Imagine Language & Literacy

Imagine Language & Literacy English Language Arts | Texas Essential Knowledge and Skills (TEKS)

April 2021 Copyright © Imagine Learning, Inc. 1

110.2. English Language Arts and Reading, Kindergarten TEKS for English Language Arts and Reading Imagine Language & Literacy Number Standard Description Lesson or Activity Link Lesson or Activity Description Developing and sustaining foundational language skills Listening, speaking, discussion, and thinking – oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: 110.2.b.1.A. listen actively and ask questions to

understand information and answer questions using multi-word responses;

Put It Together Listening Comprehension

Students learn the metacognitive strategy of selective attention on words, phrases, and sentences to improve listening comprehension.

Listen Up Listening Comprehension

Students listen to sentence and paragraph prompts and apply the metacognitive strategy of selective attention in order to answer listening comprehension questions.

Read-Along Comprehension Read-Along Books: Books 1–26

Students answer comprehension questions based on read-along books. Comprehension questions include sequencing, recognizing main ideas, and understanding idioms.

Teacher Resources: Beginning Books Guide

This resource provides teachers with the texts of all of the beginning books as well as copies of any associated printouts. Teachers can use printouts of these texts for group reading activities, including having students describe the connection between two individuals, events, ideas, or pieces of information in a text.

Teacher Resources: Read-Along Books Guide

This resource provides teachers with the texts of all of the read-along books as well as copies of any associated printouts. Teachers can use printouts of these texts for group reading activities.

110.2.b.1.C. share information and ideas by speaking audibly and clearly using the conventions of language;

Animated Everyday Words Basic Vocabulary: Lessons 21–50

Students directly learn verbs and adjectives by attaching them to previously learned nouns and seeing illustrative animations. • Simple sentences include nouns and verbs and incorporate adjectives when

appropriate. Students hear the verbs in the context of a sentence.

Teacher Resources: Classroom Activities Names and Numbers

Students role-play conversations about addresses and phone numbers.

Teacher Resources: Classroom Activities Show Me an Adjective

Teacher asks questions about objects. Students respond using adjectives to describe objects.

Let’s Talk Conversational Phrases: Lessons 1–15

Students watch videos of children using useful phrases or social greetings in a variety of authentic contexts. Children in the video then invite students to repeat the target speech. The learned vocabulary and phrases help students

https://my.imaginelearning.com/resources/listeningComprehension_ld


https://my.imaginelearning.com/resources/readAlongBooks_ld


https://content.imaginelearning.com/teacherResources/printouts/beginningBooks_allPrintouts.pdf

https://content.imaginelearning.com/teacherResources/printouts/readAlongBooks_readAlongLibrary.pdf

https://my.imaginelearning.com/resources/basicVocabulary_ld

https://my.imaginelearning.com/resources/namesAndNumbers

https://my.imaginelearning.com/resources/showMeAnAdjective

https://my.imaginelearning.com/resources/conversationalPhrases_ld



with their basic needs in social and school settings. This activity is scaffolded through the repetition of the target phrase.

Teacher Resources: Classroom Activities Sometimes I Feel Happy

Students read a story and discuss the emotion words used in the story. They share when they have felt the emotions discussed.

Teacher Resources: Classroom Activities Real or Not Real

Students work in pairs to sort pictures representing reality and fantasy.

Teacher Resources: Classroom Activities Tell It Again

Students listen to a story and reenact it as a group using character headbands.





110.2.b.1.D. work collaboratively with others by following agreed-upon rules for discussion, including taking turns; and

Daily Conversations This activity supports students in meeting the standard. Conversational Phrases: Lessons 2–15

Students see short video clips of children using conversational greetings and phrases in authentic contexts. The students then practice the phrases.

Teacher Resources: Classroom Activities Sometimes I Feel Happy

Students read a story and discuss the emotion words used in the story. They share when they have felt the emotions discussed.

Teacher Resources: Classroom Activities Real or Not Real

Students work in pairs to sort pictures representing reality and fantasy.


Students listen to a story and reenact it as a group using character headbands.

https://my.imaginelearning.com/resources/sometimesIFeelHappy

https://my.imaginelearning.com/resources/realOrNotReal

https://my.imaginelearning.com/resources/tellItAgain_lc




https://my.imaginelearning.com/resources/sometimesIFeelHappy

https://my.imaginelearning.com/resources/realOrNotReal

https://my.imaginelearning.com/resources/tellItAgain_lc



Teacher Resources: Classroom Activities Find a Rhyme

Teachers give students flashcards of words that rhyme. Students must find the partner with a matching rhyme.

Teacher Resources: Classroom Activities Good Morning

Students play a game to review common phrases.

Teacher Resources: Classroom Activities Names and Numbers

Students role-play conversations about addresses and phone numbers.

Teacher Resources: Classroom Activities What is Your Name?

Students play a game to review and practice the conversational phrase, “What is Your Name?”

Teacher Resources: Classroom Activities Tell a Tongue Twister

In small groups, students create their own tongue twisters and share them with the whole class.

110.2.b.1.E. develop social communication such as introducing himself/herself, using common greetings, and expressing needs and wants.

Daily Conversations This activity supports students in meeting the standard. Conversational Phrases: Lessons 2–15

Students see short video clips of children using conversational greetings and phrases in authentic contexts. The students then practice the phrases.


Students will listen to and reenact a story

Listening, speaking, reading, writing, and thinking – beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: 110.2.b.2.A. demonstrate phonological awareness by: 110.2.b.2.A.i. identifying and producing rhyming

words; Sing and Chant Songs & Chants: Lessons 1–10

Students hear songs, nursery rhymes, and chants. The text of each song and chant is highlighted as the words are sung or said.

Introduction to Rhyme Phonological Awareness: Lessons 8–11

Students are directly taught the concept of rhyme.

https://my.imaginelearning.com/resources/findARhyme

https://my.imaginelearning.com/resources/goodMorning

https://my.imaginelearning.com/resources/namesAndNumbers

https://my.imaginelearning.com/resources/whatIsYourName

https://my.imaginelearning.com/resources/tellATongueTwister


https://my.imaginelearning.com/resources/tellItAgain_lc#overview

https://my.imaginelearning.com/resources/songsChants_ld

https://my.imaginelearning.com/resources/phonologicalAwareness_ld



Identify Rhyming Words Phonological Awareness: Lessons 8–11

Students identify English rhyming words by selecting pictures of things that rhyme.

Teacher Resources: Classroom Activities Rhyming Word Books

The Rhyming Word books set includes five My Rhyming Words printouts that can be cut out and folded into a take-home book.

Teacher Resources: Classroom Activities Find a Rhyme

Students identify rhyming pairs and non-rhyming pairs of words in a matching game.

Teacher Resources: All Printouts Phonological Awareness – My Rhyming Words

Students follow the dotted lines on a booklet to connect rhyming words.

Teacher Resources: All Printouts Phonological Awareness – Rhyme Flashcards

Students cut out and match flashcards with words that rhyme.

110.2.b.2.A.iv. identifying syllables in spoken words;

Meet New Sounds (only available with first-language support) Phonological Awareness: Lessons 1–6

English language learners learn to recognize English phonemes that are not produced in their first language. A video of a mouth helps students learn to accurately pronounce each new sound. This activity is only available if first-language support is turned on.

Yakkity Yak Phonological Awareness: Lessons 25–29

Students listen for a target phoneme in one-syllable words. They segment the word into phonemes in order to identify the phoneme’s position in the word. If they answer incorrectly, the word is stretch-blended, making the individual phonemes more recognizable.

Discover Similar Sounds (only available with first-language support) Phonological Awareness: Lessons 1–6

English language learners learn to recognize English phonemes that correspond to phonemes already heard and produced in their first language. This activity is only available if first-language support is turned on.

Sound Chase Phonological Awareness: Lessons 20–24

Students are assessed on how well they can segment sounds in one-syllable words. Students hear ten words with two to five sounds per word. They click buttons to represent the sounds in the words they hear.

Making Music

Students practice recognizing phonemes by segmenting the initial sound and selecting pictures of objects that begin with the target phoneme.


https://my.imaginelearning.com/resources/rhymingWordBooks

https://my.imaginelearning.com/resources/findARhyme

https://content.imaginelearning.com/teacherResources/printouts/phonologicalAwareness_myRhymingWords.pdf

https://content.imaginelearning.com/teacherResources/printouts/phonologicalAwareness_myRhymingWords.pdf

https://content.imaginelearning.com/teacherResources/printouts/phonologicalAwareness_rhymeFlashcards.pdf







Beginning Books: Books 1–5, 7–10, 13, 15–17, 21 Syllable Fun Phonological Awareness: Lessons 6, 13

Students interact with an instructional commercial about syllables and syllable counting.

Syllable Count Phonological Awareness: Lessons 6–7, 13–14

Students identify the number of syllables in the words they hear.

110.2.b.2.A.v. blending syllables to form multisyllabic words;

Syllable Fun Phonological Awareness: Lessons 6, 13

Students interact with an instructional commercial about syllables and syllable counting.

Syllable Count Phonological Awareness: Lessons 6–7, 1 3–14

Students identify the number of syllables in the words they hear.

Teacher Resources: Reteaching Lesson Plans – Phonological Awareness 1–4 Syllable Words

Students segment 1–4 syllable words into syllables and count syllables by clapping, sorting pictures, and playing a board game.


Students segment 2–3 syllable words into syllables and count syllables by clapping and sorting pictures.

110.2.b.2.A.vi. segmenting multisyllabic words into syllables;


Students segment 1–4 syllable words into syllables and count syllables by clapping, sorting pictures, and playing a board game.


Students segment 2–3 syllable words into syllables and count syllables by clapping and sorting pictures.

110.2.b.2.A.vii. blending spoken onsets and rimes to form simple words;

Monster Blend Phonological Awareness: Lessons 15–19

Students blend onsets and rimes to make words.

https://my.imaginelearning.com/resources/beginningBooks_ld





https://my.imaginelearning.com/resources/pa_syllableWords1-4







Teacher Resources: Reteaching Lesson Plans Onset-Rime Blending

Students blend onset and rimes of words with 3–5 phonemes using picture clues.

Teacher Resources: All Printouts Phonological Awareness – Onset Rime Flashcards

Students pair onsets and rimes to practice sounds and creating words.

110.2.b.2.B. demonstrate and apply phonetic knowledge by: 110.2.b.2.B.i. identifying and matching the

common sounds that letters represent;

Letter Shapes & Sounds Print Concepts: Lessons 1–16

Students learn each letter by associating it with a noun, seeing it formed, and tracing it onscreen. A word that starts with each target letter is shown underneath an illustration of the word. This enables students to distinguish between individual letters and words that begin with the target.

Making Music Beginning Books: Books 1–5, 7–10, 13, 15–17, 21


Recognize Letter Sounds Beginning Books: Books 1–23

Students show their knowledge of letter sounds by matching letters to corresponding sounds that are demonstrated by a mouth model.

Teacher Resources: Reteaching Lesson Plans Individual Letter Sounds Blends Digraphs Silent Consonants Long and Short Vowels

• Students demonstrate letter-sound correspondence by producing the most common sound for the letter.

• Students demonstrate letter-sound correspondence by blending two consonant sounds.

• Students demonstrate letter-sound correspondence by producing the most common sound for the digraph.

• Students demonstrate letter-sound correspondence by producing the sound associated with the consonants k (silent)/n and w (silent)/r.

Students distinguish between short and long vowel sounds for letters, then sort picture cards into long and short columns.

Teacher Resources: Classroom Activities A-A-A Alphabet

Students say the letter sound when presented with a Letter Sound Flash Card.

Teacher Resources: Classroom Activities Beach Ball Alphabet

Students play a game with a beach ball and say the name and sound of letters, blends, digraphs, and silent consonants.

Teacher Resources: Classroom Activities

Students stand in inside-outside circles and practice identifying letters and letter sounds.

https://my.imaginelearning.com/resources/pa_onsetRimeBlending

https://content.imaginelearning.com/teacherResources/printouts/phonologicalAwareness_onsetRimeFlashcards.pdf

https://content.imaginelearning.com/teacherResources/printouts/phonologicalAwareness_onsetRimeFlashcards.pdf

https://my.imaginelearning.com/resources/printConcepts_ld



https://my.imaginelearning.com/resources/phonicsWordRecognition


https://my.imaginelearning.com/resources/aaaAlphabet

https://my.imaginelearning.com/resources/beachBallAlphabet



Circle The Alphabet Teacher Resources: Classroom Activities Clap your Hands

Students look at five letters and match one of them with the letter sound provided by the teacher.

Teacher Resources: Classroom Activities Letter Sound Scramble

Students will find a word card that matches the letter, blend, or digraph sound they hear.

Presenting Vowels Beginning Books: Books 1, 8–9, 13, 21

Students listen to a song about each vowel letter, its vowel sound, and words that include the vowel sound. Long and short vowel sounds are taught.

Vowel Drop Beginning Books: Books 4, 8–9, 13, 23

Students practice associated vowels with their sounds.

Vowel Explorer Beginning Books: Books 4, 8–9, 13, 18

Students are tested on their ability to associate vowel sounds with the correct vowel in words that they hear.

110.2.b.2.B.ii. using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;

Recognize Letter Sounds Beginning Books: Books 1 –23


AEIOU Song Print Concepts: Lessons 8, 16

Students listen and sing along with a song that teaches the vowels.

Making Music Beginning Books: Books 1–5, 7–10, 13, 15–17, 21




Mega Mazels Beginning Books: Books 1–23

Students practice blending letter sounds to read words they will encounter in upcoming books.

Word Survivor Beginning Books: Books 1–24

Students demonstrate their recognition of reading words.

https://my.imaginelearning.com/resources/circleTheAlphabet

https://my.imaginelearning.com/resources/clapYourHands

https://my.imaginelearning.com/resources/letterSoundScramble












Read on My Own Beginning Books: Books 1–24

Students apply their knowledge of phonics and word recognition by reading independently.

Phonics Commercials Beginning Books: Books 2–3, 7, 11, 17, 20–23

A short animation illustrating a phonics rule that applies to the spelling lesson is shown as an anticipatory set.



Presenting Vowels Beginning Books: Books 1, 8–9, 13, 21


Vowel Drop Beginning Books: Books 4, 8–9, 13, 23


Vowel Explorer Beginning Books: Books 4, 8–9, 13, 18


Sound Play Phonological Awareness: Lessons 20–24

Students practice segmenting words into phonemes. Students hear words with two to five phonemes. They click buttons that represent the sounds in the words they hear.



