Imagine It!
rd
3 Grade Curriculum Map
2015-2016
Unit 3 Money
Suggested Dates: 12/7-1/29
About the Unit: The selections in this unit explore how money is exchanged and how it relates to value. Students should be encouraged to use these
selections as starting points to explore different forms of money, how money works, and the role of money in people’s lives.
Big Idea: What is the value of money?
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”
Taught primarily in the “Blue”
The focus for writing is W3.1
The focus is making sure
Text
Skills
section 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 3.4* (Assessment 5)
RL 3.7* (Assessment 5)
RIT 3.6* (Assessment 5)
RIT 3.7* (Assessment 5)
RL 3.3* (Assessment 6)
RL 3.5* (Assessment 6)
RIT 3.2* (Assessment 6)
RIT 3.5* (Assessment 6)
RL 3.1
RL 3.10
RIT 3.4
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*(Assessment 5)
Required Assessments:
i-Ready Benchmark 1: 1/25-2/5
Imagine It End of Unit Fluency : 1/25-1/29
& “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
(Opinion) the other standards
help support the students
through the writing process.
W 4.7 & W 4.8 are met
through research and Inquiry
projects
students follow discussion
protocols, contribute to
class conversations, and
work collaboratively.
There is also an emphasis
on speaking clearly and
developing presentation
skills
L.3.1g* (Assessment 5)
L.3.1h* (Assessment 5)
L.3.2e* (Assessment 5&6)
L.3.2a* (Assessment 6)
L.3.2c* (Assessment 6)
L.3.2f* (Assessment 6)
L.3.4d* (Assessment 6)
L.3.5c* (Assessment 6)
W 3.1*
SL 3.1 (a-d)
SL 3.2
SL 3.4
SL 3.5
SL 3.6
W 3.4
W 3.5
W 3.6
W 3.7
W 3.8
W 3.10
L.3.1i
L.3.1j
L.3.6
Optional Assessments:
CCSS Opinion Writing (W 3.1)
CCSS Assessment 5
CCSS Assessment 6
Opinion Writing Ideas: Do you believe in charity and giving some of your money to others? Do you think money makes people happy? Why or why not?
Inquiry Ideas: How does money work? How would you like to make money? Where does “money” come from? Research money historically. Research the
exchange rates for the dollar in other countries, how is that figured out? How do you set up a budget? How can you save money to buy something you want?
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*These Curriculum Maps are a work in progress
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
Unit 3 Lesson 1:
Read Aloud: A New Coat for Anna
Genre: Realistic Fiction
It’s a Deal!
Genre: Expository Text
Social Studies Link: Good as Gold
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Information:
 I can connect details to the main ideas that they
support. (RIT 3.2) (ELD 1.6-7)
 I can examine the word structure to determine the
meaning of specific vocabulary words. (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)
Reading Foundational Skills:
 I can sound out multi-syllable words. (RFS 3.3c)
 I can read words that end in –ing.(RFS 3.3)
 I can read with expression and purpose. (RFS 3.4)*
 I can use context to confirm or self-correct if a
word makes sense. (RFS 3.4)*
Writing:
 I can write an Opinion piece that includes (W 3.1)*
(ELD 1.10-11, 2.1-2, 2.6-7):
o My opinion on a topic or text
o Reasons that support my opinion
o
supported by evidence
Connect the reasons and details with
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Third Grade
Language Arts
Academic Vocabulary
Reading Information:
 Topic
 Word Structure
 Text Features
Reading Foundational Skills:
 Multi-syllable
 Expression
 Purpose
 Self-Correct
Writing:
 Opinion
 Inquiry Topic
 Research
Approximately 5 Days
Suggested Dates: 12/7-12/11
Selection Vocabulary
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Read Aloud
Wound
Tailor
Reflection
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It’s a Deal
Deal
Ancient
Valuable
Solution
Mark
Kingdom
Eventually
Form
Traders
Goods
Stamped
Worth
Honesty
Trusted
Marbles
Barter
Hoes
Notes
*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:
 2.1.B Determine the Main Idea
and Supporting Details
 2.2.A Understand Precise
Vocabulary
 2.2 B Understand Content Words
 2.3.A Use Information to
Understand Text
Reading Foundational Skills:
 3.1.A Phonics and Word
Recognition
 3.2.A Develop Fluency
 3.2.A Use Self-Monitoring
Strategies
Writing:
 4.1.A Write Opinions
 4.2.A The Writing Process
 4.3.A Use the Research Process
 4.4.A Use a Writers Notebook
Imagine It!
