led discussions.
(SL 3.1a) (ELD 1.1, 1.3-5)
 I can speak in complete sentences with details.
(SL 3.6) (ELD 1.1, 1.3-4, 1.9, 1.11-12, 2.3-7)
 I can build off others ideas and express myself
clearly. (SL 3.1c) (ELD 1.1, 1.3-5)
 I can follow agreed upon discussion rules.
(SL 3.1b) (ELD 1.1, 1.3-5)
 I can explain my ideas clearly. (SL 3.1d) (ELD 1.1,
1.3-5)
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Mood
Audience
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

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
Brandishing
Bolt
Bough
Brave
Clap
Scowling
Writing:
 Present
 Poem
 Research
Speaking and Listening:
 Collaboration
 Discussions
 Complete Sentences
Language:
 Temporal
 Spatial
 Content Words
Language:
 I can form and use plural nouns. (L 3.1b) (ELD 1.14, 1.9-12, 2.2-7)
 I can use spelling patterns in writing words.
(L 3.2f) (ELD 1.10-11)
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*These Curriculum Maps are a work in progress


Word Parts
3.2.A Develop Fluency
Writing:
 4.1.C Write Narrative Pieces
 4.2.A The Writing Process
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.2 C Respond to Speakers
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
Imagine It!
rd
3 Grade Curriculum Map
2015-2016

I can make real-life connections with new words.
(L 3.5b) (ELD 1.7-8, 1.12)
 I can provide sentences with new words using
temporal and spatial phrases such as “On the
mantel above the fireplace”. (L 3.6) (ELD 1.1-4,
1.6-12, 2.3-7)
Support for ELs:
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: T123, T131, T147, T181
Leveled Readers:
Strategic Level: The House Mouse and the Field Mouse
Benchmark Level: The Storytelling Festival
English Learner: No Stories of My Own
Advanced Level: A Karuk Folktale
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, or moral and explain how it is
conveyed through key details in the text.
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
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.
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 3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RFS 3.3.d: Read grade appropriate irregular words.
RFS 3.4.: Read with sufficient accuracy and fluency to support comprehension.*
W 3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.*
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*These Curriculum Maps are a work in progress
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
SL 3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
L 3.1.b: Form and use regular and irregular plural nouns.
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 3.5.b: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
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).
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*These Curriculum Maps are a work in progress