Sound Stretch Phonological Awareness: Lessons 20–24

Students practice blending sounds in words. Phonemes in words are segmented for students and they are asked to blend sounds together.

Teacher Resources: Reteaching Lesson Plans 1–4 Phoneme Words

Students segment two-, three-, and four-phoneme words into individual phonemes using Elkonin boxes.

Teacher Resources: Classroom Activities

Students indicate with a thumbs up or thumbs down whether pictures on two flash cards begin with the same sound or different sounds.










https://my.imaginelearning.com/resources/pa_phonemeWords



Same or Different Teacher Resources: Classroom Activities Last Sounds Last

Students demonstrate they can identify same final sounds of words by standing and sitting.

Teacher Resources: Classroom Activities First Sounds First

Students demonstrate they can identify same initial sounds of words by standing and sitting.

110.2.b.2.B.iii. recognizing that new words are created when letters are changed, added, or deleted such as it –pit –tip –tap; and



Ready to Spell Beginning Books: Books 2–23

Students learn to use word family patterns to help them spell regularly spelled words.

Spellball Showdown Beginning Books: Book 24

Students demonstrate their ability to spell regularly spelled words.

Teacher Resources: Reteaching Lesson Plans Word Building with /ă/ Word Building with /ĕ/ Word Building with /ĭ/ Word Building with /ŏ/ Word Building with /ŭ/

Students use letter tiles to build new words by replacing one letter at a time. Students then blend sounds of letters to read the new words

The following activities support students in meeting the standard. Yakkity Yak Phonological Awareness: Lessons 25–29


Sound Check Phonological Awareness: Lessons 20–24

Students learn to segment words into phonemes. Words with two to five phonemes per word are presented. Students click buttons that represent the sounds in the words they hear.

Sound Play Phonological Awareness: Lessons 20–24

Students practice segmenting words into phonemes. Students hear words with two to five phonemes. They click buttons that represent the sounds in the words they hear.

https://my.imaginelearning.com/resources/sameOrDifferent

https://my.imaginelearning.com/resources/lastSoundsLast

https://my.imaginelearning.com/resources/firstSoundsFirst




https://my.imaginelearning.com/resources/pwr_wordBuilding_a

https://my.imaginelearning.com/resources/pwr_wordBuilding_e

https://my.imaginelearning.com/resources/pwr_wordBuilding_i

https://my.imaginelearning.com/resources/pwr_wordBuilding_o

https://my.imaginelearning.com/resources/pwr_wordBuilding_u










110.2.b.2.B.iv. identifying and reading at least 25 high-frequency words from a research-based list;

Note This Beginning Books: Books 1–23

Students learn to read and understand sight words presented in context sentences. Students are prompted to spell each word by dragging letters into blanks. Each of the context sentences is used in one of the books the students will read. For English language learners, a translation of each word is provided in the student’s first language.

Find the Word Beginning Books: Books 1–24

Before students read a story independently, they identify target words and punctuation marks on each page. • Target words include both beginning and sight words. Front-loaded vocabulary acts as scaffolding and helps students comprehend what they read.


Students identify and decode high-frequency and regularly spelled words.

Blaster Beginning Books: Books 1–5, 7–11, 13–17, 21–23

Students practice identifying sight words. This is a timed game with the goal of identifying the correct word as quickly as possible. Words include compound words and contractions.

Teacher Resources: Reteaching Lesson Plans Sight Words: 52 Lessons

Students will read, write, and then play games to practice reading sight words and high-frequency words.

110.2.b.2.C. demonstrate and apply spelling knowledge by: 110.2.b.2.C.ii. spelling words using sound-spelling

patterns; and Mega Mazels Beginning Books: Books 1–23










https://my.imaginelearning.com/resources/reteachingLessonPlans










110.2.b.2.C.iii. spelling high-frequency words from a research-based list;







110.2.b.2.D. demonstrate print awareness by: 110.2.b.2.D.i. identifying the front cover, back

cover, and title page of a book; Listen and Read Read-Along Books: Books 1–26

Students follow along with a narrator as he/she reads narratives and nonfiction texts. The narrator reads the information on the front cover. Each word highlights as it is spoken, reinforcing left-to-right directionality and print-word connection. • Students “turn pages” by clicking the top right corner of the page, which

causes the page to turn just as occurs with a real book. • At the beginning of each story, the title is read, and the author and

illustrator are identified. Students are directly taught nouns, including title, author, and illustrator, by hearing the word and associating it with a graphic.

My Word Book Basic Vocabulary: Lesson 49

Students review learned words as the words are placed into categories in their word book. When students click a picture, they hear the target vocabulary word and see it printed.

Everyday Words in Scenes Basic Vocabulary: Lesson 49

Students learn nouns in categories such as family members, animals, and things that go. Students use visual, audio, and tactile modalities in this activity as they categorize each word by moving graphics into a puzzle. Students are directly taught nouns, including title, author, and illustrator, by hearing the word and associating it with a graphic.

Teacher Resources: Classroom Activities Concepts of Print

Following prompts from the teacher, students identify parts of a book.

110.2.b.2.D.ii. holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep;

Listen and Read Read-Along Books: Books 1–26

Students follow along with a narrator as he/she reads narratives and nonfiction texts. The narrator reads the information on the front cover. Each word highlights as it is spoken, reinforcing left-to-right directionality and print-word connection.











https://my.imaginelearning.com/resources/conceptsOfPrint




• Students “turn pages” by clicking the top right corner of the page, which causes the page to turn just as occurs with a real book.

• At the beginning of each story, the title is read, and the author and illustrator are identified.

Students are directly taught nouns, including title, author, and illustrator, by hearing the word and associating it with a graphic.






Students apply their knowledge of phonics and word recognition by reading independently. • Story text appears on each page using complete sentences with

capitalization and ending punctuation. Students “turn pages” by clicking the top right corner of the page, which causes the page to turn just as occurs with a real book. This shows students how to orient themselves with print and books.


Following prompts from the teacher, students identify how books work and the roles of the author and illustrator.

110.2.b.2.D.iii. recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;


Students follow along with a narrator as he/she reads narratives and nonfiction texts. The narrator reads the information on the front cover. Each word highlights as it is spoken, reinforcing left-to-right directionality and print-word connection.

Sing and Chant Songs & Chants: Lessons 1–10

Students hear songs, nursery rhymes, and chants. The text of each song and chant is highlighted as the words are sung or said.


Following prompts from the teacher, students identify parts of a book and demonstrate knowledge of basic print concepts. Students point at 1 word, 2 words, the space between words, a sentence, the first and last word in a sentence, space between words, etc.

110.2.b.2.D.iv. recognizing the difference between a letter and a printed word; and

Let’s Talk Conversational Phrases: Lessons 1–15

Students watch videos of children using useful phrases or social greetings in a variety of authentic contexts. Children in the video then invite students to repeat the target speech. The learned vocabulary and phrases help students with their basic needs in social and school settings. This activity is scaffolded through the repetition of the target phrase.











Let’s Bounce Beginning Books: Books 3–5, 8–9, 13–14, 1 9–21, 23

Students hear a letter sound and then click on the associated letter card to make an animated ball bounce on a trampoline. They then blend the letter sounds together to form a word.



Sing and Chant Songs & Chants: Lessons 1–10

Students hear songs, nursery rhymes, and chants. The text of each song and chant is highlighted as the words are sung or said. Text is highlighted as the words are sung or said, reinforcing the left-to-right directionality of written text.




Following prompts from the teacher, students identify parts of a book and demonstrate knowledge of basic print concepts. Students point at 1 word, 2 words, the space between words, a sentence, the first and last word in a sentence, space between words, etc.

110.2.b.2.D.v. identifying all uppercase and lowercase letters; and

Build a Monster Print Concepts: Lessons 1–16

Students practice identifying the letters of the alphabet through an exploration game. They select target letters to assemble monsters and robots.

Free the Aliens Print Concepts: Lessons 1–16

Students practice recognizing letters quickly to build automaticity. The letter-recognition speed is adjusts based on performance, so the student is challenged without being overwhelmed.

Underwater Adventure Print Concepts: Lessons 1–16

Students practice recognizing letters quickly to build automaticity. The letter-recognition speed is adjusts based on performance, so the student is challenged without being overwhelmed.



Recognize Letters Print Concepts: Lessons 1–16

Students demonstrate letter knowledge by selecting a target letter from among other similarly shaped letters.

Alphabet Songs Print Concepts: Lessons 1–16

The alphabet songs, both traditional and new, show each letter of the alphabet. At the end of each song, students are invited to click letters to hear the letter names.

Soup ABC Song

Students listen to the alphabet song both forwards and backwards. Students may click on individual letters to hear the sound each one makes. Uppercase and lowercase letters are showcased.














Print Concepts: Lesson 5 Sort Court Print Concepts: Lessons 12–16

Students demonstrate letter knowledge by identifying and sorting letters into upper –and lowercase columns.

Teacher Resources: All Printouts Print Concepts – Alphabet Flashcards (all letters)

Students learn and review the all the letters of the alphabet and their sounds.

Teacher Resources: All Printouts Print Concepts – Letter Practice (all letters)

Students practice writing uppercase and lowercase letters of the alphabet.

110.2.b.2.E. develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.



Soup ABC Song Print Concepts: Lesson 5

Students listen to the alphabet song both forwards and backwards. Students may click on individual letters to hear the sound each one makes. Uppercase and lowercase letters are showcased.

Western ABC Song Print Concepts: Lessons 2, 10

Students listen to the alphabet song in a farm setting. Students may click on individual letters to hear the sound each one makes. Uppercase letters are showcased.

Teacher Resources: All Printouts Print Concepts – Letter Practice (all letters)

Students practice writing uppercase and lowercase letters of the alphabet.

Listening, speaking, reading, writing, and thinking – vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: 110.2.b.3.A. use a resource such as a picture

dictionary or digital resource to find words;



110.2.b.3.B. use illustrations and texts the student is able to read or hear to learn or clarify word meanings; and


Before students read a story independently, they identify target words and punctuation marks on each page. • Target words include both beginning and sight words. • Front-loaded vocabulary acts as scaffolding and helps students

comprehend what they read. • Students select a word on a page based on a definition, synonym, or

antonym. Students rely on their own vocabulary knowledge as well as context.

Sometimes the prompt includes the meaning of an idiomatic expression, such as “you’re out,” “all right,” or “I’d be toast.”



https://content.imaginelearning.com/teacherResources/printouts/printConcepts_allAlphabetFlashcards.pdf

https://content.imaginelearning.com/teacherResources/printouts/printConcepts_allAlphabetFlashcards.pdf

https://content.imaginelearning.com/teacherResources/printouts/printConcepts_allLetterPractice.pdf











110.2.b.3.C. identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.





Listening, speaking, reading, writing, and thinking – self-sustained reading. The student reads grade-appropriate texts independently. 110.2.b.4. The student is expected to self-

select text and interact independently with text for increasing periods of time.




Students apply their knowledge of phonics and word recognition by reading independently. Each of these beginning books includes a modeled think-aloud and supporting illustrations.

Read-Along Books: Books 1–26 From the menu, this activity can be used by teachers for small –or whole-group reading activities. Students follow along with a narrator as he/she reads narratives and nonfiction texts. Each word is highlighted as it is spoken. Front-loaded vocabulary acts as scaffolding and helps students comprehend what they read. Students must listen attentively to answer comprehension questions at the end of the selection.



Comprehension skills Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: 110.2.b.5.A. establish purpose for reading

assigned and self-selected texts with adult assistance;



















• Before students read, they hear the title and a modeled think-aloud that sets a purpose for reading.

• Students can click any word to hear it sounded out. • Students “turn pages” by clicking the top right corner of the page, which

causes the page to turn just as occurs with a real book. This shows students how to orient themselves with print and books.

• Story text appears on each page using complete sentences with capitalization and ending punctuation.

Students must read attentively in order to answer comprehension questions at the end of the selection.

110.2.b.5.E. make connections to personal experiences, ideas in other texts, and society with adult assistance;



Read-Along Comprehension Read-Along Books: Books 1–26 Teacher Resources: Read-Along Books Guide

Students answer comprehension questions based on read-along books. Comprehension questions include sequencing, recognizing main ideas, and understanding idioms. This resource provides teachers with the texts of all of the read-along books as well as copies of any associated printouts. Teachers can use printouts of these texts for group reading activities, including having students describe the connection between two individuals, events, ideas, or pieces of information in a text.

110.2.b.5.F. make inferences and use evidence to support understanding with adult assistance;

Understand What I Read Beginning Books: Books 1–24

Students answer literal and inferential questions about the story they have read. • If they answer incorrectly, English learners receive feedback in their first

language, reminding them of the question-answering strategies they have previously learned.

• Questions are read to the student at the beginning, but eventually students must read the questions on their own.

• Some inferential questions include figurative language such as “run like the wind.”

The task of answering reading comprehension questions is scaffolded. If students answer incorrectly, they receive feedback directing them to a relevant page of the book. If appropriate, inferential logic is explained.


This resource provides teachers with the texts of all of the beginning books as well as copies of any associated printouts. Teacher previews words students might find difficult to pronounce or have unfamiliar meanings.


Before students read a text independently, they identify target words and punctuation marks on each page. Target words include both decodable and sight words.









110.2.b.5.I. monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.


Students answer literal and inferential questions about the story they have listened to and read. Students receive feedback in their first language specifying how to use question answering strategies. • Questions are read to the student at the beginning, but eventually students

must read the questions on their own. • Some inferential questions include figurative language such as “run like the

wind.” The task of answering reading comprehension questions is scaffolded. If students answer incorrectly, they receive feedback directing them to a relevant page of the book. If appropriate, inferential logic is explained.

Read on My Own Beginning Books: Books 1–24 Teacher Resources: Beginning Books Guide

Students apply their knowledge of phonics and word recognition by reading independently. Before students read, they hear the title and a modeled think-aloud that sets a purpose for reading. This resource provides teachers with the texts of all of the beginning books as well as copies of any associated printouts. Teachers can use printouts of these texts for group reading activities, including having students describe the connection between two individuals, events, ideas, or pieces of information in a text.

First, Next, Last Read-Along Books: Book 9

Students apply their understanding of sequencing and demonstrate comprehension of the read –along book.

Put It In Order Read-Along Books: Book 9


Listen and Read Read-Along Comprehension Read-Along Books: Books 1–26

Students follow along with a narrator as he/she reads narratives and nonfiction texts. Each word is highlighted as it is spoken. Front-loaded vocabulary acts as scaffolding and helps students comprehend what they read. Students must listen attentively to answer comprehension questions at the end of the selection. • Each word is highlighted as it is spoken, reinforcing left-to-right

directionality and print-word connection. • Students “turn pages” by clicking the top right corner of the page, which


• Students can click any word to hear it spoken or move the cursor over pictures to hear the name of the item illustrated.