rd
3 Grade Curriculum Map
2015-2016

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linking words like: because, therefore,
since, and for example
o A conclusion
I can start researching topics for my/ group inquiry
project. (W 3.7) (ELD 1.10)
I can take notes about a topic. (W 3.8) (ELD 1.10)
Speaking and Listening:
 I can engage in class discussions. (SL 3.1a) (ELD
1.1, 1.3-5)
 I can come to a discussion prepared. (SL 3.1a) (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 explain how the story demonstrates key
concepts. (SL 3.2) (ELD 1.5-6)
Speaking and Listening:
 Key Concepts
 Main Idea
 Formats
 Illustrations
 Oral Readings
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.1.B Listen for Main Ideas and
Supporting Detains
Language:
 Conjunctions
 Interjections
 Combine Sentences
Language:
 6.1.A Sentences
 6.1.G Prepositions and
Conjunctions
 6.1.J Spelling
 6.3.G Build Vocabulary
Language:
 I can use conjunctions and interjections. (L.3.1h)*
(ELD 1.1-4, 1.9-12, 2.2-7)
 I can combine sentences. (L.3.1i) (ELD 1.1-4, 1.912, 2.2-7)
 I can cursive write the letters g and q. (L.3.1j) (ELD
1.1-4, 1.9-12, 2.2-7)
 I can spell this week’s spelling list 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 grade appropriate words and phrases.
(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
Launching the Theme: T4 & T5
Concept/Question Board: T35, T37, T47, T65, T83
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*These Curriculum Maps are a work in progress
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
Decodable Book: #24
Leveled Readers:
Strategic Level: Spend a Penny, Save a Penny
Benchmark Level: Money in the Bank
English Learner: Bags or Bank?
Advanced Level: Dog Wash or Craft Sale?
Standard for Lesson 1:
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.
RIT 3.7: Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the text.
RFS 3.3.c: Decode multi-syllable words.
RFS 3.4: Read with sufficient accuracy and fluency to support comprehension.
W 3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. See a-d.*
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.a: Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
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 3.2: 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.
L.3.1.h:
L.3.1.i:
L.3.1j:
L.3.2.e:
L.3.2.f:
L.3.6:
Use coordinating and subordinating conjunctions. *
Produce simple, compound, and complex sentences.
Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence. CA
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). *
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words.
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
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
Unit 3 Lesson 2:
The Go-Around Dollar
Genre: Realistic Fiction
Social Studies Link: In the Company of Settlers
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Literature:
 I can explain how the characters’ actions lead to
what happens in the story. (RL 3.3) (ELD 1.6-7)
 I can describe what characters do, say, think,
and feel in the events of a story. (RL 3.3) (ELD
1.6-7)
 I can use apposition to determine the meaning
of words and phrases. (RL 3.4) (ELD 1.6-8)
 I can use context clues to determine if the
meaning of the word is literal or nonliteral.
(RL 3.4) (ELD 1.6-8)
 I can explain how illustrations support a story’s
events. (RL 3.7) (ELD 1.6)
Reading Informational Text:
 I can use a chart to help me locate information
about a topic. (Can use Social Studies Link) (RIT 3.5)
(ELD 1.6, 1.8, 2.1-2)
Reading Foundational Skills:
 I can add –ed to the ending of words. (RFS 3.3a)
 I can sound out multi-syllable words. (RFS 3.3c)
 I can read longer words and words that are
spelled irregularly. (RFS 3.3d)
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Third Grade
Language Arts
Academic Vocabulary
Reading Literature:
 Characters
 Apposition
 Context Clues
 Illustrations
 Literal
 Nonliteral
Reading Foundational Skills:
 Irregularly
 Accuracy
 Context
 Self-Correct
Approximately 5 Days
Suggested Dates: 12/14-12/18
Selection Vocabulary
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Circulation
Portrait
Formula
Official
Remains
Inspect
Seal
Debts
Counterfeit
Emblem
Nation
Presses
Design
Serial numbers
Weighs
Legal tender
Symbol
Pyramid
*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 Literature:
 1.1.D Describe Characters in
Stories
 1.2.A Determine Meaning of
Words and Phrases
 1.2.B Understanding Literal and
Nonliteral Language
 1.3.A Examine Illustrations in
Text
Reading Informational Text:
 2.2.C: Locate Information
Reading Foundational Skills:
 3.1.A Multisyllabic Words.
