Imagine It!
st
1 Grade Curriculum Map
2015-2016
Unit 1 Back to School
Getting Started: 8/26-9/11 Unit Suggested Dates: 9/14-10/2
About the Unit:
Students will be introduced to children around the world and across time who have in common the experience of going to school. They will read stories about the
importance of school and the similarities and differences to students in other countries at different time periods, as well as make personal connections to the selections read.
Big Idea: Why do we go to school?
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 primarily in the
The focus for writing is
The focus is making sure
Text
Skills
section but supplement
using stories and other
media to teach the standard
fully
Use stories from the “Red”
section but supplement
using articles and other
media to teach the standard
fully.
RL 1.2
RL 1.3
RL 1.4
RL 1.7
RIT 1.1
RIT 1.3
RIT 1.7
Taught in the “Green” Section.
May have to supplement with
CCSS Handbook and other
resources to teach the
standards fully.
“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
W1.3 (Narrative) the other
standards help support the
students through the
writing process.
RFS 1.1a*
L 1.1a
W 1.3*
RFS 1.3g* (HFW)
L 1.1b
RFS 1.2a*
L 1.1c
W 1.5
RFS 1.2b*
L 1.2b
W 1.7
RFS 1.2c*
L 1.2d
W 1.8
RFS 1.2d*
L 1.4a
RFS 1.3b*
L 1.5a
(Use Beginning of the
Year RFS Assessment)
Required CCCS Narrative Writing (W 1.3) Assessment Due: 10/2/15
students follow discussion
protocols, contribute to class
conversations, and work
collaboratively
SL 1.1
SL 1.2
SL 1.5
Required: iReady Diagnostic 9/14-9/25
Optional BOY RFS Assessment
Suggested Writing Topics: “All About Me”, “My Autobiography”, “My School”, “My Classroom”, “My First Day of 1st Grade”
Inquiry Topics/Ideas: What do you learn at school? How has school changed over time? What will school be like in the future? What do you think school
was like for your parents/grandparents? Why do we go to school? What will it help us do in the future? How are schools different in other countries?
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
1
Imagine It!
st
1 Grade Curriculum Map
2015-2016
Getting Started Section
Suggested Dates: 8/26-9/11
Unit 1 Lessons 1-5:
First Day Jitters, Back to School, And the Answer
Is…?
First Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teachers have Content Objectives
for each of the standards. These objectives show WHAT
students will be learning.
Reading Literature
 I can retell a story in order using the illustrations to help
me remember the text. (RL 1.2) (ELD 1.6)
 I can look at words in a poem and find the words that
show feelings. (RL 1.4) (ELD 1.6-8)
Reading Informational
 I can answer questions about important parts of a story
using complete sentences. (RIT 1.1) (ELD 1.6)
 I can describe a connection between two individuals in a
text. (RIT 1.3) (ELD 1.6)
 I can use the photographs in a story to help me
understand more about the text. (RIT 1.7) (ELD 1.6)
Reading Foundational Skills
 I can use letters to make a word and words to make a
sentence while I write from left to right, top to bottom.
(RFS 1.1a)*
 I can blend and segment initial sounds and segment final
sounds. (RFS 1.2c)*
 I can hear the difference between the long a sound and
the short a sound. (RFS 1.2a)*
Academic Services Department 2015-2016
Reading Literature
 Retelling
 Order
 Characters
 Feelings
 Emotions
Reading Informational
 Ask Questions
 Making Connections
 Photo-essay
 Visualizing
 Clarifying
Approximately Five Days
Suggested Dates: 9/14-9/18
Selection Vocabulary











uniform
discovering
science
forming
conducting
learning
geography
language
artistic
talent
lessons
Reading Foundational
Skills
 Left
 Right
 Top
 Bottom
 Blend
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.A: Identify Words and Phrases
Reading Informational
 2.1.A: Ask and Answer Questions
About Key Details
 2.1.C: Describe Connections in a Text
 2.2.C Compare Information from
Pictures vs. from Words
 2.3.A: Describe Key Ideas
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.B.: Blend Sounds in Words
 3.2.C: Say Sounds
 3.2.D: Segment Words Into Sounds
* These Curriculum Maps are a work in progress
2
Imagine It!
st
1 Grade Curriculum Map
2015-2016