• Students can click a button to hear the text again. • Students must listen attentively to answer comprehension questions at the

end of the selection. Comprehension questions include sequencing, recognizing main ideas, and understanding idioms.









Read-Along Comprehension Read-Along Books: Books 5, 9 Read-Along Enrichment Texts: Books 1–4, 6–8 Teacher Resources: Read-Along Books Guide


Response skills Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: 110.2.b.6.D. retell texts in ways that maintain

meaning; First, Next, Last Read-Along Books: Books 1–15


Put It In Order Read-Along Books: Books 1–15


Teacher Resources: Classroom Activities Tell Me a Story

Students use puppets to retell a story.


Students follow along with a narrator as he/she reads narratives and nonfiction texts. Each page is illustrated. Each word is highlighted as it is spoken. Front-loaded vocabulary acts as scaffolding and helps students comprehend what they read. Students must listen attentively to answer comprehension questions at the end of the selection. Students practice sequencing pictures based on a recently heard story.



Read-Along Comprehension Read-Along Books: Books 1–26 Teacher Resources: Read-Along Books Guide






https://my.imaginelearning.com/resources/tellMeAStory_cp







Read-Along Books: Books 5, 9 Read-Along Enrichment Texts: Books 1–4, 6–8

Students follow along with a narrator as he/she reads narratives and nonfiction texts. Front-loaded vocabulary acts as scaffolding and helps students comprehend what they read. • At the beginning of each story, the cover is shown, the title is read, and the

author and illustrator are identified. Each word is highlighted as it is spoken, reinforcing left-to-right directionality and print-word connection.

110.2.b.6.C. use text evidence to support an appropriate response;


Students answer literal and inferential questions about the story they have listened to and read. Students receive feedback in their first language specifying how to use question answering strategies. • Questions are read to the student at the beginning, but eventually

students must read the questions on their own. • Some inferential questions include figurative language such as “run like

the wind.” The task of answering reading comprehension questions is scaffolded. If students answer incorrectly, they receive feedback directing them to a relevant page of the book. If appropriate, inferential logic is explained.



110.2.b.6.F. respond using newly acquired vocabulary as appropriate.

The following activities support students in meeting the standard. Let’s Talk Conversational Phrases: Lessons 1–15

Students watch videos of children using useful phrases or social greetings in a variety of authentic contexts. Children in the video then invite students to repeat the target speech. The learned vocabulary and phrases help students with their basic needs in social and school settings. This activity is scaffolded through the repetition of the target phrase.

Read-Along Books: Books 1–26 As students read along with a narrator, each word highlights as it is spoken. Students can click any word to hear it spoken again as well as have the whole sentence read again.




Students apply their knowledge of phonics and word recognition by reading independently. • Before students read, they hear the title and a modeled think-aloud that

sets a purpose for reading. • Students can click any word to hear it sounded out.

Students “turn pages” by clicking the top right corner of the page, which causes the page to turn just as occurs with a real book. This shows students how to orient themselves with print and books.

Understand What I Read Students answer literal and inferential questions about the story they have












Beginning Books: Books 1–24

listened to and read. Students receive feedback in their first language specifying how to use question answering strategies. • Questions are read to the student at the beginning, but eventually

students must read the questions on their own. • Some inferential questions include figurative language such as “run like

the wind.” The task of answering reading comprehension questions is scaffolded. If students answer incorrectly, they receive feedback directing them to a relevant page of the book. If appropriate, inferential logic is explained.




This resource provides teachers with the texts of all of the read-along books as well as copies of any associated printouts. Teachers can use printouts of these texts for individual and group reading activities, including have students identify the reasons an author gives to support points in a text.

Multiple genres Listening, speaking, reading, writing, and thinking using multiple texts – literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: 110.2.b.7.B. identify and describe the main

character(s); Understand What I Read Beginning Books: Books 1–24




Read-Along Comprehension Read-Along Books: Books 1–26 Teacher Resources: Read-Along Books


110.2.b.7.C. describe the elements of plot development, including the main events, the problem, and the


Students answer literal and inferential questions about the story they have listened to and read. Students receive feedback in their first language specifying how to use question answering strategies.






https://my.imaginelearning.com/resources/printouts




resolution for texts read aloud with adult assistance; and






110.2.b.7.D. describe the setting. Understand What I Read Beginning Books: Books 1–24






Listening, speaking, reading, writing, and thinking using multiple texts – genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: 110.2.b.8.D. recognize characteristics and structures of informational text, including:








110.2.b.8.D.i. the central idea and supporting evidence with adult assistance;






110.2.b.8.D.ii. titles and simple graphics to gain information; and




110.2.b.8.D.iii. the steps in a sequence with adult assistance;



110.2.b.8.F. recognize characteristics of multimodal and digital texts.

Listen and Read Read-Along Comprehension Read-Along Books: Books 1–26

Students follow along with a narrator as he/she reads narratives and nonfiction texts. Each word is highlighted as it is spoken. Front-loaded vocabulary acts as scaffolding and helps students comprehend what they read. Students must listen attentively to answer comprehension questions at the end of the selection. • Each word is highlighted as it is spoken, reinforcing left-to-right












• Students can click any word to hear it spoken or move the cursor over pictures to hear the name of the item illustrated.

• Students can click a button to hear the text again. • Students must listen attentively to answer comprehension questions at the

end of the selection. Comprehension questions include sequencing, recognizing main ideas, and understanding idioms.

Author's purpose and craft Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to: 110.2.b.9.A. discuss with adult assistance the

author's purpose for writing text; Teacher Resources: Beginning Books Guide Teacher Resources: Read-Along Books Guide

This resource provides teachers with the texts of all of the books as well as copies of any associated printouts. Teachers can use printouts of these texts for individual and group reading activities, including have students identify the reasons an author gives to support points in a text.

110.2.b.9.C. discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;

Read-Along Books: Books 1–26 Students follow along with a narrator as he/she reads narratives and nonfiction texts. Each page includes illustrations and text. Front-loaded vocabulary acts as scaffolding and helps students comprehend what they read. Students must listen attentively to answer comprehension questions at the end of the selection. • Pre-taught vocabulary, interactive text and illustrations, and predictable

text support reading and comprehension. Students practice sequencing pictures based on a recently heard story.

Teacher Resources: Classroom Activities Conversational Phrases Sequence Stories Guide

Sequence Stories are blackline masters of short stories that are told in three pictures. The pictures feature topics and details that allow the students to tell the story in the format that is best suited to their linguistic ability.

Composition Listening, speaking, reading, writing, and thinking using multiple texts – writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: 110.2.b.10.D. edit drafts with adult assistance using standard English conventions, including: 110.2.b.10.D.i. complete sentences; The following activities support students in meeting the standard.

Teacher Resources: Reteaching Lesson Plans – Grammar Question Words 1 (Beginning)

Students review rules and examples of question words with teacher guidance. Students do a pair –share activity to practice using question words at the beginning of a question. Students play a ball –toss game and use question words to get to know others in the class.




http://ildc.cdn.imaginelearning.com/CloudContent/teacherAssets/classroomActivities/CA_speakingAndListening_sequenceStoriesGuide.pdf

https://my.imaginelearning.com/resources/grm_questionWords_beginning



Time Seekers Phase I Grammar: Question Words

Students are introduced to various grammatical structures through stories that illustrate the grammar concept. These grammatical structures are key to the development of students’ oral and writing skills.

Time Seekers Phase II Grammar: Question Words

Students discover the grammar concept from the story they have just read and heard.

History Hero Grammar: Question Words

Students build automaticity for grammar concepts and demonstrate their knowledge of the concepts. These grammatical structures are key to the development of students’ oral and writing skills.

Jazz Chants Grammar: Question Words

Students learn grammar concepts such as subject-verb order, contractions, articles a and an, question words, and more.

110.2.b.10.D.ii. verbs; The following activities support students in meeting the standard. Animated Everyday Words Basic Vocabulary: Lessons 21–50

Students directly learn verbs and adjectives by attaching them to previously learned nouns and seeing illustrative animations. • Simple sentences include nouns and verbs and incorporate adjectives

when appropriate. Students hear the verbs in the context of a sentence.

Word Match Basic Vocabulary: Lessons 21–50

Students practice recognizing learned adjectives and verbs in a matching game that gives them a deeper understanding of each word. They match a spoken adjective or verb to two pictures that illustrate the target word. After they answer correctly, students listen to the target word used in a sentence.

Everyday Words in Scenes Basic Vocabulary: Lessons 1–20

Students learn nouns in categories such as family members, animals, and things that go. Students use visual, audio, and tactile modalities in this activity as they categorize each word by moving graphics into a puzzle. • The vocabulary words come from kindergarten curricula and the academic

language of school. • Students practice identifying the noun by clicking the graphic and hearing

the target word. • Instructive feedback supports learning. • The target word is printed at the end of the activity, helping the student

learn the correlation between print and meaning. Students are directly taught nouns, including title, author, and illustrator, by hearing the word and associating it with a graphic.

My Word Book Basic Vocabulary: Lessons 1–50


Carnival Games Basic Vocabulary: Lessons 1–50

Students test their knowledge of newly learned words by matching a picture to a spoken word in a series of carnival games.

https://my.imaginelearning.com/resources/grammar_l1-6











Time Seekers Phase I Grammar: Nouns, Verbs


Time Seekers Phase II Grammar: Nouns, Verbs


History Hero Grammar: Nouns, Verbs


Teacher Resources: Reteaching Lesson Plans –Grammar Verbs

Teacher reviews rules and examples of action verbs with students. Students practice action verbs in an action poem. Then students play a charades game to practice verbs.

110.2.b.10.D.iii. singular and plural nouns; The following activities support students in meeting the standard. Everyday Words in Scenes Basic Vocabulary: Lessons 1–20



the target word. • Instructive feedback supports learning. • The target word is printed at the end of the activity, helping the student

learn the correlation between print and meaning. Students are directly taught nouns, including title, author, and illustrator, by hearing the word and associating it with a graphic.

Explore Everyday Words Basic Vocabulary: Nouns

Students practice using newly learned vocabulary words by clicking a picture that illustrates the word, hearing the target word spoken, and dragging the pictures to create their own scene.


Students practice recognizing learned adjectives and verbs in a game that gives them a well –rounded understanding of each word. After they answer correctly, students listen to the target word used in a sentence. Students match a spoken adjective or verb to two pictures that illustrate the target word.





https://my.imaginelearning.com/resources/grammar_ld



https://my.imaginelearning.com/resources/grm_verbs








Time Seekers Phase I Grammar: Singular and Plural


Time Seekers Phase II Grammar: Singular and Plural


History Hero Grammar: Singular and Plural


Jazz Chants Songs & Chants: Make It Plural

Students learn basic conversational phrases and fluency, listening comprehension, and language production skills. Students learn a chant to practice vocabulary, grammar, and language conventions.

Teacher Resources: Reteaching Lesson Plans –Grammar Nouns

Teacher reviews rules and examples of nouns with students. Students identify nouns in picture scenes. They play a sorting game and classify noun picture as a person/animal, place or thing.

Teacher Resources: Reteaching Lesson Plans –Grammar Plural and Singular

Students review rules and examples of singular and plural with teacher guidance. Students imagine using magic wands to add s to regular nouns to make the noun plural. They practice with classroom items and then play Go Fish with plural and singular picture cards.

Teacher Resources: Reteaching Lesson Plans –Grammar Plural Nouns: -s and -es

Students review rules and examples of forming plural nouns using -s and -es (for example: cat, cats, fox, foxes) with teacher guidance. Students use a number spinner to practice plural nouns ending in -s and -es. Students then play a sorting game to practice identifying plural endings and using plural nouns in complete sentences.

110.2.b.10.D.iv. adjectives, including articles; The following activities support students in meeting the standard. Everyday Words in Scenes Basic Vocabulary: Lessons 1–20

Students learn nouns in categories such as weather words and landforms. Students use visual, audio, and tactile modalities in this activity as they categorize each word by moving graphics into a puzzle. • The vocabulary words come from kindergarten curricula and the academic


the target word. Instructive feedback supports learning.


Students review newly learned words as the words are placed into a picture dictionary organized by categories. The target vocabulary word is printed under each picture. When students click the picture, they hear the word.







https://my.imaginelearning.com/resources/grm_nouns

https://my.imaginelearning.com/resources/grm_plural_singular

https://my.imaginelearning.com/resources/grm_plural_SandEs







Students demonstrate their knowledge of newly learned words by matching a picture to a spoken word in a series of carnival games.

Animated Everyday Words Basic Vocabulary: Lessons 21–50

Students directly learn verbs and adjectives by attaching them to previously learned nouns and seeing illustrative animations. • Simple sentences include nouns and verbs and incorporate adjectives

when appropriate. Students hear the verbs in the context of a sentence.


Students practice recognizing learned adjectives and verbs in a matching game that gives them a deeper understanding of each word. They match a spoken adjective or verb to two pictures that illustrate the target word. After they answer correctly, students listen to the target word used in a sentence.

Everyday Words in Scenes Basic Vocabulary: Lessons 1–20





Students review newly learned words as the words are placed into a picture dictionary organized by categories. The target vocabulary word is printed under each picture. When students click the picture, they hear the word.

Sort Court Basic Vocabulary: Lessons 1–11

Students demonstrate categorization by sorting objects.

110.2.b.10.D.v. prepositions; The following activities support students in meeting the standard. Teacher Resources: Reteaching Lesson Plans – Grammar Prepositions

Students review rules and examples of prepositions with teacher guidance. Students use the correct preposition to describe the location of a stuffed animal. Students play a matching game and talk about where a mouse is hiding in picture cards.

Time Seekers Phase I Grammar: Prepositions


Time Seekers Phase II Grammar: Prepositions


History Hero Grammar: Prepositions








https://my.imaginelearning.com/resources/grm_prepositions






Teacher Resources: Reteaching Lesson Plans – Grammar Prepositions

Teacher reviews rules and examples of prepositions with students. Students use the correct preposition to describe the location of a stuffed animal. Students play a matching game and talk about where a mouse is hiding in picture cards.