 3.2.A Develop Fluency
 3.2.A Use Self-Monitoring
Strategies
Imagine It!
rd
3 Grade Curriculum Map
2015-2016

I can read with accuracy and make my reading
sound like conversation. (RFS 3.4)*
Writing:
 I can continue to write my opinion piece or
choose a new opinion topic. (W 3.1)* (ELD 1.1011, 2.1-2, 2.6-7)
 I can edit and revise my writing to make it
better; with the help of adults and classmates.
(W 3.5) (ELD 1.4, 1.10, 1.12, 2.1, 2.3-7)
 I can learn new things about my inquiry topic by
doing research. (W 3.7) (ELD 1.10)
 I can organize information into specific
categories. (W 3.8) (ELD 1.10)
 I can complete a writing assignment in the time
that my teacher has set for me. (W 3.10) (ELD
1.10-11)
Speaking and Listening:
 I can give ideas and information from a text to
the group. (SL 3.1a) (ELD 1.1, 1.3-5)
 I can follow rules by respecting and listening to
others, and taking turns during a discussion.
(SL 3.1b) (ELD 1.1, 1.3-5)
 I can add to the discussion after listening.
(SL 3.1c) (ELD 1.1, 1.3-5)
 I can stay focused on the topic. (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)
Language:
 I can correctly use coordinating conjunctions.
(L.3.1h)* (ELD 1.1-4, 1.9-12, 2.2-7)
 I can correctly use comparative and superlative
adjectives and adverbs. (L.3.1g)* (ELD 1.1-4,
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Writing:
 Summary
 Topic
 Details
 Writing Process
 Illustrations
 Conclusion
 Edit
 Revise
 Resources
 Technology
 Categories
Writing:
 4.1.A
 4.2.A
 4.3.A
 4.4.A
Speaking and Listening:
 Engage
 Realistic Fiction
 Expository
 Collaborative
Speaking and Listening:
 5.1.A Collaborative Discussions
Language:
 Conjunctions
 Comparative
 Superlative
 Adjective
 Adverbs
 Spelling Patterns
*These Curriculum Maps are a work in progress
Write Opinions
The Writing Process
Use the Research Process
Use a Writer’s Notebook
Language:
 6.1.A Sentences
 6.1.B Nouns
 6.1.C Verbs
 6.1.D Pronouns
 6.1.E Adjectives
 6.1.F Adverbs
 6.1.G Prepositions and
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
1.9-12, 2.2-7)
 I can cursive write the letters: p, j, c, d, g, & q.
(L.3.1j) (ELD 1.1-4, 1.9-12, 2.2-7)
 I can use spelling patterns when writing words.
(L.3.2f) (ELD 1.10-11)
 I can spell this week’s spelling words correctly
and I can also spell my HFW words correctly.
(L.3.2e)* (ELD 1.10-11)
 I can use dictionaries or the internet to find the
meanings of words and phrases. (L.3.4d) (ELD
1.6-8)
Resources:

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High-Frequency
words
Dictionaries
Internet
Conjunctions
 6.1.J Spelling
 6.3.D Use Print and Digital
Resources
 6.3.G Build Vocabulary
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: T119, T129, T142, T145
Decodable Book: #24 A Brief History of Money
Leveled Readers:
Strategic Level: Spend a Penny, Save a Penny
Benchmark Level: Money in the Bank
English Learner: Bags or Bank?
Advanced Level: Dog Wash or Craft Sale?
Standards for Lesson 2:
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.
RL 3.7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.
RIT 3.5: Use text features and search tools to locate information relevant to a given topic efficiently.
RFS 3.3a: Identify and know the meaning of the most common prefixes and derivational suffixes.
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 3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.*
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.
W 3.8: Recall information from experiences or gather information from print and digital resources; take brief notes on sources and sort evidence into
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*These Curriculum Maps are a work in progress
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
provided categories.
W 3.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames ( a single sitting or a day or two) for
a range of discipline-specific tasks, purposes, and audiences.
SL 3.1 (a-d): Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grade 3 topics and
texts, building on others’ ideas and expressing their own clearly.