I can read first grade high-frequency words. (RFS 1.3g)*
Writing
 I can brainstorm a list of narrative writing topics.
(W 1.3)* (ELD 1.10, 2.1-2, 2.6-7)
 I can draw a picture and label my drawing about
something that happened to me (personal narrative). (W
1.3)* (ELD 1.10, 2.1-2, 2.6-7)
Speaking and Listening
 I can answer questions about key details in a story that is
read aloud to me. ( SL 1.2) (ELD 1.5-6)

Segment
Writing
 Brainstorm
 Narrative
 Label
 Event
Speaking and Listening
 Key Details
Language
 I can print all upper and lowercase letters. (L 1.1a) (ELD
Language
1.1-3, 1.9-12, 2.2-7)
 Context Clue
 I can use the correct end punctuation in my writing.
(L 1.2b) (ELD 1.10-11)
 I can use words in a sentence to help me know the
meaning of an unknown word in that sentence. (L 1.4a)
(ELD 1.6-8)
Resources:
 Pre-Decodable 5: I Can See
 Decodable 6: Sam, Sam, Sam
 Decodable 7: Matt and Sam
 Decodable 8: On a Mat
 Big Idea: Why do we go to school?
 Launching The Theme: T4&T5
 Concept/Question Board : T39,T40,T62, T93, T113, T 131

3.3.B: High-Frequency Words
Writing
 4.1.C: Personal Narrative
Speaking and Listening
 5.1.B: Ask and Answer Questions
Language
 6.1.A: Handwriting
 6.1.J: Punctuation
 6.2.B: Use Context Clues
Standards for Lessons 1-5
RL 1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL 1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
3
Imagine It!
st
1 Grade Curriculum Map
2015-2016
RIT1.1: 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 1.7: Use the illustrations and details in a text to describe its key ideas.
RFS 1.1.a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). *
RFS 1.2.a: Distinguish long from short vowel sounds in spoken single-syllable words.*
RFS 1.2.c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in single-syllable words.*
RFS 1.3g: Recognize and read grade-appropriate irregularly spelled words.*
W 1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use
temporal words to signal event order, and provide some sense of closure.*
SL 1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
L 1.1a: Print all upper and lowercase letters.
L 1.2b: Use end punctuation for sentences.
L 1.4.a: 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
4
Imagine It!
st
1 Grade Curriculum Map
2015-2016
Unit 1 Lessons 6-10:
Suki’s Kimono, Wolf!
First Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teachers have Content Objectives
for each of the standards. These objectives show WHAT
students will be learning.
Reading Literature
 I can use illustrations and details from a story to retell
the most important events. (RL 1.2) (ELD 1.6)
 I can describe who is in a story and the most important
parts of the story. (RL 1.3) (ELD 1.6-7)
 I can look the pictures in a story and explain to you how
they can tell you more about the characters feelings.
(RL 1.7) (ELD 1.6)
Reading Foundational Skills
 I can find the first word on a page and show which
direction we read. (RFS1.1a)*
 I can hear and say the last sound in words. (RFS 1.2c)*
 I can hear the difference between the short I and long i.
(RFS 1.2a)*
 I can blend sounds into words and read those words in
decodable books. (RFS 1.3b)*
 I can read high-frequency words. (RFS 1.3g)*
Writing
 I can start writing an autobiography (Personal Narrative).
(W 1.3)* (ELD 1.10, 2.1-2, 2.6-7)
 I can use question words to question words to make my
writing better. (W 1.5) (ELD 1.10, 1.12, 2.1-7)
 I can use question words to generate questions for our
class to interview the principal. (W 1.7) (ELD 1.10)
Academic Services Department 2015-2016
Approximately Five Days
Suggested Dates: 9/21-9/25
Reading Literature
 Retelling
 Recall
 Beginning
 Middle
 End
 Characters
 Feelings
 Events
 Illustrations
 Summarizing
Selection Vocabulary