110.2.b.10.D.vii. capitalization of the first letter in a sentence and name;

The following activities support students in meeting the standard. Time Seekers Phase I Grammar: Lessons 1–6


Time Seekers Phase II Grammar: Lessons 1–6


History Hero Grammar: Lessons 1–6


Teacher Resources: Reteaching Lesson Plans – Grammar Sentences

Students review rules and examples of sentences with teacher guidance. Students use a picture prompt to complete original sentences. Students play a bean bag toss game to create Silly Sentences.

Read-Along Books: Books 1–26 Students follow along with a narrator as he/she reads narratives and nonfiction texts. Front-loaded vocabulary acts as scaffolding and helps students comprehend what they read. Story text appears on each page using complete sentences with capitalization and ending punctuation.


Students apply their knowledge of phonics and word recognition by reading independently. Story text appears on each page using complete sentences with capitalization and ending punctuation.

110.2.b.10.D.viii. punctuation marks at the end of declarative sentences; and

The following activities support students in meeting the standard. Time Seekers Phase I Grammar: Sentences


Time Seekers Phase II Grammar: Sentences


History Hero Grammar: Sentences


Teacher Resources: Reteaching Lesson Plans – Grammar Sentences






https://my.imaginelearning.com/resources/grm_sentences









110.2.b.10.D.ix. correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

The following activities support students in meeting the standard. Letter Shapes & Sounds Print Concepts: Lessons 1–16


Spellball Beginning Books: Book 2–23

Students practice what they have learned by playing a timed spelling game.











110.3. English Language Arts and Reading, Grade 1 TEKS for English Language Arts and Reading Imagine Language & Literacy Number Standard Description Lesson or Activity Link Lesson or Activity Description Developing and sustaining foundational language skills Listening, speaking, discussion, and thinking – oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: 110.3.b.1.A. listen actively, ask relevant

questions to clarify information, and answer questions using multi-word responses;



The following activities support students in meeting the standard. Read-Along Books: Books 1–26 Enrichment Books 1–8

Students learn how books work as they follow along with a narrator reading narrative and nonfiction texts. Story text appears on each page using complete sentences with capitalization and ending punctuation.

Read on My Own Beginning Books: Lessons 25–48

Students apply their knowledge of phonics and word recognition by reading independently. Story text appears on each page using complete sentences with capitalization and ending punctuation.

Word Videos Academic Vocabulary: Lessons 1–71

Students develop academic language by watching peers in videos use target tier 2 and tier 3 vocabulary words in authentic contexts. Students also see sentences that reinforce both vocabulary and context. Words are modeled by student peers through videos, which provide context and communicate meaning.

Time Seekers Phase I Grammar: Lessons 7–19

Students are introduced to various grammatical structures through stories that illustrate the grammar concept.




Students build automaticity for grammar concepts and demonstrate their knowledge of the concepts.

Teacher Resources: Reteaching Lesson Plans Inferential Questions

Students read realistic fiction and answer inferential questions.

Teacher Resources: Reteaching Lesson Plans Use Text Features

Students interpret and use informational text features to find information.

Teacher Resources: Reteaching Lesson Plans

Students read an informational text about archaeologists and answer literal questions.




https://my.imaginelearning.com/resources/academicVocabulary_ld




https://my.imaginelearning.com/resources/rc_inferentialQuestions_G1-2

https://my.imaginelearning.com/resources/rc_textFeatures_G1



Literal Questions

110.3.b.1.C. share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;







Teacher Resources: Reteaching Lesson Plans Literal Questions


110.3.b.1.D. work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and

Teacher Resources: Read-Along Books

This resource provides teachers with the texts of all of the read-along books as well as copies of any associated printouts. Teachers can use printouts of these texts as a basis for both teacher –and student-led discussions, as context for extending learning into other literature/informational text skill areas, posing and answering questions related to the reading, for making connections to student personal experiences and/or real-life situations, and as a source for generating research and/or writing topics.

Teacher Resources: Beginning Books 25–48

This resource provides teachers with the texts of all of the beginning books as well as copies of any associated printouts. Teachers can use printouts of these texts as a basis for both teacher –and student-led discussions, as context for extending learning into other literature/informational text skill areas, posing and answering questions related to the reading, for making connections to student personal experiences and/or real-life situations, and as a source for generating research and/or writing topics.

110.3.b.1.E. develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.

Teacher Resources: Read-Along Books

This resource provides teachers with the texts of all of the read-along books as well as copies of any associated printouts. Teachers can use printouts of these texts as a basis for both teacher –and student-led discussions, as context for extending learning into other literature/informational text skill areas, posing and answering questions related to the reading, for making connections to student personal experiences and/or real-life situations, and as a source for generating research and/or writing topics.

Teacher Resources: Beginning Books 25–48

This resource provides teachers with the texts of all of the beginning books as well as copies of any associated printouts. Teachers can use printouts of these texts as a basis for both teacher –and student-led discussions, as context for extending learning into other literature/informational text skill areas, posing

https://my.imaginelearning.com/resources/rc_literalQuestions_G1-2











and answering questions related to the reading, for making connections to student personal experiences and/or real-life situations, and as a source for generating research and/or writing topics.

Listening, speaking, reading, writing, and thinking – beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: 110.3.b.2.A. demonstrate phonological awareness by: 110.3.b.2.A.i. producing a series of rhyming

words; The following activities support students in meeting the standard. Introduction to Rhyme Phonological Awareness: Lessons 8–11




110.3.b.2.A.iii. distinguishing between long and short vowel sounds in one-syllable words;

Vowel Drop Beginning Books: Books 4, 8, 9, 13, 23, 26, 27, 29, 31, 35

Students practice associating vowels with their sounds.

Vowel Explorer Beginning Books: Books 26, 29, 31, 35, 36, 42–48


Long and Short Vowel Sounds Teacher Resources: Reteaching Lesson Plans

Students distinguish between short and long vowel sounds then sort picture cards into the corresponding columns.



Presenting Vowels Beginning Books: Books 1, 8–9, 13, 21, 26, 31, 42, 43


Teacher Resources: Reteaching Lesson Plans Long A, Short A

Students distinguish between short and long vowel sounds, then sort picture cards into long and short columns.








https://my.imaginelearning.com/resources/pwr_lsvowels_a



Long E, Short E Long I, Short I Long O, Short O Long U, Short U

110.3.b.2.A.iv. recognizing the change in spoken word when a specified phoneme is added, changed, or removed;

Making Music Beginning Books: Books 1–5, 7–10, 13, 15–17, 21, 26


Bouncy Blends Beginning Books: Books 27, 31, 35, 43

Students hear a single-syllable word, and then select the correct written word from three choices during a timed game to build automaticity. The activity adapts to get faster as the student increases in proficiency.

Meet New Sounds (only available with first-language support) Phonological Awareness: Lessons 1–6

English language learners learn to recognize English phonemes that are not produced in their first language. A video of a mouth helps students learn to accurately pronounce each new sound. This activity is only available if first-language support is turned on.

Discover Similar Sounds (only available with first-language support) Phonological Awareness: Lessons 1–6

English language learners learn to recognize English phonemes that correspond to phonemes already heard and produced in their first language. This activity is only available if first-language support is turned on.



Introduction to Rhyme Phonological Awareness: Lessons 8–11




Syllable Fun Phonological Awareness: Lessons 6, 13

Students interact with an instructional video about syllables and syllable counting.

Syllable Count Students identify the number of syllables in the words they hear.

https://my.imaginelearning.com/resources/pwr_lsvowels_e

https://my.imaginelearning.com/resources/pwr_lsvowels_i

https://my.imaginelearning.com/resources/pwr_lsvowels_o

https://my.imaginelearning.com/resources/pwr_lsvowels_u











Phonological Awareness: Lessons 6–7, 13–14

110.3.b.2.A.v. blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;



Blaster Beginning Books: Books 25–48 Transition Books: Books 49AB–54AC


Find the Word Beginning Books: Books 25–48 Transition Books: Books 49AB–54AC


Read and Record Beginning Books: Books 25–48

Students engage in echo reading where they compare their reading to that of a fluent model. Based on their comparison, they may choose to re-record. After every five beginning books, students record a review book where there is no initial modeling.

• Students can click any word to hear it said before they record. Student recordings are stored in the Student Portfolio section of the Portal. Teachers can evaluate students’ recordings at any time.

Monster Blend Phonological Awareness: Lessons 14–16

Students blend phonemes to make words.










https://my.imaginelearning.com/resources/transitionBooks_ld










Teacher Resources: Classroom Activities Onset-Rime Puzzle

Students listen to onset and rime prompts and produce the word.

Teacher Resources: Reteaching Lesson Plans – Phonological Awareness 1–4 Phoneme Words

Student segment two-, three-, and four-phoneme words into individual phonemes using Elkonin boxes.

Teacher Resources: Classroom Activities Same or Different

Students indicate with a thumbs up or thumbs down whether pictures on two flash cards begin with the same sound or different sounds.

Teacher Resources: Classroom Activities Last Sounds Last

Students demonstrate they can identify same final sounds of words by standing and sitting.

Teacher Resources: Classroom Activities First Sounds First

Students demonstrate they can identify same initial sounds of words by standing and sitting.

110.3.b.2.A.vii. segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;







Teacher Resources: Reteaching Lesson Plans – Phonological Awareness 1–4 Phoneme Words

Student segment two-, three-, and four-phoneme words into individual phonemes using Elkonin boxes.

The following activities support students in meeting the standard. Presenting Vowels


https://my.imaginelearning.com/resources/onsetRimePuzzle


https://my.imaginelearning.com/resources/sameOrDifferent

https://my.imaginelearning.com/resources/lastSoundsLast

https://my.imaginelearning.com/resources/firstSoundsFirst







Beginning Books: Books 1, 8–9, 13, 21, 26, 31, 42, 43 Vowel Drop Beginning Books: Books 4, 8, 9, 13, 23, 26, 27, 29, 31, 35




110.3.b.2.B. demonstrate and apply phonetic knowledge by: 110.3.b.2.B.i. decoding words in isolation and in

context by applying common letter sound correspondences;







Word Maze Beginning Books: Books 25–47

Students practice reading decodable words.

Word Survivor Beginning Books: Books 25–47 Transition Books: Books 49AB–54AC


Fireball Transition Books: Books 49AB–54AC

Students practice decoding word parts and reading advanced vocabulary words by analogy.



















Students practice associating vowels with their sounds.



Find the Word Beginning Books: Books 25–48 Transition Books: Books 49AB–54AC


110.3.b.2.B.ii. decoding words with initial and final consonant blends, digraphs, and trigraphs;



Recognize Letter Sounds Beginning Books: Books 25–47


Individual Letter Sounds Teacher Resources: Reteaching Lesson Plans

Students demonstrate letter-sound correspondence by producing the sounds for digraphs.

Teacher Resources: Reteaching Lesson Plans The Sound for ch is /ch/ The Sound for ph is /f/ The Sound for sh is /sh/ The Sound for th is /th/ The Sound for wh is /wh/

Students are introduced to a digraph, play a game to practice identifying the digraph, and demonstrate the ability to associate a specific digraph with a consonant combination.

110.3.b.2.B.iii. decoding words with closed syllables; open syllables; VCe

Syllable Story

Students learn the basic rules of syllabication. Students decode multisyllabic words by separating their individual syllables, using letter-sound








https://my.imaginelearning.com/resources/letterSounds

https://my.imaginelearning.com/resources/pwr_digraph_ch

https://my.imaginelearning.com/resources/pwr_digraph_ph

https://my.imaginelearning.com/resources/pwr_digraph_sh

https://my.imaginelearning.com/resources/pwr_digraph_th

https://my.imaginelearning.com/resources/pwr_digraph_wh



syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;

Transition Books: Books 49AB–54AC

correspondences and syllabication patterns.

Syllable Split Transition Books: Books 49AB–54AC

Students decode multisyllabic words applying common letter-sound correspondences.

Long Vowel Teams in Multisyllable Words Teacher Resources: Reteaching Lesson Plans

Students decode and sort multisyllable words by focusing on long vowel teams and breaking the word into parts.

Teacher Resources: Reteaching Lesson Plans Decoding Multisyllabic Words 1 Decoding Multisyllabic Words 2

Students identify syllables as open or closed and learn the corresponding vowel sound, and then read two-syllable words. They also identify vowels in a syllable as long or short, and again read two-syllable words.

110.3.b.2.B.v. decoding words with inflectional endings, including -ed, -s, and -es; and

Word Chop Beginning Books: Books 37, 44

Students learn that there are important word parts called affixes that can be added to the beginning or to the ends of words. A strategy is outlined for attacking big words: (1) realize you don’t know the word, (2) chop the word into parts, (3) determine what each part means, (4) check the context. Students learn about inflectional endings as well as affixes.

Fix It Up! Beginning Books: Books 37, 44–48

Students learn to recognize more than 30 important affixes. They create words using these affixes, discovering any spelling changes. They place the words into cloze sentences to complete a paragraph, using the context as a guide.

Affix Action Beginning Books: Books 44–48

Students make new words by adding affixes to a base word in response to a prompt. The prompt might be, “What describes something you can use again and again?” Students then assemble the word reusable.

Teacher Resources: Reteaching Lesson Plans Inflectional Endings

Students decode words formed with inflectional endings

110.3.b.2.B.vi. identifying and reading at least 100 high-frequency words from a research-based list;








https://my.imaginelearning.com/resources/decodableWords

https://my.imaginelearning.com/resources/pwr_decodeMultiSyl_1





https://my.imaginelearning.com/resources/pwr_inflectEnd








Blaster Beginning Books: Books 1–5, 7–11, 13–17, 21–23


Teacher Resources: Reteaching Lesson Plans Sight Words: 52 Lessons


110.3.b.2.C. demonstrate and apply spelling knowledge by: 110.3.b.2.C.iii. spelling words using sound-spelling

patterns; and Mega Mazels Beginning Books: Books 25–47




Teacher Resources: Reteaching Lesson Plans Short a CVCC Short e CVCC Short i CVCC Short o CVCC Short u CVCC

Student blend four to six letter words with the short vowel sounds, model vowel-first blending strategy, and play a partner game with spinners to create, write, and decode practice words.

110.3.b.2.C.iv. spelling high-frequency words from a research-based list;

Teacher Resources: Classroom Activities Word Factory

Students work in groups to make and read CVC words using letter cards.



Spellball Beginning Books: Books 25–47

Students practice spelling words by playing a timed spelling game.

Spellball Showdown









https://my.imaginelearning.com/resources/pwr_cvcc_a

https://my.imaginelearning.com/resources/pwr_cvcc_e

https://my.imaginelearning.com/resources/pwr_cvcc_i

https://my.imaginelearning.com/resources/pwr_cvcc_o

https://my.imaginelearning.com/resources/pwr_cvcc_u

https://my.imaginelearning.com/resources/wordFactory





Beginning Books: Books 30, 36, 38, 42

110.3.b.2.D. Demonstrate print awareness by identifying the information that different parts of a book provide.