L.3.1.g: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. *
L.3.1h: Use coordinating and subordinating conjunctions.*
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.d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. *
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*These Curriculum Maps are a work in progress
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
Unit 3 Lesson 3:
Lemons and Lemonade
Genre: Narrative Non Fiction
Social Studies Link: Hooray For Hybrids
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 before, during, and
after reading a text. (RL 3.1) (ELD 1.6)
 I can describe what characters do, say, think, and
feel in the events of a story. (RL 3.3) (ELD 1.6-7)
 I can determine the meaning of words by the way
they are used in a story. (RL 3.4) (ELD 1.6-8)
 I can read and understand grade level text.
(RL 3.10) (ELD 1.6)
Reading Informational Text:
 I can use text features (bar graph) to help me locate
information. (Can use Social Studies Link) (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 longer words and words that are
spelled irregularly. (RFS 3.3d)
 I can read with accuracy and fluency to help
build automaticity. (RFS 3.4)*
 I can reread as necessary. (RFS 3.4)*
Writing:
 I can write an opinion piece/ Book Review.
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Third Grade
Language Arts
Academic Vocabulary
Reading Literature:
 Plot
 Characters
 Problem
 Resolution
 Apposition
Reading Informational Text
 Bar Graph
Reading Foundational Skills:
 Multi-syllable
 Irregularly
 Accuracy
 Fluency
 Automaticity
 Reread
Approximately 5 Days
1/4-1/8
Selection Vocabulary
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Stack
Balance
Supply
Product
Competition
Profit
Expenses
Terms
Demand
Scarcity
Stand
Customer
Completely
Sold out
Sell out
Break
Partner
Expanded
Writing:
 Book
Review/Opinion
*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 Literature:
 1.1.D Describe Characters in a
Story
 1.2.A Determine Meaning of
Words and Phrases
 1.2.B Understand Literal and
Nonliteral Language
 1.2.C Parts of Stories
Reading Informational Text
 2.2.C Locate Information
Reading Foundational Skills:
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency
 3.2.A Use Self-Monitoring
Strategies
Writing:
 4.1.A Write Opinion/ Book
Review
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
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(W 3.1)* (ELD 1.10-11, 2.1-2, 2.6-7)
I can use graphic organizers to begin drafting a
book review. (W 3.4) (ELD 1.4, 1.10-12, 2.1-2)
I can edit and revise my writing to make it
better, with the help of peers and adults.
(W 3.5) (ELD 1.4, 1.10, 1.12, 2.1, 2.3-7)
I can check for correct spellings, commas,
periods, and capitalization when editing.
(W 3.5) (ELD 1.4, 1.10, 1.12, 2.1, 2.3-7)
I can give and receive constructive feedback
when discussing writing. (W 3.5) (ELD 1.4, 1.10,
1.12, 2.1, 2.3-7)
I can learn new things about an inquiry topic by
doing research. (W 3.7) (ELD 1.10)
I can recall information to construct a plan for
my research. (W 3.8) (ELD 1.10)
I can include maps, charts, graphs, diagrams,
and photos in my research. (W 3.8) (ELD 1.10)
Speaking and Listening:
 I can clearly express my ideas in a discussion
about supply and demand. (SL 3.1a) (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 follow rules by respecting and listening to
others, and take turns during a discussion.
(SL 3.1b) (ELD 1.1, 1.3-5)
 I can ask and answer questions about the value
of money. (SL 3.1c) (ELD 1.1, 1.3-5)
Language:
 I can identify and know how to make
comparative and superlative adjectives.
(L.3.1g)* (ELD 1.1-4, 1.9-12, 2.2-7)
 I can add –er and -est to adjectives in order to
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Graphic Organizers
Writing Process
Revise
Editing
Feedback
Research
Plan
Maps
Charts
Graphs
Diagrams
Photo
Speaking and Listening:
 Ideas
 Collaborative
 Discussion
 Value
 Supply
 Demand
Language:
 Spelling Patterns
 Comparative
 Superlative
 Adjectives
 Capitalize
 Dictionaries
*These Curriculum Maps are a work in progress


4.2.A The Writing Process
4.3.A Research to Build and
Present Knowledge
Speaking and Listening:
 5.1.A Collaborative Discussion
 5.1. C Respond to Speakers
Language:
 6.1.E
 6.1.H
 6.1.J
 6.3.D
Adjectives that Compare
Capitalization
Spelling
Dictionaries
Imagine It!
