Imagine It!
st
1 Grade Curriculum Map
2015-2016
Unit 9 Home, Sweet Home
Suggested Dates: 5/2-6/3
About the Unit:
Students will learn that there are many shapes and sizes of homes, the reason for their different appearances, and various ways homes are
constructed around the world. They will learn about home in different cultures, and also contrast and compare their homes to homes of animals.
Students will identify the importance of homes.
Big Idea: Why are homes important?
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.
Taught in the “Green” Section.
May have to supplement with
CCSS Handbook and other
resources to teach the
standards fully.
and “Red” section. Many CCSS
Language Standards aren’t
covered in Imagine It. Use the
CCSS Literacy Handbook and
other resources to teach these
standards fully.
Informative/ Explanatory
the other standards help
support the students
through the writing
process.
RL 1.5*
RIT 1.1
RFS 1.3f*
L 1.1b*
W 1.2*
RIT 1.2
RFS 1.4*
L 1.1c*
RL 1.2
RIT 1.3
L 1.1e*
W 1.5
RL 1.6
RIT 1.6
RFS 1.3a
L 1.2d*
W 1.6
RL.1.10
RIT 1.7
RFS 1.3e
L 1.4a*
W 1.7
RIT 1.8
RFS 1.3
L 1.4b*
RIT 1.9
L 1.4c*
RIT 1.10
Required i-Ready Benchmark # 2: 5/23-6/6
Required End of Unit Fluency: 6/3
Optional CCSS Unit#9 Assessment 9
Optional RFS Assess #4
Optional CCSS Informative Writing (W1.2) Assessment
Suggested writing topics: “how to make a peanut butter and jelly sandwich?” “How to ride a bike?”
Inquiry Ideas/Topics: What makes a good home? How are home different? What is the best home for you?
Academic Services Department 2015-2016
students follow discussion
protocols, contribute to
class conversations, and
work collaboratively
SL 1.1
SL 1.2
SL 1.3
SL 1.6
Optional DIBELS
* These Curriculum Maps are a work in progress
1
Imagine It!
st
1 Grade Curriculum Map
2015-2016
Unit 9 Lessons 1-5:
A House Is a House for Me, Homes, Strong Homes
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 retell stories by telling the most important parts of
the story. (RL 1.2) (ELD 1.6)
 I can explain the differences between books that tell
stories and books that give information. (RL 1.5)* (ELD
1.6, 1.8, 2.1-2)
Reading Informational
 I can ask and answer questions about the most
important details in a text. (RIT 1.1) (ELD 1.6)
 I can look at two different things and describe how they
are the same and different. (RIT 1.3) (ELD 1.6)
 I can read first grade informational text with some help.
(RIT 1.10) (ELD 1.6)
Reading Foundational Skills
 I can read words with long e spellings. (RFS 1.3c)
 I can read two syllable words by breaking the word into
syllables. (RFS 1.3e)
 I can read words with inflectional endings. (RFS 1.3f)
 I can read grade level text fluently by setting a purpose,
using good expression, intonation, and rate. (RFS 1.4)*
DIBELS
Writing
 I can write a how to piece from a list of class topic.
(W 1.2)* (ELD 1.10, 2.1-2, 2.6-7)
Academic Services Department 2015-2016
Reading Literature
 Summarize
 Retell
 Key Details
Reading Informational
 Ask Questions
 Answer Question
 Compare
 Contrast
 Clarify
 Author’s Purpose
 Informational Text
Reading Foundational
Skills
 Long Vowel
 Syllables
 Past Tense
 Setting Purpose
 Expression
 Intonation
 Rate
Writing
 Inquiry
 Generating Ideas
Approximately Five Days
Suggested Dates: 5/2-5/6
Selection Vocabulary

