Read-Along Books: Books 1–26 Enrichment Books 1–8

Students learn how books work as they follow along with a narrator reading narrative and nonfiction texts. • At the beginning of each story, the cover is shown, the title is read, and

the author and illustrator are identified. • Each word is highlighted as it is spoken, reinforcing left-to-right



• Students can click any word to hear it spoken and can click pictures to hear the name of the item illustrated.

Story text appears on each page using complete sentences with capitalization and ending punctuation.

Answer on Your Own Reading Comprehension: Grade 1: Informational Text Features 1 and 2

Students demonstrate their ability to use text features to comprehend text. Instructive feedback leads students back to the page or pages where the answer can be found.


Following prompts from the teacher, students identify how books work and the roles of the author and illustrator.

Listening, speaking, reading, writing, and thinking – vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: 110.3.b.3.A. use a resource such as a picture

dictionary or digital resource to find words;

Answer on Your Own Reading Comprehension: Grade 1: Informational Text Features 2






sets a purpose for reading. • Students can click any word to hear it sounded out. • Students “turn pages” by clicking the top right corner of the page, which



https://my.imaginelearning.com/resources/readingComprehension_ld










110.3.b.3.B. use illustrations and texts the student is able to read or hear to learn or clarify word meanings;


Students answer literal and inferential questions about the story they have listened to and read. Students receive feedback in their first language specifying how to use question answering strategies. • Questions are read to the student at the beginning, but

eventually students must read the questions on their own. • Some inferential questions include figurative language such as “run like the


Answer on Your Own Reading Comprehension: Grade 1: Informational Text Features 2



Students interpret and use informational text features to find information


As students read along with a narrator, each word highlights as it is spoken. Students can click any word to hear it spoken again as well as have the whole sentence read again.

Cool Cars Academic Vocabulary: Lessons 1–69 (every 2 to 3 lessons)

Students practice using academic nouns correctly by completing cloze sentences, which are embedded in a video. If students answer incorrectly, they view videos that illustrate word meanings in order to make a correct selection.



Everyday Words in Scenes Basic Vocabulary: Lessons 1–20, 41, 43, 45, 47, 49













110.3.b.3.C. identify the meaning of words with the affixes -s, -ed, and -ing; and

Word Chop Beginning Books: Books 37, 44


Fix It Up! Beginning Books: Books 37, 44–48


Affix Action Beginning Books: Books 44–48


110.3.b.3.D. identify and use words that name actions, directions, positions, sequences, categories, and locations.



Go for the Gold Academic Vocabulary: Lessons 1–71 (not located in all lessons)

Students learn academic verbs, adjectives, and adverbs.

Listening, speaking, reading, writing, and thinking – fluency. The student reads grade-level text with fluency and comprehension. 110.3.b.4. The student is expected to use

appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.



sets a purpose for reading. • Students can click any word to hear it sounded out. • Students “turn pages” by clicking the top right corner of the page, which




Read and Record

Students engage in echo reading where they compare their reading to that of a fluent model. Based on their comparison, they may choose to re-record. After









Beginning Books: Books 25–48 Transition Books: Books 49AB–54AC

every five beginning books, students record a review book where there is no initial modeling.

• Students can click any word to hear it said before they record. Student recordings are stored in the Student Portfolio section of the Portal. Teachers can evaluate students’ recordings at any time.

Fluent Reader Beginning Books: Books 27–48 (every 3rd book) Transition Books: Books 51AB, 54AC

Students read and record selected text from their current lesson for one minute. The recording is accessible in the Student Portfolio section of the Portal for the teacher to evaluate at any time.


This resource provides teachers with the texts of all of the read-along books as well as copies of any associated printouts. Teachers can use printouts of these texts as a basis for both teacher –and student-led discussions.


This resource provides teachers with the texts of all of the beginning books as well as copies of any associated printouts. Teachers can use printouts of these texts as a basis for both teacher –and student-led discussions.


select text and interact independently with text for increasing periods of time.

Beginning Books: Books 1–24 Teacher Resources: Beginning Books Guide



Students follow along with a narrator as he/she reads narratives and nonfiction texts. Each word is highlighted as it is spoken. Front-loaded vocabulary acts as scaffolding and helps students comprehend what they read. Students must listen attentively to answer comprehension questions at the end of the selection. Students read informational selections about other cultures, safety, the five senses, and more.




assigned and self-selected texts with adult assistance;



sets a purpose for reading.
















Students answer literal and inferential questions about the story they have read. • If they answer incorrectly, English learners receive feedback in their first

language, reminding them of the question-answering strategies they have previously learned.




Fluent Reader Beginning Books: Books 27–48 (every 3rd book) Transition Books: Books 51AB, 54AC






110.3.b.6.C. make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance;

The following activities support students in meeting the standard. Text Types Reading Comprehension: Grade 1: Informational Text Features 1

Students learn to distinguish between literature and informational text.

Text Explorer Reading Comprehension: Grade 1: Informational Text Features 1

Students discover text features such as bold glossary words, section headings, table of contents, etc. and learn how to use them to find information.

Text Expert

Students demonstrate their understanding of using text features to find information.











Reading Comprehension: Grade 1: Informational Text Features 1 Teacher Resources: Reteaching Lesson Plans Use Text Features

Students interpret and use informational text features to find information

110.3.b.6.E. make connections to personal experiences, ideas in other texts, and society with adult assistance;

Read-Along Books: Books 1–26 Enrichment Books 1–8 *Teacher directed activity. Teacher Resources: Read-Along Books

Students follow along with a narrator as he/she reads narratives and nonfiction texts. Front-loaded vocabulary acts as scaffolding and helps students comprehend what they read. • Comprehension questions include sequencing, recognizing main ideas,

and understanding idioms. • Nonfiction texts include selections about other cultures, safety, the five

senses, and more. • Pre-taught vocabulary, interactive text and illustrations, and predictable

text support reading and comprehension. This resource provides teachers with the texts of all of the read-along books as well as copies of any associated printouts. Teachers can use printouts of these texts for group reading activities.



110.3.b.6.F. make inferences and use evidence to support understanding with adult assistance;





Read-Along Comprehension Read-Along Books: Books 1–26 Enrichment Books 1–8


What’s the Point?

Students learn about main idea and supporting details. Then they apply their knowledge to answer comprehension questions.











Reading Comprehension: Grade 1: Main Idea Listen and Read Read-Along Books: Books 1–26 Enrichment Books 1–8

Students follow along with a narrator as he/she reads narratives and nonfiction texts. Each word is highlighted as it is spoken. Front-loaded vocabulary acts as scaffolding and helps students comprehend what they read. Students must listen attentively to answer comprehension questions at the end of the selection. • Comprehension questions include sequencing, recognizing main ideas, and

understanding idioms. • Nonfiction includes selections about other cultures, safety, and more.

Pre-taught vocabulary, interactive text and illustrations, and predictable text support reading and comprehension.









Response skills Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: 110.3.b.7.D. retell texts in ways that maintain

meaning; Teacher Resources: Beginning Books Guide





Name That Word Academic Vocabulary: Lessons 1–71

Students demonstrate their knowledge of academic vocabulary. They try to use the fewest number of clues to identify the correct word to complete a sentence. They earn more points for identifying the word with fewer clues.













• For the word classify, students first hear the following audio: “Would you ____ this animal as a bird or fish?” If they answer incorrectly, they watch a video where a teacher hands a student a rock and asks her to ____ it. Then, if the student still does not answer correctly, he/she hears a translation of the word.

Show What You Know Academic Vocabulary: Lessons 1–71 (not located in all lessons)

Students demonstrate understanding of new academic vocabulary by completing a cloze sentence. Each sentence is illustrated by a new video context. This assessment is used for Word Videos and Word Alert.





Multiple genres Listening, speaking, reading, writing, and thinking using multiple texts – literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: 110.3.b.8.A. discuss topics and determine theme

using text evidence with adult assistance;



110.3.b.8.B. describe the main character(s) and the reason(s) for their actions;





Map It Out Reading Comprehension: Grade 1: Story Map

Students learn how to map a story by identifying characters, setting, problem, and solution.














110.3.b.8.C. describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; and







What’s the Point? Reading Comprehension: Grade 1: Main Idea






110.3.b.8.D. describe the setting. Understand What I Read Beginning Books: Books 25–48




Map It Out Reading Comprehension:












Grade 1: Story Map Teacher Resources: Beginning Books Guide




Listening, speaking, reading, writing, and thinking using multiple texts – genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: 110.3.b.9.D. recognize characteristics and structures of informational text, including: 110.3.b.9.D.i. the central idea and supporting

evidence with adult assistance; Understand What I Read Beginning Books: Books 25–48







Students follow along with a narrator as he/she reads narratives and nonfiction texts. Each word is highlighted as it is spoken. Front-loaded vocabulary acts as scaffolding and helps students comprehend what they read. Students must listen attentively to answer comprehension questions at the end of the selection. • Comprehension questions include sequencing, recognizing main ideas, and

understanding idioms. • Nonfiction includes selections about other cultures, safety, and more. • Pre-taught vocabulary, interactive text and illustrations, and predictable

text support reading and comprehension. Front-loaded vocabulary acts as scaffolding and helps students comprehend what they read.













110.3.b.9.D.ii. features and simple graphics to locate or gain information; and

Text Types Reading Comprehension: Grade 1: Informational Text Features 1

Students learn the many meanings of the word text. They also learn to distinguish between literature and informational text.


Students analyze informational text in order to learn about key features such as bold glossary words, section headings, table of contents, etc.

Text Expert Reading Comprehension: Grade 1: Informational Text Features 1











Composition











Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: 110.3.b.11.D. edit drafts using standard English conventions, including: 110.3.b.11.D.i. complete sentences with subject-

verb agreement; The following activities support students in meeting the standard.

Time Seekers Phase I Grammar: Sentences


Time Seekers Phase II Grammar: Sentences


History Hero Grammar: Sentences


Teacher Resources: Reteaching Lesson Plans Sentences


Teacher Resources: Reteaching Lesson Plans Verbs

Students review rules and examples of action verbs with students. Students practice action verbs in an action poem. Then students play a charades game to practice verbs.

110.3.b.11.D.iii. singular, plural, common, and proper nouns;






Students demonstrate their knowledge of academic vocabulary. They try to use the fewest number of clues to identify the correct word to complete a sentence. They earn more points for identifying the word with fewer clues. • For the word classify, students first hear the following audio: “Would you

____ this animal as a bird or fish?” If they answer incorrectly, they watch a video where a teacher hands a student a rock and asks her to ____ it. Then, if the student still does not answer correctly, he/she hears a translation of the word.

Show What You Know

Students demonstrate understanding of new academic vocabulary by completing a cloze sentence. Each sentence is illustrated by a new video





https://my.imaginelearning.com/resources/grm_verbs






Academic Vocabulary: Lessons 1–71 (not located in all lessons)

context. This assessment is used for Word Videos and Word Alert.

Everyday Words in Scenes Basic Vocabulary: Lessons 1–20, 41, 43, 45, 47, 49



the target word. • Instructive feedback supports learning. • The target word is printed at the end of the activity, helping the

student learn the correlation between print and meaning. Students are directly taught nouns, including title, author, and illustrator, by hearing the word and associating it with a graphic.







Time Seekers Phase I Grammar: Nouns, Proper Nouns


Time Seekers Phase II Grammar: Nouns, Proper Nouns


History Hero Grammar: Nouns, Proper Nouns


Teacher Resources: Reteaching Lesson Plans Nouns

Students review rules and examples of nouns with teacher guidance. Students identify nouns in picture scenes. They play a sorting game and classify noun picture as a person/animal, place or thing.


Students review rules and examples of proper nouns with students. Students read post cards between two friends to identify proper nouns. Then students play a circle game to practice using proper nouns.









https://my.imaginelearning.com/resources/grm_nouns



Proper Nouns 110.3.b.11.D.iv. adjectives, including articles; Animated Everyday Words

Basic Vocabulary: Lessons 21–50

Students directly learn verbs and adjectives by attaching them to previously learned nouns and seeing illustrative animations.

• Simple sentences include nouns and verbs and incorporate adjectives when appropriate.

Students hear the verbs in the context of a sentence. Carnival Games Basic Vocabulary: Lessons 1–50



Students practice recognizing learned adjectives and verbs in a game that gives them a well –rounded understanding of each word. After they answer correctly, students listen to the target word used in a sentence. Students match a spoken adjective or verb to two pictures that illustrate the target word.














https://my.imaginelearning.com/resources/grm_nouns_proper














110.3.b.11.D.vi. prepositions; Put It There Academic Vocabulary: Lessons 3, 6, 9, 11, 14, 17, 20, 22, 25, 28, 31, 33

Students practice prepositions by following commands that use the target prepositions.

Teacher Resources: Reteaching Lesson Plans Prepositions

Students review rules and examples of prepositions with teacher guidance. Students use the correct preposition to describe the location of a stuffed animal. Students play a matching game and talk about where a mouse is hiding in picture cards.

110.3.b.11.D.vii. pronouns, including subjective, objective, and possessive cases;







Teacher Resources: Reteaching Lesson Plans Personal Pronouns

Students review rules and examples of personal pronouns with teacher guidance. Students use picture cards to practice using pronouns to replace nouns. They play a pantomime game to act out scenarios of people doing classroom chores.

110.3.b.11.D.viii. capitalization for the beginning of sentences and the pronoun "I";







110.3.b.11.D.ix. punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and











https://my.imaginelearning.com/resources/grm_personalPronouns










Find the Word Beginning Books: Books 25–48 Transition Books: Lessons 49AB–54AC

Before students read a story independently, they identify target words and punctuation marks on each page.

110.3.b.11.D.x. correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance; and



Phonics Commercials Beginning Books: Books 25–41




Teacher Resources: Reteaching Lesson Plans Spelling Games

Students play a variety of spelling games as led by the teacher in order to practice spelling words correctly, writing the words, and analyzing spelling patterns.

Teacher Resources: Reteaching Lesson Plans Word Journal

Students use word journals in creative activities to write spelling words, study spelling patterns, draw pictures to show the words' meanings, and write the words in sentences to provide context.