rd
3 Grade Curriculum Map
2015-2016

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compare item(s) to each other. (L.3.1g)* (ELD
1.1-4, 1.9-12, 2.2-7)
I can write b and k 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 to spell words
correctly. (L.3.2f) (ELD 1.10-11)
I can capitalize important words.(L.3.2a)* (ELD
1.10-11)
I can use dictionaries or the internet to find the
meanings of words and phrases. (L.3.4d)* (ELD
1.6-8)
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
Glossaries
Internet
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: T215, T221, T237, T269
Decodable Book: #25 Collecting Baseball Cards
Leveled Readers:
Strategic Level: The Story of Money
Benchmark Level: Making Good Choices with Credit Cards
English Learner: Let’s Talk About Credit Cards
Advanced Level: International Trade
Standards for Lesson 3:
RL 3.3: Describe characters in a story (e.g., their traits, motivations, or feeling) and explain how their actions contribute to the sequence of events.
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguish 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.
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 3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.*
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.
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*These Curriculum Maps are a work in progress
Imagine It!
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3 Grade Curriculum Map
2015-2016
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.a-c: 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.
L.3.1.g: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.*
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 for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). *
L.3.2.a: Capitalize appropriate words in titles. *
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.3.4.d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. *
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*These Curriculum Maps are a work in progress
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
Unit 3 Lesson 4:
Madam C.J. Walker: Self-Made Millionaire
Genre: Biography
Social Studies Link: An International Request
Content Objectives
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Information:
 I can engage in a discussion using details from a
Biography to help understand the main idea.
(RIT 3.2) (ELD 1.6-7)
 I can determine the meaning of an author’s words
using the text. (RIT 3.4) (ELD 1.6, 1.8)
 I can identify how the author’s use of words
conveys their point of view. (RIT 3.6) (ELD 1.6-7)
 I can use text and visual information to the what,
why, and how events occur. (RIT 3.7) (ELD 1.6)
 I can read and comprehend a Biography (RIT 3.10)
(ELD 1.6)
Reading Foundational Skills:
 I can read multi-syllable words spelled oi and
_oy. (RFS 3.3c)
 I can read with a smooth pace to gain
knowledge and remember what was read.
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Third Grade
Language Arts
Academic Vocabulary
Reading Information:
 Biography
 Main Idea
 Author
 Point of View
 Text Features
 Personal Titles
 Business Letter
 Test
 Visual
Reading Foundational Skills:
 Pace
 Tone
 Passage
 Content
 Self-Correct
Approximately 5 Days
Suggested Dates: 1/11-1/15
Selection Vocabulary
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Hired
Managed
Millionaire
Charged
Wealth
Donated
Ingredients
Factory
Secretary
Sued
Lawyer
Freely
Causes
Supervising
Civil rights
Segregated
Warn
Agents
*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:
 2.1.B Determine Main Idea and
Supporting Details
 2.2.A Understand Precise
Vocabulary
 2.2.B Understand Content
Words
 2.2.C Locate Information
 2.3.A Use Information to
Understand Text
Reading Foundational Skills:
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency
 3.2.A Use Self-Monitoring
Strategies
Imagine It!
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3 Grade Curriculum Map
2015-2016



(RFS 3.4)*
I can read a biography with appropriate tone
and speed. (RFS 3.4)*
I can reread a passage with tricky words until it
sounds natural. (RFS 3.4)*
I can use context to confirm or self-correct if a
word makes sense. (RFS 3.4)*
Writing:
 I can write an opinion piece. (W 3.1)* (ELD 1.1011, 2.1-2, 2.6-7)
 I can, with the help of adults and classmates
edit and revise my writing to make it better.
(W 3.5) (ELD 1.4, 1.10, 1.12, 2.1, 2.3-7)
 I can publish my writing using technology.
(W 3.6) (ELD 1.2, 1.10)
 I can learn new things about my inquiry topic by
collecting information for research. (W 3.7)
(ELD 1.10)
 I can organize information (charts, diagrams,
and timelines) in order to determine what is
relevant for a presentation. (W 3.8) (ELD 1.10)
Speaking and Listening:
 I can engage in a discussion with my classmates.