Strays
Dwelling
Far fetching
Reflections
Germs
Home
At hand
Packed
Sturdy
Roof
Clay
Simple
Shelter
Wood
Sticks
Baked
Arctic
Common Core Literacy Handbook
Use these lessons to further align Imagine
It! to the Common Core Standards
Reading Literature
 1.1.B: Retell Stories
 1.2.B: Compare Fiction an
Informational Text
Reading Informational
 2.1.A: Ask and Answer Questions
About Key Details
 2.1.C: Describe Connections in a Text
 2.2.A: Ask and Answer Questions
About Words and Phrases
 2.3.B: Identify Reasons that Support
Key Points
Reading Foundational Skills
 3.3.A: Phonics
 3.4.A: Develop Fluency
Writing
 4.2.A: The Writing Process
 4.3.A: Use the Research Process
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
* These Curriculum Maps are a work in progress
2
Imagine It!
st
1 Grade Curriculum Map
2015-2016



I can add temporal words to my how to book. (W 1.2)*
(ELD 1.10, 2.1-2, 2.6-7)
I can edit my work and provide a sense of closure. (W 1.2
& W 1.5) (ELD 1.10, 1.12, 2.1-7)
I can work with my class or small group to come up with
ideas and questions for our class inquiry project. (W 1.7)
(ELD 1.10)
Speaking and Listening
 I can participate in group discussions by listening,
responding to others, and asking clarifying questions.
(SL 1.1) (ELD 1.1, 1.3, 1.5)
 I can ask and answer questions about a story that is read
aloud to me. (SL 1.2) (ELD 1.5-6)
Language
 I can use past and present tense verbs. (L 1.1e)* (ELD
1.1-3, 1.9-12, 2.2-7)
 I can use what I know about sound spellings and highfrequency words to spell most words correctly. (L 1.2d)
(ELD 1.10-11)
 I can use the structure of an unknown word to help me
find the meaning. (L 1.4a)* (ELD 1.6-8)
 I can use affixes to help me define new words. (L 1.4b)*
(ELD 1.6-8)
 I can find a root word and decide how to make it past
tense. (L 1.4c)* (ELD 1.6-8)
Resources:
Launching the Theme: T4 & T5
Concept/Question Board: T35, T48, T49, T67, T70, T93, & T104
Leveled Readers:
Strategic Level: A Trip to the City
Benchmark Level: Neena’s New Home
English Learner: A New Home
Academic Services Department 2015-2016
and Questions
Speaking and Listening
 Ask Questions
 Answer Questions
 Listen
 Respond
Language
 6.1.A:
 6.1.D:
 6.1.K:
 6.2.C:
 6.2.D:
Handwriting
Verbs
Spelling
Understand Words Parts
Build Vocabulary
Language
 Uppercase
 Capital
 Lowercase
 Past Tense
 Present Tense
 Verb
 High-Frequency
Words
 Affix/Word
Structure
 Root Word
* These Curriculum Maps are a work in progress
3
Imagine It!
st
1 Grade Curriculum Map
2015-2016
Advanced Level: Going Home
Decodable Book 107: A Family House
Standards for Lessons 1-5:
RL 1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL 1.5: Explain major differences between books that tell stories and book that give information, drawing on a wide reading of a range of text types.*
RIT 1.1: Ask and answer questions about key details in a text.
RIT 1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RIT 1.10: With prompting and support, read informational texts appropriately complex for grade 1.
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 1.3f: Read words with inflectional endings.
RF 1.4: Read with sufficient accuracy and fluency to support comprehension. *
W 1.2: Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, 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 1.1e: Use verbs to convey a sense of past, present, and future.*
L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L 1.4a: Use sentence level context as a clue to the meaning of a word or phrase.*
L 1.4b: Use frequently occurring affixes as a clue to the meaning of a word.*
L 1.4c: Identify frequently occurring root words and their inflectional forms.*
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
4
Imagine It!
st
1 Grade Curriculum Map
2015-2016
Unit 9 Lessons 6-10 :
Homes Around the World, Building a House, Then
and Now
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 Informational
 I can use the photographs and details in the text to
discuss the main ideas. (RIT 1.7) (ELD 1.6)
 I can discuss how information about homes is the same
and different in the different books we have read.
(RIT 1.9) (ELD 1.6)
 I can read first grade informational text with some help.
(RIT 1.10) (ELD 1.6)
Reading Foundational Skills
 I can read two syllable words by breaking the word into
syllables. (RFS 1.3e)
 I can identify and use past tense verbs that end in y.
(RFS 1.3f)
 I can read first grade texts fluently and with
comprehension. (RFS 1.4)*
Writing
 I can write a report about another country and that
includes ( W 1.2) (ELD 1.10, 2.1-2, 2.6-7):
o What language they speak
o What type of home is most common
o What is one interesting tradition from that
country
o What continent that country is located in.
 I can share my report with a partner and take notes of
Academic Services Department 2015-2016
Reading Informational
 Photo Essay
 Informational Text
Reading Foundational
Skills
 Syllables
 Past Tense
 Verb
Writing
 Report
 Information
 Digital Tools
 Inquiry
 Conjecture
Approximately Five Days
Suggested Dates: 5/9-5/13
Selection Vocabulary

