graceful
souvenir
quivered
approve
wiggled
snatched
respond
continued
concentrate
admire
educated
ached
emergencies
ignore
Reading Foundational
Skills
 Direction
 Final
 Blending
 Decode
 High-Frequency
Word
Writing
 Autobiography
 Audience
 Purpose
 Question Words
 Conjecture
Common Core Literacy Handbook
Use these lessons to further align Imagine
It! to the Common Core Standards
Reading Literature
 1.1.A: Ask and Answer Questions
About Key Details
 1.1.B: Retell Stories
 1.1.C: Use Key Details to Describe
Story Parts
 1.3.A: Use Illustrations and Details
Reading Foundational
Skills
 3.1.A: Understand Concepts of Print
 3.2.A: Distinguish Short Vowels From
Long Vowels
 3.2.D: Segment Words Into Sounds
 3.2.C: Say Sounds
 3.3.A: Phonics
 3.3.B: High-Frequency Words
Writing
 4.1.C:
 4.2.A:
 4.3.A:
 4.3.B:
Write Stories
The Writing Process
Use the Research Process
Answer Questions
* These Curriculum Maps are a work in progress
5
Imagine It!
st
1 Grade Curriculum Map
2015-2016

I can prepare to use information gathered from my
principal interview to answer my questions. (W 1.8) (ELD
1.10)
Speaking and Listening
 I can identify and follow agreed upon rules for discussion
and listen to the comments of others. (SL 1.1) (ELD 1.1,
1.3, 1.5)
 I can ask and answer questions about key details in a
text or presentation. (SL 1.2) (ELD 1.6)
 I can plan how I would like to add pictures to help clarify
the information from my principal interview. (SL 1.5)
(ELD 1.9)


Inquiry
Information
Speaking and Listening
 Clarify
Speaking and Listening
 5.2.B: Use Drawings and Pictures to
Express Ideas, Thoughts, and Feelings
Language
 Noun
 Capitalization
 Dictation
 Context Clue
Language
 6.1.A: Handwriting
 6.1.J: Punctuation
 6.1.C: Nouns
 6.1.K: Spelling
 6.2.A: Multiple Meaning Words
 6.2.B: Use Context Clues
Language
 I can print all upper and lowercase letters. (L 1.1a) (ELD
1.1-3, 1.9-12, 2.2-7)
 I can name and identify nouns. (L 1.1b) (ELD 1.1-3, 1.912, 2.2-7)
 I can use the correct end punctuation in my writing.
(L 1.2b) (ELD 1.10-11)
 I can use correct spelling in my dictation words. (L 1.2d)
(ELD 1.10-11)
 I can use words in a sentence to help me know the
meaning of an unknown word in that sentence. (L 1.4a)
(ELD 1.6-8)
 I can sort nouns into groups to show if they are a person,
place, or thing. (L 1.5a) (ELD 1.8, 1.12)
Resources:





Decodable 9: Dad Sat
Decodable 10: Ants
Decodable 11: Sit
Decodable 12: A Hint
Decodable 13: Mints
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
6
Imagine It!
st
1 Grade Curriculum Map
2015-2016


Big Idea: Why do we go to school?
Concept/Question Board: T169, T219, T250, T252, T278, T297, T298
Standards for Lessons 6-10
RL 1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL 1.3: Describe characters, settings, and major events in a story, using key details.
RL 1.7: Use illustrations and details in a story to describe its characters, settings, or events.
RFS 1.1.a:
RFS 1.2.a:
RFS 1.2.c:
RFS 1.3.b:
RFS 1.3.g:
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). *
Distinguish long from short vowel sounds in spoken single-syllable words.*
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in single-syllable words.*
Decode regularly spelled one-syllable words.*
Recognize and read grade-appropriate irregularly spelled words. *
W 1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened,
use temporal words to signal even order, and provide some sense of closure. *
W 1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to
strengthen writing as needed.
W 1.7: Participate in a shared research and writing projects (e.g. explore a number or “how-to” books on a given topic and use them to write a
sequence of instructions).
W 1.8: With guidance and support and support from adults, recall information from experiences or gather information from provided
sources to answer a 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.
SL 1.5: Add drawings or other visual to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
7
Imagine It!
st
1 Grade Curriculum Map
2015-2016
L 1.1a: Print all upper- and lowercase letters.
L 1.1.b: Use common, proper, and possessive nouns.
L 1.2b: Use end punctuation for sentences.
L 1.2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L 1.4.a: Use sentence-level context as a clue to the meaning of a word or phrase.
L 1.5.a: Sort words into categories (e.g., to gain a sense of the concepts the categories represent.
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
8
Imagine It!
st
1 Grade Curriculum Map
2015-2016
Unit 1 Lessons 11-15:
School Then and Now, School Bus
First Grade
Language Arts
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 Informational
 I can answer questions about important parts of a story
being read to me. (RIT 1.1) (ELD 1.6)
 I can discuss how schools are different and the same
now and years ago. (RIT 1.3) (ELD 1.6)
Reading Foundational Skills
 I can use basic text features to help me read (find the
first word, capitalization, and ending punctuation).
(RFS 1.1a)*
 I can hear the difference between long o and short o
(RFS 1.2a)*
 I can orally blend sounds together to make a word.
(RFS 1.2b)*
 I can orally blend and segment one syllable words.
(RFS 1.2d)*
 I can hear and separate the final consonant sound in
words. (RFS 1.2c)*
 I can read first grade high-frequency words. (RFS 1.3g)*
Writing
 I can start writing an autobiography (Personal Narrative).
(W 1.3)* (ELD 1.10, 2.1-2, 2.6-7)
 I can give my readers more information by adding details
to my writing. (W 1.5) (ELD 1.10, 1.12, 2.1-7)
 I can share the information I learned from our shared
Academic Services Department 2015-2016
Approximately Five Days
Suggested Dates: 9/28-10/2
Reading Informational
 Ask Questions
 Time Line
Reading Foundational
Skills
 Phonemes
 Blend
 Final
 Consonant
Selection Vocabulary