(SL 3.1) (ELD 1.1, 1.3-5)
 I can listen to others and share my ideas during a
discussion. (SL 3.1) (ELD 1.1, 1.3-5)
 I can follow rules by respecting, listening to others,
and taking turns during a discussion. (SL 3.1) (ELD
1.1, 1.3-5)
Language:
 I can correctly use comparative and superlative
adjectives. (L.3.1g)* (ELD 1.1-4, 1.9-12, 2.2-7)
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Writing:
 Edit
 Revise
 Topic
 Charts
 Diagrams
 Timelines
 Relevant
 Presentation
Writing:
 4.1.A Write Opinions
 4.2.A The Writing Process
 4.3.A Use the Research
Process
Speaking and Listening:
 Engage
 Key Concepts
 Discussion
 Topic
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.2.C Tell a Story
Language:
 Grammar
 Noun
 Articles
 Adjectives
 Comparative
Language:
 6.1.E Adjectives
 6.1.F Adverbs
 6.1.J Spelling
 6.3.G Build Vocabulary
*These Curriculum Maps are a work in progress
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
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I can write the letters u and w in cursive. (L.3.1j)
(ELD 1.1-4, 1.9-12, 2.2-7)
I can capitalize appropriate words in titles.
(L.3.2a)* (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 when writing words.
(L.3.2f)* (ELD 1.10-11)
I can use context clues to understand a meaning
of a new word. (L.3.4a) (ELD 1.6-8)
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
Superlative
Capitalization
Punctuation
Spelling Patterns
Word Structure
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: T303, T309,T323
Decodable Book: #26 Money Stories
Leveled Readers:
Strategic Level: The Story of Money
Benchmark Level: Making Good Choices with Credit Cards
English Learner: Let’s Talk About Credit Cards
Advanced Level: International Trade
Standards for Lesson 4:
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.
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 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 3.3.c: Decode Multi-syllable words.
RFS 3.4. Read with sufficient accuracy and fluency to support comprehension. *
W 3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.*
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W 3.6: With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
W 3.7: Conduct short research projects that build knowledge about a topic.
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*These Curriculum Maps are a work in progress
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
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. 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.
L.3.1.g: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.*
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 for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). *
L.3.2.a: Capitalize appropriate words in titles. *
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.3.4.a: Use sentence level context as a clue to the meaning of a word or phrase.
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*These Curriculum Maps are a work in progress
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
Unit 3 Lesson 5:
Uncle Jed’s Barbershop
Genre: Historical Fiction
Social Studies Link: The Great Depression
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:
Reading Literature:
 I can explain how the characters’ traits, feelings,
 Characters
and relationships with others lead to what happens
 Actions
in the story. (RL 3.3) (ELD 1.6-7)
 Stanza
 I can describe what characters do, say, think, and
 Cause/Effect
feel in the events of a story. (RL 3.3) (ELD 1.6-7)
 Historical Fiction
 I can infer how the author uses words and phrase
to express an idea. (RL 3.4) (ELD 1.6-8)
 I can identify a stanza in a poem when writing or
speaking about a text. (RL 3.5) (ELD 1.6, 1.8, 2.1-2)
 I can describe how each part of the text builds on
earlier parts through cause and effect. (RL 3.5)
(ELD 1.6, 1.8, 2.1-2)
 I can use reading strategies to help me understand
difficult complex text. (RL 3.10) (ELD 1.6)
Reading Information:
Reading Information:
 Text features
 I can locate information using text features
 Visual Information
focusing on headings. (RIT 3.5) (ELD 1.6, 1.8, 2.1 Events
2)
 Expository
 I can use text features to read expository text.
(RIT 3.5) (ELD 1.6, 1.8, 2.1-2)
Reading Foundational Skills:
 Decode
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Approximately 5 Days
Review Week 4 Days
Suggested Dates: 1/19-1/29
Third Grade
Language Arts
Selection Vocabulary
Uncle Jed’s Barbershop
 Lathered
 Shack
 Unconscious
 Bundled
 Failing
 Disappointed
 Stations
 County
 Equipment
 Segregation
 Retrieve
 Barber
 Lotion
 Hitched
 Examine
 Operation
 Delayed
 Great Depression
Social Studies Link
 Bleak
*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 Literature:
 1.1.D Describe Characters in
Stories
 1.2.A Determine Meaning of
Words and Phrases
 1.2.B Understand Literal and
Nonliteral Language
 1.2.C Parts of Stories
 1.2.D Parts of Drama
 1.2.E Parts of Poems
Reading Information:
 2.2.C Locate Information
Reading Foundational Skills:
 3.1.A Multi-syllable Words
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
Reading Foundational Skills:
 I can decode /o/ spelled _ow; /u/ spelled u_e, _ew,
and _ue; /oo/ spelled_ue, _ew, and u_e; /ow/
spelled ow. (RFS 3.3)
 I can sound out multi-syllable words. (RFS 3.3c)
 I can read fluently to gain knowledge and
remember what was read. (RFS 3.4)*
 I can read with expression to convey emotion.