Hut
Porch
Bulldozer
Cement
Bricklayers
Chimney
Builders
Electrician
Pueblo
Tin
Fold
Saw
Blocks
Carpenters
Plumber
Wires
Common Core Literacy Handbook
Use these lessons to further align Imagine
It! to the Common Core Standards
Reading Informational
 2.3.A: Describe Key Ideas
 2.3.C: Tell What Is the Same and
Different in Two Texts
Reading Foundational Skills
 3.3.A: Phonics
Writing
 4.1.B: Write to Inform and to Explain
 4.2.A: The Writing Process
 4.3.A: Use the Research Process
* These Curriculum Maps are a work in progress
5
Imagine It!
st
1 Grade Curriculum Map
2015-2016


their suggestions to make my writing more clear.
( W 1.5) (ELD 1.10, 1.12, 2.1-7)
I can think of creative new ways to produce and publish
my report including digital tools. ( W 1.6) (ELD 1.2, 1.10)
I can work with my class or small group to make a
conjecture for our class inquiry project. ( W 1.7) (ELD
1.10)
Speaking and Listening
 I can collaboratively discuss a text by responding to
others comments and continue the conversation.
(SL 1.1) (ELD 1.1, 1.3, 1.5)
 I can speak in complete sentences when discussing first
grade topics. (SL 1.6) (ELD 1.1, 1.3, 1.9, 1.11-12, 2.3-7)
Language
 I can use common nouns while speaking and writing.
(L 1.1b)* (ELD 1.1-3, 1.9-12, 2.2-7)
 I can use singular and plural nouns while speaking and
writing. (L 1.1c)* (ELD 1.1-3, 1.9-12, 2.2-7)
 I can use past and present tense verbs to show time.
(L 1.1e)* (ELD 1.1-3, 1.9-12, 2.2-7)
 I can use what I know about sound spellings and highfrequency words to spell most words correctly. (L 1.2d)
(ELD 1.10-11)
 I can use context clues to help me determine the
meaning of unknown words. (L 1.4a)* (ELD 1.6-8)
 I can find a root word and decide how to make it past
tense. (L 1.4c)* (ELD 1.6-8)
Speaking and Listening
 Handing Off
Speaking and Listening
 5.1.A: Collaborative Discussions
 5.1.B: Ask and Answer Questions
Language
 Common Nouns
 Singular nouns
 Plural nouns
 Past Tense
 Present Tense
 Verb
 High-Frequency
Words
 Context Clues
 Root Word
 Classify and
Categorize
 Attributes
Language
 6.1.C: Nouns
 6.1.D: Verbs
 6.1.K: Spelling
 6.2.B: Use Context Clues
 6.2.C: Understand Words Parts
 6.2.D: Build Vocabulary
Resources:
Concept/Question Board: T130, T131, T145, T161, T168, T171, T180, T199, & T202
Decodable Book 108: Gramps’s Pals
Leveled Readers:
Strategic Level: A Trip to the City
Benchmark Level: Neena’s New Home
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
6
Imagine It!
st
1 Grade Curriculum Map
2015-2016
English Learner: A New Home
Advanced Level: Going Home
Standards for Lessons 6-10:
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 (e.g., in illustrations, descriptions, or procedures).
RIT 1.10: With prompting and support, read informational texts appropriately complex for grade 1.
RFS 1.3e: Decode two syllable words following basic patterns by breaking the words into syllables.
RFS 1.3f: Read words with inflectional endings.
RFS 1.4: Read with sufficient accuracy and fluency to support comprehension.* DIBELS
W 1.2: Write informative/explanatory texts in which they name what they are writing about and supply some facts about the topic, and provide some
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 1.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, in collaboration with peers.
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 1.6: Produce complete sentences when appropriate to task and situation.
L 1.1b: Use common, proper, and possessive nouns.*
L 1.1c: Use singular and plural nouns with matching verbs in basic sentences.*
L 1.1e: Use verbs to convey a sense of past, present, and future.*
L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L 1.4a: Use sentence-level context as a clue to the meaning of a word or phrase.*
L 1.4b: Use frequently occurring affixes as a clue to the meaning of a word.*
L 1.4c: Identify frequently occurring root words and their inflectional forms.*
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
7
Imagine It!
st
1 Grade Curriculum Map
2015-2016
Unit 9 Lessons 11-15:
The White House, Snail’s Pace, Vote for the
President!
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Informational