public
invented
college
social studies
supplies
slates
chalk
arithmetic
fountain pen
illustrated
published
readied
fall
Writing
 Details
 Inquiry
 Presentation
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.C: Describe Connections in a Text
 2.3.B: Identify Reasons that Support
Key Points
Reading Foundational Skills
 3.1.A: Understand Concepts of Print
 3.2.C: Say Sounds
 3.2.D: Segment Words Into Sounds
 3.3.B: High-Frequency Words
Writing
 4.1.C: Narrative Writing
 4.2.A: The Writing Process
 4.3.A: Use the Research Process
* These Curriculum Maps are a work in progress
9
Imagine It!
st
1 Grade Curriculum Map
2015-2016
inquiry project. (W 1.7) (ELD 1.10)
Speaking and Listening
 I can ask questions when I do not understand. (SL 1.1)
(ELD 1.1, 1.3, 1.5)
 I can ask and answer questions about key details in a
text or presentation. (SL 1.2) (ELD 1.5-6)
Language
 I can print upper and lowercase letters. (L 1.1a) (ELD 1.13, 1.9-12, 2.2-7)
 I can change a noun from singular to plural and use it in
a sentence. (L 1.1c) (ELD 1.1-3, 1.9-12, 2.2-7)
 I can correctly spell my dictation words and some highfrequency words. (L 1.2d) (ELD 1.10-11)
 I can use clues in a sentence to find the meaning of a
word I don’t know. (L1.4a) (ELD 1.6-8)
Language
 Singular
 Plural
 Noun
 Context Clues
Language
 6.1.C:
 6.1.K:
 6.2.A:
 6.2.B:
 6.2.C:
Nouns
Spelling
Multiple Meaning Words
Use Context Clues
Understand Words Parts
Resources:








Decodable 14: Pat’s Map
Decodable 15: Lin and Hal
Decodable 16: A Spot
Decodable 17: Bob at Bat
Decodable 18: Bill
Big Idea: Why do we go to school?
Concept/Question Board: T343,T389,T409,T427
Unit Celebration: T434 & T435
Standards for Lesson 11-15
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.
RFS 1.1.a:
RFS 1.2.a:
RFS 1.2.b:
RFS 1.2.c:
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). *
Distinguish long from short vowel sounds in spoken single-syllable words.*
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.*
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in single-syllable words.*
Academic Services Department 2015-2016
* These Curriculum Maps are a work in progress
10
Imagine It!
st
1 Grade Curriculum Map
2015-2016
RFS 1.2d: Segment spoken single-syllable words into their complete sequence of individual sounds.*
RFS 1.3g: Recognize and read grade appropriate irregularly spelled words.*
W 1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal
words to signal even order, and provide some sense of closure. *
W 1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as
needed.
W 1.7: Participate in a shared research and writing projects (e.g. explore a number or “how-to” books on a given topic and use them to write a sequence of
instructions).
SL 1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL 1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
L 1.1a: Print all upper and lowercase letters.
L 1.1.c: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
L 1.2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L 1.4.a: 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
11