(RFS 3.4)*
 I can reread a passage until it sounds natural.
(RFS 3.4)*
 I can use context to confirm or self-correct if a
word makes sense. (RFS 3.4)*
Writing:
 I can write an opinion essay or book review.
(W 3.1a-d)* (ELD 1.10-11, 2.1-2, 2.6-7) This will
include:
o My opinion on a topic or text
o Reasons that support my opinion
supported by evidence
o Connect the reasons and details with
linking words like: because, therefore,
since, and for example
o A conclusion
 I can use the writing process to make my writing
better. (W 3.5) (ELD 1.4, 1.10, 1.12, 2.1, 2.3-7)
 I can finish my inquiry research and begin to create
a presentation. (W 3.7) (ELD 1.10)
Speaking and Listening:
 I can bring the correct information to a discussion.
(SL 3.1a) (ELD 1.1, 1.3-5)
 I can give ideas about that information to the
group. (SL 3.1d) (ELD 1.1, 1.3-5)
 I can follow rules by respecting and listening to
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Multi-syllable
Fluently
Expression
Diction
Context
Self-Correct
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
Industry
Pledged
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
3.2.A Develop Fluency
3.2.A Use Self-Monitoring
Strategies
Poetry
 Pitcher
 Shade
 Tore
 Sore
Writing:
 Opinion
 Writing Process
 Writing Process
Writing:
 4.1.A Write Opinion Pieces
 4.2.A The Writing Process
 4.3.A Use the Research Process
Speaking and Listening:
 Discussion
 Topic
 Report
 Facts
 Opinion
 Details
 Audience
Speaking and Listening:
 5.1.A Collaborative Discussions
 5.2.A Present a Report
 5.2.D Create Audio Recordings
*These Curriculum Maps are a work in progress
Imagine It!
rd
3 Grade Curriculum Map
2015-2016

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others, and taking turns during a discussion.
(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 and answer questions about the topic.
(SL 3.1c) (ELD 1.1, 1.3-5)
I can share information by speaking in a clear and
understandable way. (SL 3.4) (ELD 1.9, 1.11-12,
2.1-2, 2.5-7)
I can add visual displays to my inquiry project to
support facts and details. (SL 3.5) (ELD 1.9)
I can speak using complete sentences when asked
to provide details or clarification. (SL 3.6) (ELD 1.1,
1.3-4, 1.9, 1.11-12, 2.3-7)



Complete Sentences
Summarizing
Historical Fiction
Language:
 Vocabulary
Language:
 I can correctly use comparative and superlative
adjectives. (L.3.1g)* (ELD 1.1-4, 1.9-12, 2.2-7)
 I can write the letters in cursive. (L.3.1j) (ELD 1.1-4,
1.9-12, 2.2-7)
 I can use correct spelling when writing and on my
weekly spelling test. (L.3.2e)* (ELD 1.10-11)
 I can use spelling patterns when writing words.
(L.3.2f) (ELD 1.10-11)
 I can clarify content vocabulary when reading text.
(L.3.6) (ELD 1.1-4, 1.6-12, 2.2-7)
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: T387, T393,T409, T439, T457, T465
Decodable Book: #27 Seven Bank Facts, #28 Dad is Back
Leveled Readers:
Strategic Level: Quarters of the Fifty States
Benchmark Level: Dollars for Pesos
English Learner: A Gift from Mexico
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*These Curriculum Maps are a work in progress
Language:
 6.1.J Spelling
 6.3.G Build Vocabulary
Imagine It!
rd
3 Grade Curriculum Map
2015-2016
Advanced Level: Henry Ford
Standards for Lesson 5:
RL 3.3: Describe characters in a story (e.g., their traits, motivations, or feeling) and explain how their actions contribute to the sequence of events.
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL 3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how
each successive part builds on earlier sections.
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 3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RFS 3.3.c: Decode multi-syllable words.
RFS 3.4. Read with sufficient accuracy and fluency to support comprehension. *
W 3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.*
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. 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.
SL 3.6: Speak in complete sentences when appropriate to task or situation in order to provide requested detail or clarification.
L.3.1.g: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.*
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.3.6: 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