I can use the strategy of asking and answering questions
to understand what I am reading. (RIT 1.1) (ELD 1.6)
I can identify the most important idea of a text and the
details that support it to help me better understand a
story. (RIT 1.2) (ELD 1.6-7)
I can use details from the text along with the illustrations
to find the most important ideas. (RIT 1.7) (ELD 1.6)
I can identify the reasons an author supplies that
supports the topic. (RIT 1.8) (ELD 1.7)
I can read fiction and informational text about homes
and compare how they are similar and different.
(RIT 1.9) (ELD 1.6)
Reading Foundational Skills




I can read words with consonant diagraphs. (RFS 1.3a)
I can read two syllable words. (RFS 1.3e)
I can read words with inflectional endings. (RFS 1.3f)
I can read first grade texts fluently and with
comprehension. (RFS 1.4)* DIBELS
Writing

I can write a report about another country and that
includes ( W 1.2)* (ELD 1.10, 2.1-2, 2.6-7):
Academic Services Department 2015-2016
First Grade
Language Arts
Academic Vocabulary
Reading
Informational









Ask Questions
Answer Question
Key Details
Main Idea
Details
Illustrations
Topic
Fiction
Informational Text
Reading Foundational
Skills


Consonant Digraph
Syllable
Writing


Process
Inquiry
Approximately Five Days
Suggested Dates: 5/16-5/20
Selection Vocabulary















Address
Visit
Famous
Important
Trudge
White House
Symbol
President
America
United States
Washington, D.C.
Oval Office
East Room
Trudge
Tarry
Common Core Literacy Handbook
Use these lessons to further align Imagine
It! to the Common Core Standards
Reading Informational






2.1.A: Ask and Answer Questions
About Key Details
2.1.B: Identify the Main Topic and Key
Details
2.1.C: Describe Connections in a Text
2.3.A: Describe Key Ideas
2.3.B: Identify Reasons that Support
Key Points
2.3.C: Tell What Is the Same and
Different in Two Texts
Reading Foundational Skills


3.3.A: Phonics
3.4.A: Develop Fluency
Writing



4.2.A: The Writing Process
4.3.A: Use the Research Process
4.3.B: Answer Questions
* These Curriculum Maps are a work in progress
8
Imagine It!
st
1 Grade Curriculum Map
2015-2016
o
o
o


What language they speak
What type of home is most common
What is one interesting tradition from that
country
o What continent that country is located in.
I can think of creative new ways to produce and publish
my report including digital tools. ( W 1.6) (ELD 1.2, 1.10)
I can work with my class or small group to make a
conjecture for our class inquiry project. ( W 1.7) (ELD
1.10)
Speaking and Listening