Teacher Resources: Reteaching Lesson Plans Word Sort

Students sort spelling words into categories based on sound and spelling patterns.







https://my.imaginelearning.com/resources/sp_spellingGames

https://my.imaginelearning.com/resources/sp_wordJournals

https://my.imaginelearning.com/resources/sp_wordSort



110.4. English Language Arts and Reading, Grade 2 TEKS for English Language Arts and Reading Imagine Language & Literacy Number Standard Description Lesson or Activity Link Lesson or Activity Description Developing and sustaining foundational language skills Listening, speaking, discussion, and thinking – oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: 110.4.b.1.D. work collaboratively with others by

following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others; and

Teacher Resources Leveled Books Grade 2

This resource provides teachers with the texts of all of the leveled reading books as well as copies of any associated printouts. These Lexiled texts include both literary and informational topics across curricular content areas. Teachers can use printouts of these texts as a basis for both teacher –and student-led discussions, as context for extending learning into other literature/informational text skill areas, posing and answering questions related to the reading, for making connections to student personal experiences and/or real-life situations, and as a source for generating research and/or writing topics.

Listening, speaking, reading, writing, and thinking – beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: 110.4.b.2.A. demonstrate phonological awareness by: 110.4.b.2.A.ii. distinguishing between long and

short vowel sounds in one-syllable and multi-syllable words;




















Teacher Resources: Reteaching Lesson Plans Long a: CVCe pattern Long i: CVCe pattern Long o: CVCe pattern Long u: CVCe pattern

Students contrast words with short and long (a, i, o, u) sounds. Using a printout in a wipe-off cover, teacher presents the _a(i,o,u)_e pattern and students practice common long a(i,o,u) words that end in silent e (consonant-vowel-consonant-e).

Teacher Resources: Reteaching Lesson Plans Words with ay and ai

Teacher reviews the ay and ai vowel teams. Students use letter tiles to add consonants to the vowel teams and to create words. As a review, students read out loud the list of words created.

Teacher Resources: Reteaching Lesson Plans Words with ea and ee

Teacher reviews the ea and ee vowel teams. Students use letter tiles to add consonants to the vowel teams and to create words. As a review, students read out loud the list of words created.

Teacher Resources: Reteaching Lesson Plans Words with igh

Teacher reviews the igh vowel team. Students use letter tiles to add consonants to the vowel team and to create words. As a review, students read out loud the list of words created.

Teacher Resources: Reteaching Lesson Plans Words with oa and ow

Teacher reviews the oa and ow vowel teams. Students use letter tiles to add consonants to the vowel teams and to create words. As a review, students read out loud the list of words created.

Teacher Resources: Reteaching Lesson Plans Words with ue, ew, and oo

Teacher reviews the ue, ew, and oo vowel teams. Students use letter tiles to add consonants to the vowel teams and to create words. As a review, students read out loud the list of words created.

Teacher Resources: Reteaching Lesson Plans R-controlled vowels: ar, er, ir, or, ur

Students recognize and decode words with r-controlled vowels (ar, er, ir, or, ur) and then apply skills by reading decodable text.

Teacher Resources: Reteaching Lesson Plans Dipthongs oy and oi

Teacher leads students to decode words formed with diphthongs oi and oy. Students then read decodable text containing words with oi and oy.

Teacher Resources: Reteaching Lesson Plans Long oo, Short oo

Teacher guides students to decode and sort long oo and short oo words. Students locate, circle, and read target words in two simple texts.

Mega Mazels


https://my.imaginelearning.com/resources/pwr_cvce_a

https://my.imaginelearning.com/resources/pwr_cvce_i

https://my.imaginelearning.com/resources/pwr_cvce_o

https://my.imaginelearning.com/resources/pwr_cvce_u

https://my.imaginelearning.com/resources/pwr_vowel-vowel_ayai

https://my.imaginelearning.com/resources/pwr_vowel-vowel_eaee

https://my.imaginelearning.com/resources/pwr_vowel-vowel_igh

https://my.imaginelearning.com/resources/pwr_vowel-vowel_oaow

https://my.imaginelearning.com/resources/pwr_vowel-vowel_ueewoo

https://my.imaginelearning.com/resources/pwr_rControlled


https://my.imaginelearning.com/resources/pwr_diphthong_oyoi

https://my.imaginelearning.com/resources/pwr_longooShortoo



Beginning Books: Books 1–47

110.4.b.2.B. demonstrate and apply phonetic knowledge by: 110.4.b.2.B.i. decoding words with short, long, or

variant vowels, trigraphs, and blends;

Teacher Resources: Reteaching Lesson Plans Long a Teams in Multisyllable Words Long e Teams in Multisyllable Words Long i Teams in Multisyllable Words Long o Teams in Multisyllable Words Long u Teams in Multisyllable Words

Students decode and sort multisyllable words by focusing on long vowel teams and breaking the word into parts.





Teacher Resources: Reteaching Lesson Plans R-controlled Multisyllable Words

Students recognize and decode words with r-controlled vowels and then make and read words using syllable puzzle pieces.

110.4.b.2.B.iii. decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;





Read on My Own Leveled Books


Word Survivor



https://my.imaginelearning.com/resources/pwr_lvteams_multsyl_a

https://my.imaginelearning.com/resources/pwr_lvteams_multsyl_a

https://my.imaginelearning.com/resources/pwr_lvteams_multsyl_e

https://my.imaginelearning.com/resources/pwr_lvteams_multsyl_e

https://my.imaginelearning.com/resources/pwr_lvteams_multsyl_i

https://my.imaginelearning.com/resources/pwr_lvteams_multsyl_i

https://my.imaginelearning.com/resources/pwr_lvteams_multsyl_o

https://my.imaginelearning.com/resources/pwr_lvteams_multsyl_o

https://my.imaginelearning.com/resources/pwr_lvteams_multsyl_u

https://my.imaginelearning.com/resources/pwr_lvteams_multsyl_u




https://my.imaginelearning.com/resources/pwr_rControlled_multsyl



https://my.imaginelearning.com/resources/leveledBooks_ld_g2



Transition Books: Books 49AB–54AC Presenting Vowels Beginning Books: Books 1, 8–9, 13, 21, 26, 31, 42, 43






Syllable Story Transition Books: Books 49AB–54AC

Students decode multisyllabic words by separating their individual syllables, using letter-sound correspondences and syllabication patterns.



Teacher Resources: Reteaching Lesson Plans Long a: CVCe pattern Long i: CVCe pattern Long o: CVCe pattern Long u: CVCe pattern

Students contrast words with short and long (a, i, o, u) sounds. Using a printout in a wipe-off cover, teacher presents the _a(i,o,u)_e pattern and students practice common long a(i,o,u) words that end in silent e (consonant-vowel-consonant-e).

Teacher Resources: Reteaching Lesson Plans Words with ay and ai

Teacher reviews the ay and ai vowel teams. Students use letter tiles to add consonants to the vowel teams and to create words. As a review, students read out loud the list of words created.


Teacher reviews the ea and ee vowel teams. Students use letter tiles to add consonants to the vowel teams and to create words. As a review, students read out loud the list of words created.











https://my.imaginelearning.com/resources/pwr_cvce_a

https://my.imaginelearning.com/resources/pwr_cvce_i

https://my.imaginelearning.com/resources/pwr_cvce_o

https://my.imaginelearning.com/resources/pwr_cvce_u

https://my.imaginelearning.com/resources/pwr_vowel-vowel_ayai



Words with ea and ee Teacher Resources: Reteaching Lesson Plans Words with igh

Teacher reviews the igh vowel team. Students use letter tiles to add consonants to the vowel team and to create words. As a review, students read out loud the list of words created.

Teacher Resources: Reteaching Lesson Plans Words with oa and ow

Teacher reviews the oa and ow vowel teams. Students use letter tiles to add consonants to the vowel teams and to create words. As a review, students read out loud the list of words created.

Teacher Resources: Reteaching Lesson Plans Words with ue, ew, and oo

Teacher reviews the ue, ew, and oo vowel teams. Students use letter tiles to add consonants to the vowel teams and to create words. As a review, students read out loud the list of words created.

Teacher Resources: Reteaching Lesson Plans R-controlled vowels: ar, er, ir, or, ur

Students recognize and decode words with r-controlled vowels (ar, er, ir, or, ur) and then apply skills by reading decodable text.

Teacher Resources: Reteaching Lesson Plans Dipthongs oy and oi

Teacher leads students to decode words formed with diphthongs oi and oy. Students then read decodable text containing words with oi and oy.



110.4.b.2.B.iv. decoding compound words, contractions, and common abbreviations;

Compound Breakdown Transition Books: Books 49AB–54AC

Students learn to use the meaning of individual words to predict the meaning of a compound word.

Compound World Transition Books: Books 49AB–54AC

Students practice using their knowledge of the meaning of individual words to predict the meaning of compound words.

110.4.b.2.B.vi. decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and

Word Chop Leveled Books: Books 55, 61, 67, 70


Fix It Up! Leveled Books:


https://my.imaginelearning.com/resources/pwr_vowel-vowel_eaee

https://my.imaginelearning.com/resources/pwr_vowel-vowel_igh

https://my.imaginelearning.com/resources/pwr_vowel-vowel_oaow

https://my.imaginelearning.com/resources/pwr_vowel-vowel_ueewoo



https://my.imaginelearning.com/resources/pwr_diphthong_oyoi








Books 55, 61, 67, 70 Affix Action Leveled Books: Books 55, 61, 67, 70


Teacher Resources: Reteaching Lesson Plans Prefixes

Students separate words into parts to identify the prefix and determine the meaning. Using word cards, students play a game to build and decode words with the prefixes.

Teacher Resources: Reteaching Lesson Plans Suffixes

Students separate words into parts to identify the suffix and determine the meaning. Using word cards, students play a game to build and decode words with the suffixes -ness, -tion, -ly, and -ful.

Teacher Resources: Reteaching Lesson Plans Inflectional Endings

Students decode words formed with inflectional endings.

110.4.b.2.B.vii. identifying and reading high-frequency words from a research-based list;



Word Survivor Beginning Books: Books 25–48 Transition Books: Books 49AB–54AC


Brilliant Bugs Transition Books: Books 49AB–54AC

Students practice reading advanced sight words.

Teacher Resources: Reteaching Lesson Plans Sight Words (52)


110.4.b.2.C. demonstrate and apply spelling knowledge by: 110.4.b.2.C.i. spelling one-syllable and

multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-



Spellball Showdown Beginning Books:



https://my.imaginelearning.com/resources/pwr_prefix

https://my.imaginelearning.com/resources/pwr_suffix

https://my.imaginelearning.com/resources/pwr_inflectEnd





https://my.imaginelearning.com/resources/decodableWords





controlled syllables; and final stable syllables;

Books 24, 30, 36, 38, 42

110.4.b.2.C.iv. spelling multisyllabic words with multiple sound-spelling patterns;



Spellball Showdown Beginning Books: Books 24, 30, 36, 38, 42


110.4.b.2.C.vi. spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;

Fix It Up! Leveled Books: Books 55, 61, 67, 70


Affix Action Leveled Books: Books 55, 61, 67, 70


110.4.b.2.D. alphabetize a series of words and use a dictionary or glossary to find words; and


Students independently read different text genres, including narratives and nonfiction. They have access to a glossary for academic vocabulary words; each word is accompanied by a simple definition and graphics where appropriate.





Listening, speaking, reading, writing, and thinking – vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: 110.4.b.3.A. use print or digital resources to

determine meaning and pronunciation of unknown words;


Students read many genres of texts, including narratives, myths, and a play. They also read nonfiction, including biographies and informational texts that teach content from math, science, and social studies. Selections are paired: one text provides background knowledge for another. Students have access to a glossary for academic vocabulary words, each accompanied by a simple definition.

110.4.b.3.B. use context within and beyond a sentence to determine the meaning of unfamiliar words;

Word Warehouse Reading Comprehension:

Students derive the meaning of critical reading vocabulary words by watching videos of peers using the words in authentic contexts.












Grade 2: Informational Text Features 1 and 2 Grade 2: Compare/Contrast (Literature) 1 and 2 Grade 2: Compare/Contrast (Informational Text) 1 and 2 Match It Up Reading Comprehension: Grade 2: Informational Text Features 1 and 2 Grade 2: Compare/Contrast (Literature) 1 and 2 Grade 2: Compare/Contrast (Informational Text) 1 and 2

Students engage in a sorting activity to practice their newly acquired reading vocabulary.


Students read many genres of texts, including narratives, myths, and a play. They also read nonfiction, including biographies and informational texts that teach content from math, science, and social studies. Selections are paired: one text provides background knowledge for another. Students have access to a glossary for academic vocabulary words, each accompanied by a simple definition.

Find the Word Leveled Books

Before they read a selection, students learn important story vocabulary. They select a word on a page based on a definition, synonym, or antonym. Front-loaded vocabulary acts as scaffolding and helps students comprehend what they read.

Word-A-Tron Leveled Books

Students learn the meaning of important story vocabulary. They demonstrate their understanding of the word by placing it in a sentence. They also select other words that are closely related to the target vocabulary word.

• Vocabulary includes literary terms such as simile. Students learn the meaning of important story vocabulary, including the meaning of some idiomatic expressions or figurative language such as “like a sheet of gray fog.”

Understanding Context Leveled Books: Grade 2 Book 55

Students learn the concept of context and how to use it as a strategy to determine meaning of unknown words.

Context Clues Leveled Books: Books 56, 59, 60, 63, 67

Students practice using targeted context strategies to determine the meaning of unknown and multi-meaning words.









Teacher Resources: Reteaching Lesson Plans Use Context Clues

Students read short texts and identify context clues to determine the meaning of unknown words.



Read and Record Leveled Books

Students practice fluency as they read and record selected pages of a leveled text. Students play back their recordings and evaluate their performance. They can choose to re-record. The recordings are saved in the Student Portfolio section of the Portal for the teacher to evaluate at any time.

Fluent Reader Leveled Books: Books 55, 58, 59, 62, 63, 66



select text and read independently for a sustained period of time.

Read on My Own Transition Books Leveled Books

Students read many genres of texts, including narratives, myths, and a play. They also read nonfiction, including biographies and informational texts that teach content from math, science, and social studies. Selections are paired: one text provides background knowledge for another. • Prior to reading, students hear a peer model a think-aloud that includes

predictions, observations, and questions. The model also establishes a purpose for reading.

• Verb tenses in each text type are modeled for the student. • Students have access to a glossary for academic vocabulary words, each

accompanied by a simple definition. • Leveled selections also come in two reading levels: a simpler text and a

more advanced text. Students encounter the text at their appropriate reading level.

• Students read narratives and genre texts such as a myth and a play. They also read nonfiction, including biographies and expository texts that teach content from math, science, and social studies.