I can participate in a collaborative conversation about
our text by responding to others comments about the
text and building on what they say. (SL 1.1) (ELD 1.1,
1.3, 1.5)
I can listen to my classmates read their writing that
explains a process and then ask and answer question
about what was read. (SL 1.2) (ELD 1.5-6)
I can speak in complete sentences during class
discussion. (SL 1.6) (ELD 1.1, 1.3, 1.9, 1.11-12, 2.3-7)
Language





I can identify common, proper, and possessive nouns.
(L 1.1b)* (ELD 1.1-3, 1.9-12, 2.2-7)
I can use singular and plural nouns with matching verbs.
(L 1.1c)* (ELD 1.1-3, 1.9-12, 2.2-7)
I can use past, present, & future tense verbs. (L 1.1e)*
(ELD 1.1-3, 1.9-12, 2.2-7)
I can use what I know about sound spellings and highfrequency words to spell most words correctly. (L 1.2d)
(ELD 1.10-11)
I can use context clues to help me determine the
meaning of unknown words. (L 1.4a*) (ELD 1.6-8)
Academic Services Department 2015-2016
Speaking and
Listening



Handing Off
Ask Questions
Answer Questions
Speaking and Listening


5.1.A: Collaborative Discussions
5.1.B: Ask and Answer Questions
Language







Common noun
Proper noun
Possessive noun
Future Tense
Verbs
High Frequency
Words
Context Clues
Language
 6.1.C: Nouns


6.1.K: Spelling
6.2.B: Use Context Clues
* These Curriculum Maps are a work in progress
9
Imagine It!
st
1 Grade Curriculum Map
2015-2016
Resources:
Concept/Question Board: T234, T236, T241, T254, T279, & T291
Decodable Book 109: Houses
Leveled Readers
Strategic Level: Now and Then
Benchmark Level: Animals in the Woods
English Learner: Who Lives in the Woods?
Advanced Level: Before Electricity
Standards for Lessons 11-15:
RIT 1.1: Ask and answer questions about key details in a text.
RIT 1.2: Identify the main topic and retell key details of 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 (e.g., in illustrations, descriptions, or procedures).
RFS 1.3a: Know the spelling-sound correspondences for common consonant digraphs.
RFS 1.3e: Decode two syllable words following basic patterns by breaking the words into syllables.
RFS 1.3f: Read words with inflectional endings.*
RFS 1.4: Read with sufficient accuracy and fluency to support comprehension.* DIBELS
W 1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, 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).
W 1.8: With guidance and support and support from adults, recall information from experiences or gather information from provided sources to answer a
question.
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 1.1b: Use common, proper, and possessive nouns.*
L 1.1c: Use singular and plural nouns with matching verbs in basic sentences.*
L 1.1e: Use verbs to convey a sense of past, present, and future.*
L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L 1.4a: Use sentence level context as a clue to the meaning of a word or phrase.*
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
10
Imagine It!
st
1 Grade Curriculum Map
2015-2016
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
11
Imagine It!
st
1 Grade Curriculum Map
2015-2016
Unit 9 Lessons 16-20:
Finding Shelter, Home, The Hope Town News
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 the differences between books that tell
stories and books that give information. (RL 1.5)* (ELD
1.6, 1.8)
 I can read first grade poems with some help. (RL 1.10)
(ELD 1.6)
Reading Informational
 I can explain how the pictures are used in a text.
(RIT 1.6) (ELD 1.6-7)
Reading Foundational Skills
 I can read two syllable words and words with endings.
(RFS 1.3e)
 I can read grade level text fluently by setting a purpose,
using good expression, intonation, and rate. (RFS 1.4)*
Writing
 I can write a how to piece on one of the topics our class
brainstormed. ( W 1.2)* (ELD 1.10, 2.1-2, 2.6-7)
 I can share my how to piece with a peer and get
feedback. (W 1.5) (ELD 1.10, 1.12, 2.1-7)
 I can participate in our shared class inquiry project by
using a digital tool to present our presentation. ( W 1.6)
(ELD 1.2, 1.10)
Speaking and Listening
Academic Services Department 2015-2016
First Grade
Language Arts
Approximately Five Days
Suggested Dates: 5/23-5/27
Academic Vocabulary
Reading Literature
 Poetry
Reading Informational
 Text
 Illustrations
Reading Foundational
Skills
 Syllable
 Singular
 Plural
 Possessive
 Noun
 Setting Purpose
 Expression
 Intonation
 Rate
Writing
 Topic
 Notes
 Timed Writing
 Digital Tool
 Inquiry
Selection Vocabulary

















Creatures
Coat
Extra
Shady
Belonging
Place
Hibernating
Thaw
Lakes
Enemies
Underground
Twigs
Area
Belonging
Place
Feeling
Kitchen
Common Core Literacy Handbook
Use these lessons to further align Imagine
It! to the Common Core Standards
Reading Literature
 1.2.B: Compare Fiction and
Informational Text
Reading Informational
 2.2.C Compare Information from
Pictures vs. from Words
Reading Foundational Skills
 3.3.A: Phonics
 3.4.A: Develop Fluency
Writing
 4.2.A: The Writing Process
 4.3.A: Use the Research Process
Speaking and Listening
 5.1.A: Collaborative Discussions
Speaking and Listening
 Handing Off
* These Curriculum Maps are a work in progress
12
Imagine It!
st
1 Grade Curriculum Map
2015-2016


I can participate in a collaborative conversation about
our text by responding to others comments about the
text and building on what they say. (SL 1.1) (ELD 1.1,
1.3, 1.5)
I can speak in complete sentences during class
discussions. (SL 1.6) (ELD 1.1, 1.3, 1.9, 1.11-12, 2.3-7)
Language
 I can use singular, plural, and plural possessive nouns in
sentences. (L 1.1b)* (L 1.1c)* (ELD 1.1-3, 1.9-12, 2.2-7)
 I can use what I know about sound spellings and highfrequency words to spell most words correctly. (L 1.2d)
(ELD 1.10-11)
 I can identify root words. (L 1.4c)* (ELD 1.6-8)
Resources:
Concept/Question Board:
Decodable Book 110: A Summer Home
Leveled Readers
Strategic Level: Now and Then
Benchmark Level: Animals in the Woods
English Learner: Who Lives in the Woods?
Advanced Level: Before Electricity
Language
 Plural
 Possessive
 Noun
 High- Frequency
Words
Language
 6.1.C:
 6.1.D:
 6.1.K:
 6.2.D:
Nouns
Verbs
Spelling
Build Vocabulary
Standards for Lessons 16-20:
RL 1.10 With prompting and support, read prose and poetry of appropriate complexity or grade 1.
RIT 1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RFS 1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RFS 1.4: Read with sufficient accuracy and fluency to support comprehension. *DIBELS
W 1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, 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.
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
13
Imagine It!
st
1 Grade Curriculum Map
2015-2016
W 1.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, in collaboration with peers.
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 1.6: Produce complete sentences when appropriate to task and situation.
L 1.1b: Use common, proper, and possessive nouns.*
L 1.1c: Use singular and plural nouns with matching verbs in basic sentences. *
L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L 1.4c: Identify frequently occurring root words and their inflectional forms.*
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
14
Imagine It!
st
1 Grade Curriculum Map
2015-2016
Unit 9 Lessons 21-25:
This House Is Made of Mud, A Home for Everyone
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 read This House Is Made of Mud and Finding Shelter
and explain the differences in informational text and
fiction books. (RL 1.5)* (ELD 1.6, 1.8, 2.1-2)
 I can use the stories details and illustrations to describe
the setting. (RL 1.7) (ELD 1.6)
 I can read a first grade rhyming fiction book with some
help. (RL 1.10) (ELD 1.6)
Reading Literature
 Fiction
 Informational
 Setting
 Rhyming Fiction
Reading Informational
 I can review how the illustrations give some information
and the words give some information in a text. (RIT 1.6)
(ELD 1.6-7)
 I can see how the animals in two different books are the
same and different. (RIT 1.9) (ELD 1.6)
Reading Informational
 Text
 Illustrations
 Similar
 Different
Reading Foundational Skills
 I can read words with endings. (RFS 1.3f)*
 I can read grade level text fluently and demonstrate my
comprehension with meaningful voice, timing, and
expression. (RFS 1.4)* DIBELS
Reading Foundational
Skills
 Present Tense
 Past Tense
 Future Tense
 Verbs
Writing
 I can write a how to piece based on the district writing
assessment topic. (Optional) (W 1.2)* (ELD 1.10, 2.1-2,
2.6-7)
Writing
 Digital Tools
Speaking and Listening
 I can participate in a collaborative conversation about
Academic Services Department 2015-2016
Speaking and Listening
 Handing Off
Approximately Five Days
5/31-6/3
Selection Vocabulary