Some pairs include instruction in genres. For example, “Curtains Up” describes the features of a play. The students then read “The Case of the Missing Manny,” a play.

Answer on Your Own Reading Comprehension: Grade 2: Compare/Contrast (Literature) 1 and 2 Grade 2: Compare/Contrast (Informational) 1 and 2

Students demonstrate their understanding of the differences and similarities between two informational passages on a related theme. One question requires completing a Venn diagram. Instructive feedback leads students back to the page or pages where the answer can be found.

https://my.imaginelearning.com/resources/rc_contextClues_G2-3#overview








Understand What I Read Transition Books Leveled Books: Grade 2

Students answer questions about their reading. The task of answering reading comprehension questions is scaffolded. If students answer incorrectly, they receive feedback directing them to relevant pages of the book. Key words in the question are highlighted as well as key words in the text. Students answer questions about their reading, including questions about the main idea, cause and effect, the author’s purpose, comparing and contrasting, and more.

Teacher Resources: Transition Books Guide

This resource provides teachers with the texts of all of the transition books as well as copies of any associated printouts. Teachers can use printouts of these texts for group reading activities, including having students describe the connection between two individuals, events, ideas, or pieces of information in a text.

Teacher Resources: Leveled Books Guide

This resource provides teachers with the texts of all of the leveled reading books as well as copies of any associated printouts. These Lexiled texts include both literary and informational topics across curricular content areas.


assigned and self-selected texts; Read on My Own Leveled Books



• Students have access to a glossary for academic vocabulary words, each accompanied by a simple definition.

• Leveled selections also come in two reading levels: a simpler text and a more advanced text. Students encounter the text at their appropriate reading level.





wind.”



https://content.imaginelearning.com/teacherResources/printouts/transitionBooks_allPrintouts.pdf

https://content.imaginelearning.com/teacherResources/printouts/leveledBooks_allPrintouts_grade2.pdf






110.4.b.6.C. make and correct or confirm predictions using text features, characteristics of genre, and structures;

The following activities support students in meeting the standard.

Read on My Own Leveled Books: Grade 2








110.4.b.6.E. make connections to personal experiences, ideas in other texts, and society;

The following activities support students in meeting the standard. Read on My Own Leveled Books: Grade 2







Some pairs include instruction in genres. For example, “Curtains Up” describes





the features of a play. The students then read “The Case of the Missing Manny,” a play.

Teacher Resources: Reteaching Lesson Plans Compare/Contrast: Literature

Students read two folktales, take notes in Story Maps, and compare and contrast the folktales using a Venn diagram.

Teacher Resources: Reteaching Lesson Plans Compare/Contrast: Informational Text

Students read two informational texts about working dogs and complete a Venn diagram to compare and contrast the texts.

110.4.b.6.F. make inferences and use evidence to support understanding;

Understand What I Read Leveled Books: Grade 2

Students answer questions about their reading, including questions about main idea, cause and effect, the author’s purpose, comparing and contrasting, and more. The task of answering reading comprehension questions is scaffolded. If students answer incorrectly, they receive feedback directing them to relevant pages of the book. Key words in the question are highlighted as well as key words in the text.

Application Station Leveled Books: Grade 2

Students identify story elements and answer questions about a leveled text using an interactive worksheet. Students can send the typed answer to the teacher.









110.4.b.6.G. evaluate details read to determine key ideas;


Students answer questions about their reading, including questions about the main idea, cause and effect, the author’s purpose, comparing and contrasting, and more. If students answer incorrectly, they receive instructive feedback directing them to relevant pages of the book. Key words in the question are highlighted as well as key words in the text. Students are then asked to answer again.

https://my.imaginelearning.com/resources/rc_compareContrastLit_G2-3

https://my.imaginelearning.com/resources/rc_compareContrastInfo_G2-3













Listen and Read Reading Comprehension: Grade 2: Main Idea

Students read along in a narrated text looking for the main idea. This activity can be used by teachers for whole or small group instruction.

Teacher Resources: Reteaching Lesson Plans Identify Main Idea

Students read informational texts about museums and bees and identify the topic and the main idea in each text.

Response skills Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: 110.4.b.7.D. retell and paraphrase texts in ways

that maintain meaning and logical order;



Understand What I Read Transition Books: Books 49AB–54AC

Students answer questions about their reading, including questions about main idea, cause and effect, the author’s purpose, comparing and contrasting, and more. The task of answering reading comprehension questions is scaffolded. If students answer incorrectly, they receive feedback directing them to relevant pages of the book. Key words in the question are highlighted as well as key words in the text.

Teacher Resources: Leveled Books Grade 2: Graphic Organizer

Students identify important ideas in their reading selection by completing graphic organizers, including organizers for main idea and supporting details, compare and contrast, cause and effect, problem and solution, and story map. Students then write a summary, using their organizer for support.





Teacher Resources: Reteaching Lesson Plans Story Lesson

Students read three fables and discuss the story lesson in each text.



https://my.imaginelearning.com/resources/rc_mainIdea_G2-3







https://my.imaginelearning.com/resources/rc_storyLesson




Match It Up Reading Comprehension: Grade 2: Informational Text Features 1 and 2 Grade 2: Compare/Contrast (Literature) 1 and 2 Grade 2: Compare/Contrast (Informational Text) 1 and 2



Students learn the meaning of important story vocabulary. They demonstrate their understanding of the word by placing it in a sentence. They also select other words that are closely related to the target vocabulary word. • Vocabulary includes literary terms such as simile.

Students learn the meaning of important story vocabulary, including the meaning of some idiomatic expressions or figurative language such as “like a sheet of gray fog.”

Multiple genres Listening, speaking, reading, writing, and thinking using multiple texts – literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: 110.4.b.8.A. discuss topics and determine theme

using text evidence with adult assistance;









110.4.b.8.B. describe the main character's (characters') internal and external traits;













Teacher Resources: Reteaching Lesson Plans Story Lesson




110.4.b.8.C. describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently; and

Story Map Teacher Resources: Leveled Books Grade 2: Graphic Organizer


Understand What I Read Reading Comprehension: Grade 2: Story Map

Students answer questions about a text and then receive feedback about how to use question answering strategies


Students click on 5 story elements in a graphic organizer. Students then listen to a story and identify these elements in the story to create a story map.

Teacher Resources: Reteaching Lesson Plans Story Map

Students read realistic fiction and complete a story map to answer questions about important story elements.





Listening, speaking, reading, writing, and thinking using multiple texts – genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: 110.4.b.9.A. demonstrate knowledge of

distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales;












https://my.imaginelearning.com/resources/rc_storyMap_G2-3






Story Lesson

110.4.b.9.D. recognize characteristics and structures of informational text, including: 110.4.b.9.D.i. the central idea and supporting

evidence with adult assistance; What’s the Point? Reading Comprehension: Grade 2: Main Idea



Students answer questions about their reading, including questions about the main idea, cause and effect, the author’s purpose, comparing and contrasting, and more. If students answer incorrectly, they receive instructive feedback and are asked to answer again.

Light It Up Reading Comprehension: Grade 2: Points and Reasons

Students choose the best reason to support a claim, and also choose the best claim to match a reason.

110.4.b.9.D.ii. features and graphics to locate and gain information; and







110.4.b.9.D.iii. organizational patterns such as chronological order and cause and effect stated explicitly;

Understand What I Read Leveled Books





Text Expert Reading Comprehension:














Grade 2: Informational Text Features 1 Teacher Resources: Reteaching Lesson Plans Use Text Features


Author's purpose and craft Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to: 110.4.b.10.A. discuss the author's purpose for

writing text; The following activities support students in meeting the standard. Read on My Own Leveled Books

Students read many genres of texts, including narratives, myths, and a play. They also read nonfiction, including biographies and informational texts that teach content from math, science, and social studies. Selections are paired: one text provides background knowledge for another. Selections include images that contribute to and clarify text.

110.4.b.10.B. discuss how the use of text structure contributes to the author's purpose;

The following activities support students in meeting the standard. Points and Reasons Reading Comprehension: Grade 2: Points and Reasons

Students watch an interactive video that demonstrates how to identify, create, and support a claim.

Teacher Resources: Reteaching Lesson Plans Identify Points and Reasons

Students read an informational text about community helpers and identify the author's points and supporting reasons.

Composition Listening, speaking, reading, writing, and thinking using multiple texts – writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: 110.4.b.11.D. edit drafts using standard English conventions, including: 110.4.b.11.D.ii. past, present, and future verb

tense; The following activities support students in meeting the standard. Teacher Resources: Reteaching Lesson Plans Irregular Past Tense

Teacher reviews rules and examples of proper nouns with students. Students read post cards between two friends to identify proper nouns. Then students play a circle game to practice using proper nouns.

Time Seekers Phase I Grammar: Lessons 26–29 Irregular Past Tense 1, 2, 3, 4


Time Seekers Phase II





https://my.imaginelearning.com/resources/rc_identifyPointsReasons_G2

https://my.imaginelearning.com/resources/grm_pastTense_irregular




Grammar: Lessons 26–29 Irregular Past Tense 1, 2, 3, 4 History Hero Grammar: Lessons 26–29 Irregular Past Tense 1, 2, 3, 4



The following activities support students in meeting the standard. Teacher Resources: Reteaching Lesson Plans Irregular Plurals

Students review rules and examples of irregular plurals (such as feet, children, teeth, mice, fish) with teacher guidance. Students clap to identify plural and singular nouns. Students play a chanting game and substitute irregular plural nouns.

Time Seekers Phase I Grammar: Lessons 21–23 Irregular Plurals 1, 2, 3


Time Seekers Phase II Grammar: Lessons 21–23 Irregular Plurals 1, 2, 3


History Hero Grammar: Lessons 21–23 Irregular Plurals 1, 2, 3


110.4.b.11.D.iv. adjectives, including articles; The following activities support students in meeting the standard. Time Seekers Phase I Grammar: Adverbs, Adjectives


Time Seekers Phase II Grammar: Adverbs, Adjectives


History Hero Grammar: Adverbs, Adjectives


Teacher Resources: Reteaching Lesson Plans Adjectives

Students review rules and examples of adjectives with teacher guidance. Students describe pictures of fruit to practice using adjectives. Then students play guessing games to practice using adjectives in complete sentences.

110.4.b.11.D.v. adverbs that convey time and adverbs that convey place;

The following activities support students in meeting the standard. Time Seekers Phase I Grammar: Adverbs, Adjectives




https://my.imaginelearning.com/resources/grm_plural_irregular







https://my.imaginelearning.com/resources/grm_adjectives




Time Seekers Phase II Grammar: Adverbs, Adjectives


History Hero Grammar: Adverbs, Adjectives


Teacher Resources: Reteaching Lesson Plans Adverbs

Students review rules and examples of adverbs with teacher guidance. Students add adverbs to simple sentences and then play a pantomime game to act out adverbs and use them in complete sentences.

110.4.b.11.D.xi. correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

The following activities support students in meeting the standard. Note This Beginning Books: Books 25–48






Spellball Showdown Beginning Books: Books 24, 30, 36, 38, 42




https://my.imaginelearning.com/resources/grm_adverbs








questions to clarify information, and make pertinent comments;


Students identify the main idea and the supporting details in a selection. If they have difficulty, they are reminded of how to answer main idea questions and are directed to a helpful page in the selection.



Put It Together Listening Comprehension

Students learn the metacognitive strategy of selective attention on words, phrases, and sentences to improve listening comprehension.

Listen Up Listening Comprehension

Students listen to sentence and paragraph prompts and apply the metacognitive strategy of selective attention in order to answer listening comprehension questions.

Listening with a Purpose Leveled Books: Book 76

Students learn listening strategies and how to use listening features by listening to an audio file. They also engage in guided practice.

Tune In Leveled Books: Books 76, 77, 79

Students answer questions about a presentation in order to demonstrate comprehension.

110.5.b.1.C. speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;

The following activities support students in meeting the standard. Read and Record Leveled Books


Fluent Reader Leveled Books Books 72, 73, 75, 78, 79, 84, 88, 91, 96


110.5.b.1.D. work collaboratively with others by following agreed-upon rules, norms, and protocols; and

Teacher Resources: Leveled Books Grade 3

This resource provides teachers with the texts of all of the leveled reading books as well as copies of any associated printouts. These Lexiled texts include both literary and informational topics across curricular content areas. Teachers can use printouts of these texts as a basis for both teacher –and student-led discussions, as context for extending learning into other












literature/informational text skill areas, posing and answering questions related to the reading, for making connections to student personal experiences and/or real-life situations, and as a source for generating research and/or writing topics.

Teacher Resources: Leveled Books Grade 3 AP Article Texts

For grades 3–6, leveled book lessons include AP Articles—authentic news articles published in partnership with the Associated Press. Students can reread and discuss these articles as an extension activity of the Imagine Language & Literacy curriculum. • The AP articles provide authentic text of relevant and engaging

informational news articles. They are thematically paired with leveled books.

Both texts and comprehension questions can be used with a whole or small group as a basis for academic discussions, collaborative research, and/or individual writing topics.

Listening, speaking, reading, writing, and thinking – beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: 110.5.b.2.A. demonstrate and apply phonetic knowledge by: 110.5.b.2.A.i. decoding multisyllabic words with

multiple sound-spelling patterns such as eigh, ough, and en;

Word Chop Leveled Books: Books 71, 72, 74, 75, 76

Students are introduced to affixes as a strategy for reading unfamiliar multisyllabic words.

Fix It Up! Leveled Books


Affix Action Leveled Books: Books 76, 78, 80, 83, 91, 95



Students independently read multi-syllabic words in different text genres.



110.5.b.2.A.ii. decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including


Students independently read multi-syllabic words in different text genres.











digraphs and diphthongs; r-controlled syllables; and final stable syllables;



110.5.b.2.A.v. decoding words using knowledge of prefixes;







110.5.b.2.A.vi. decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and







110.5.b.2.A.vii. identifying and reading high-frequency words from a research-based list;


Students independently read grade-appropriate irregularly spelled words in different text genres.

110.5.b.2.B. demonstrate and apply spelling knowledge by: 110.5.b.2.B.vi. spelling words using knowledge of

prefixes; and Fix It Up! Leveled Books

















110.5.b.2.B.vii. spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants;






determine meaning, syllabication, and pronunciation;


Students independently read different text genres. Students have access to a glossary for academic vocabulary words; each word is accompanied by a simple definition and graphics where appropriate.