Mud
Floor
Tunnels
Fence
Covered
Visitors
Mice
Share
Straw
Mixed
Windows
Yard
Cacti
Never
Common Core Literacy Handbook
Reading Literature
 1.2.A: Identify Words and Phrases
 1.3.A: Use Illustrations and Details
Reading Informational
 2.2.C Compare Information from
Pictures vs. from Words
 2.3.C: Tell What Is the Same and
Different in Two Texts
Reading Foundational Skills
 3.3.A: Phonics
Writing
 4.1.B: Write to Inform or To 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: Ask and Answer Questions
* These Curriculum Maps are a work in progress
15
Imagine It!
st
1 Grade Curriculum Map
2015-2016

our text by responding to others comments about the
text and building on what they say. (SL 1.1) (ELD 1.1,
1.3, 1.5)
I can participate in group discussions by asking and
answering questions to understand the text better.
(SL 1.3) (ELD 1.5-6)
Language
 I can use past, present, and future tense verbs. (L 1.1e)*
(ELD 1.1-3, 1.9-12, 2.2-7)
 I can use what I know about sound spellings and highfrequency words to spell most words correctly. (L 1.2d)
(ELD 1.10-11)
 I can use the structure of an unknown word to help me
find the meaning. (L 1.4a)* (ELD 1.6-8)
 I can use affixes to help me define new words. (L 1.4b)*
(ELD 1.6-8)
 I can identify root words. (L 1.4c)* (ELD 1.6-8)



Ask Questions
Answer Questions
Clarify
Language
 Present Tense
 Past Tense
 Future Tense
 Verbs
 High-Frequency
Words
 Affix/Word
Structure
Language
 6.1.D:
 6.1.E:
 6.1.K:
 6.2.C:
Verbs
Pronouns
Spelling
Understand Words Parts
Resources:
Unit Celebration: T504 & T505
Concept/Question Board:
Decodable Book 111: The Every Kid Club
Leveled Readers
Strategic Level: Homes to Go
Benchmark Level: Homes Over Time
English Learner: Homes Then and Now
Advanced Level: Animals Underground
Standards for Lessons 21-25:
RL 1.5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. *
RL 1.7: Use illustrations and details in a story to describe its characters, settings, or events.
RL 1.10 With prompting and support, read prose and poetry of appropriate complexity or grade 1.
RIT 1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
16
Imagine It!
st
1 Grade Curriculum Map
2015-2016
RIT 1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RFS 1.3f: Read words with inflectional endings.*
RFS 1.4: Read with sufficient accuracy and fluency to support comprehension.* DIBELS
W 1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.*
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 1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
L 1.1e: Use verbs to convey a sense of past, present, and future.*
L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L 1.4a: Use sentence level context as a clue to the meaning of a word or phrase.*
L 1.4b: Use frequently occurring affixes as a clue to the meaning of a word.*
L 1.4c: Identify frequently occurring root words and their inflectional forms. *
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
17