110.5.b.3.B. use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;

Word Warehouse Reading Comprehension: Grade 3: Informational Text Features 1 and 2 Grade 3: Compare/Contrast (Literature) 1 and 2 Grade 3: Compare/Contrast (Informational Text) 1 and 2




Read on My Own Students read many genres of texts, including narratives, myths, and a play.










Leveled Books

They also read nonfiction, including biographies and informational texts that teach content from math, science, and social studies. Selections are paired: one text provides background knowledge for another. • Prior to reading, students hear a peer model a think-aloud that includes


• Verb tenses in each text type are modeled for the student. • Students have access to a glossary for academic vocabulary words,

each accompanied by a simple definition. • Leveled selections also come in two reading levels: a simpler text and

a more advanced text. Students encounter the text at their appropriate reading level.





Word-A-Tron Leveled Books: Leveled Books

Students learn the meaning of important story vocabulary. They demonstrate their understanding of the word by placing it in a sentence. They also select other words that are closely related to the target vocabulary word. • English learners can click a translation button to hear a translation of the

vocabulary word and a definition. • Front-loaded vocabulary acts as scaffolding and helps students comprehend

what they read. • Vocabulary includes literary terms such as simile.


Vocrab Island Leveled Books: Articles

Students identify vocabulary words by seeing, saying, and hearing the word, using context clues and seeing a visual representation of the word.

Vocab Dash Leveled Books: Articles

Students practice vocabulary words by receiving repeated exposures to the word, matching the word to the appropriate definition, and filling in context-rich sentences with the correct word.

Vocab Lab

Students listen to definition and context sentence, then answer a think-aloud question. Students identify the meaning of new vocabulary.








Leveled Books: Enrichment Text Reading Practice Printouts Grade 3 GL3 Enrichment Texts 1–9 Understanding Context Leveled Books: Books 71


Context Clues Leveled Books: Books 72, 75, 76, 79, 80, 87


Teacher Resources: Reteaching Lesson Plans Use Context Clues

Students read short texts and identify context clues to determine the meaning of unknown words.

110.5.b.3.C. identify the meaning of and use words with affixes such as im –(into), non-, dis-, in –(not, non), pre-, -ness, -y, and -ful; and







110.5.b.3.D. identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.





https://my.imaginelearning.com/resources/leveledBooks#readyForRain



https://my.imaginelearning.com/resources/rc_contextClues_G2-3#overview









Students learn the meaning of important story vocabulary. They demonstrate their understanding of the word by placing it in a sentence. They also select other words that are closely related to the target vocabulary word. • English language learners can click a translation button to hear a translation

of the vocabulary word and a definition. • Front-loaded vocabulary acts as scaffolding and helps students comprehend



Understanding Context Leveled Books: Book 71






Book Break Leveled Books: Enrichment Text Reading Practice Printouts Grade 3 GL3 Enrichment Texts 1–9

Students read grade-level passages independently. They can click on glossary words in the text to hear a definition of the word.

Book Break Comprehension Leveled Books: Enrichment Text Reading Practice Printouts Grade 3 GL3 Enrichment Texts 1–9

Students answer comprehension questions after reading a passage.


Students practice fluency as they read and record leveled selections. Selections include both narrative and informational text. Students play back their recordings and evaluate their performance. They then choose to record again or continue to read. Teachers can evaluate students’ recordings at any time.

Fluent Reader Leveled Books











Books 72, 73, 75, 78, 79, 84, 88, 91, 96




Students read many genres of texts, including narratives, myths, and a play. They also read nonfiction, including biographies and informational texts that teach content from math, science, and social studies. Selections are paired: one text provides background knowledge for another.

Answer on Your Own Reading Comprehension: Grade 3: Compare/Contrast (Literature) 1 and 2






Newsbreak Leveled Books: Articles

Students read and comprehend informational texts in a news style format.























Students practice fluency as they read and record leveled selections. Selections include both narrative and informational text. Students play back their recordings and evaluate their performance. They then choose to record again or continue to read. Teachers can evaluate students’ recordings at any time.

Reading Ace Leveled Books: Books 72, 76, 80, 88

Students practice answering standardized test questions within a technological framework to prepare students for Smarter Balanced and PARCC tests, which are aligned with Common Core State Standards.







This resource provides teachers with the texts of all of the leveled reading books as well as copies of any associated printouts. These Lexiled texts include both literary and informational topics across curricular content areas. Teachers can use printouts of these texts as a basis for both teacher –and student-led









discussions regarding point of view. Additionally, these texts can be used as context for extending learning into other literature/informational text skill areas, posing and answering questions related to the reading, making connections to student personal experiences and/or real-life situations, and as a source for generating research and/or writing topics.

Teacher Resources: Leveled Books Grade 3 AP Article Texts

For grades 3–6, leveled book lessons include AP Articles—authentic news articles published in partnership with the Associated Press. Students can reread and discuss these articles and distinguish their own point of view from that of the narrator.


Students read many genres of texts, including narratives, myths, and a play. They also read nonfiction, including biographies and informational texts that teach content from math, science, and social studies. Selections are paired: one text provides background knowledge for another.

Story Circles Reading Comprehension: Grade 3: Compare/Contrast (Literature) 1

Students compare and contrast story elements using a graphic organizer.

Sort It Out Reading Comprehension: Grade 3: Compare/Contrast (Literature) 1

Students learn the language and process for comparing and contrasting.

What’s the Story? Reading Comprehension: Grade 3: Compare/Contrast (Literature) 1

Students read along with a narrator two related stories. At the end of each story, students fill in a story map to help them remember the important elements of each story. Students then compare and contrast the stories. Third-grade students learn how to compare and contrast similar main characters where one is in a rural setting and the other is in an urban setting.



This resource provides teachers with the texts of all of the leveled reading books as well as copies of any associated printouts. These Lexiled texts include both literary and informational topics across curricular content areas. Teachers can use printouts of these texts as a basis for both teacher –and student-led discussions regarding point of view. Additionally, these texts can be used as context for extending learning into other literature/informational text skill areas, posing and answering questions related to the reading, making connections to student personal experiences and/or real-life situations, and as a source for generating research and/or writing topics.


Students answer questions about their reading. The task of answering reading comprehension questions is scaffolded. If students answer incorrectly, they receive feedback directing them to relevant pages of the book. Key words in the question are highlighted as well as key words in the text. Students answer questions about their reading, including questions about the










main idea, cause and effect, the author’s purpose, comparing and contrasting, and more.

Response skills Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: 110.5.b.7.C. use text evidence to support an

appropriate response; Teacher Resources: Reteaching Lesson Plans Cite Text Evidence

Students read an informational text about American Red Cross founder, Clara Barton, and cite text evidence to support answers to questions about the text.

110.5.b.7.D. retell and paraphrase texts in ways that maintain meaning and logical order;



Intro to Fables and Folktales Activity Explorer: Story Lesson

Students read a fable or folktale, hear clues about how to identify the central lesson, and then answer questions about the central lesson of the fable or folktale.



110.5.b.7.F. respond using newly acquired vocabulary as appropriate; and






https://my.imaginelearning.com/resources/rc_citeTextEvidence_G3


https://my.imaginelearning.com/activities/skill/75?curriculumArea=6&curriculumSubArea=57






Word Alert Academic Vocabulary: Lessons 72–96

Students view three unique, peer-to-peer modeled videos in order to acquire a deep understanding of cross-curricular academic words as well as the academic language associated with the words. Students learn academic words such as analyze and economy, as well as the academic language associated with the words.

Galactic Goal Academic Vocabulary: Lessons 72–96

Students practice newly learned advanced academic vocabulary by placing the words in cloze sentences. If they answer incorrectly, they see a video illustrating the word’s meaning. Students are given clues to help them spell the word.



Vocab Lab Leveled Books: Enrichment Text Reading Practice Printouts Grade 3 GL3 Enrichment Texts 1–9


Multiple genres Listening, speaking, reading, writing, and thinking using multiple texts – literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: 110.5.b.8.B. explain the relationships among the

major and minor characters; Reading Comprehension: Grade 3: Story Map

Students learn how to identify the structure of a story using story elements such as character, setting, problem, plot, and solution.

110.5.b.8.C. analyze plot elements, including the sequence of events, the conflict, and the resolution; and

Reading Comprehension: Grade 3: Story Map




110.5.b.8.D. explain the influence of the setting on the plot.

Reading Comprehension: Grade 3: Story Map













distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths;



110.5.b.9.C. discuss elements of drama such as characters, dialogue, setting, and acts;


Students independently read different text genres, including narratives, myths, and a play. They also read nonfiction, including biographies and informational texts that teach content from math, science, and social studies. Selections are paired: one text provides background knowledge for another. Some pairs include instruction in genres. For example, “Curtains Up” describes the features of a play. Students then read “The Case of the Missing Manny,” a play.

110.5.b.9.D. recognize characteristics and structures of informational text, including: 110.5.b.9.D.i. the central idea with supporting

evidence; Understand What I Read Leveled Books


Listen and Read Leveled Books

Students read along in a narrated text looking for the main idea. This activity can be used by teachers for whole or small group instruction where students determine the main idea, recount the key details, and explain how they support the main idea.




Students read informational texts about museums and bees and identify the topic and the main idea in each text.

Teacher Resources: Reteaching Lesson Plans Main Idea and Supporting Details

Students read an informational text about children’s museums and answer comprehension questions to identify supporting details.

Book Break Comprehension Students answer comprehension questions after reading a passage.







https://my.imaginelearning.com/resources/rc_mainIdeaSupportingDetail_G2-3




Leveled Books: Enrichment Text Reading Practice Printouts Grade 3 GL3 Enrichment Texts 1–9 What’s the Point? Reading Comprehension: Grade 3: Main Idea

Students learn about main idea and supporting details. Then they apply their knowledge to answer comprehension questions. Students go deeper into main idea and supporting details, including using a graphic organizer. They also learn about common question types that require students to apply their understanding of main idea and supporting detail.

110.5.b.9.D.ii. features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding; and



110.5.b.9.D.iii. organizational patterns such as cause and effect and problem and solution;

The following activities support students in meeting the standard. Understand What I Read Leveled Books




Special Effects Leveled Books: Books 75, 91

Students learn how to comprehend cause and effect through text structure and signal words.

Lost Cause Leveled Books: Books 75, 91

Students apply their knowledge of text structure and signal words to answer comprehension questions about cause and effect.


Students read and comprehend informational texts in a news-style format.

Newsbreak Comprehension Leveled Books: Articles

Students answer comprehension questions to determine their understanding of a previously read article.

Teacher Resources: Reteaching Lesson Plans Identify Cause/Effect

Students read an informational text about landforms and identify cause and effect relationships.











https://my.imaginelearning.com/resources/rc_causeEffect_G3



Leveled Books: Enrichment Text Reading Practice Printouts Grade 3 GL3 Enrichment Texts 1–9








Author's purpose and craft Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to: 110.5.b.10.A. explain the author's purpose and

message within a text; Reading Comprehension: Grade 3: Points and Reasons

Student are introduced to the concept of points and reasons, identify points, and recognize how reasons support a point. Students identify the point of a provided text and choose an additional point to support it.



Composition Listening, speaking, reading, writing, and thinking using multiple texts – writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: 110.5.b.11.D. edit drafts using standard English conventions, including: 110.5.b.11.D.i. The following activities support students in meeting the standard.









complete simple and compound sentences with subject-verb agreement;

Teacher Resources: Reteaching Lesson Plans Regular Past Tense

Students review rules and examples of regular past tense with teacher guidance. Students talk about celebrations that happened in the past to practice regular past tense verbs. Students play a verb card game and write a past-tense story together.

Teacher Resources: Reteaching Lesson Plans Present Tense

Students review rules and examples of present tense conjugation with teacher guidance. Students combine subjects, verbs, and objects from three columns and match the present tense verb to the subject. Students play a spinner game to create present tense sentences.

Teacher Resources: Reteaching Lesson Plans Simple Future Tense

Students review rules and examples of simple future tense with teacher guidance. Students practice adding will to a verb to form the future tense by imagining a field trip. Students play a field trip board game in small groups or pairs to practice the future tense.

110.5.b.11.D.ii. past, present, and future verb tense;

The following activities support students in meeting the standard. Teacher Resources: Reteaching Lesson Plans Regular Past Tense

Students review rules and examples of regular past tense with teacher guidance. Students talk about celebrations that happened in the past to practice regular past tense verbs. Students play a verb card game and write a past-tense story together.

Teacher Resources: Reteaching Lesson Plans Present Tense

Students review rules and examples of present tense conjugation with teacher guidance. Students combine subjects, verbs, and objects from three columns and match the present tense verb to the subject. Students play a spinner game to create present tense sentences.

Teacher Resources: Reteaching Lesson Plans Simple Future Tense

Students review rules and examples of simple future tense with teacher guidance. Students practice adding will to a verb to form the future tense by imagining a field trip. Students play a field trip board game in small groups or pairs to practice the future tense.


The following activities support students in meeting the standard. Teacher Resources: Reteaching Lesson Plans Plural Nouns: -s and -ies

Students review rules and examples with students of plural nouns with -s and -ies (for example, boy, boys, spy, spies). Students analyze nouns in sentences to determine the correct plural ending. Students then play a quiz-show style game to practice adding -s or -ies to words ending in y.

Teacher Resources: Reteaching Lesson Plans Irregular Plurals

Students review rules and examples of irregular plurals (such as feet, children, teeth, mice, fish) with teacher guidance. Students clap to identify plural and singular nouns. Students play a chanting game and substitute irregular plural nouns.


Students practice using academic nouns by completing cloze sentences, which are embedded in a video.

110.5.b.11.D.iv. The following activities support students in meeting the standard.

https://my.imaginelearning.com/resources/grm_pastTense_regular

https://my.imaginelearning.com/resources/grm_presentTense

https://my.imaginelearning.com/resources/grm_futureTense_simple

https://my.imaginelearning.com/resources/grm_pastTense_regular

https://my.imaginelearning.com/resources/grm_presentTense

https://my.imaginelearning.com/resources/grm_futureTense_simple

https://my.imaginelearning.com/resources/grm_plural_SandIes

https://my.imaginelearning.com/resources/grm_plural_irregular




adjectives, including their comparative and superlative forms;



110.5.b.11.D.v. adverbs that convey time and adverbs that convey manner;

The following activities support students in meeting the standard. Go for the Gold Academic Vocabulary: Lessons 1–71 (not located in all lessons)


110.5.b.11.D.ix. capitalization of official titles of people, holidays, and geographical names and places;

The following activities support students in meeting the standard. Application Station Leveled Books: Grade 3

Students write a response to a comprehension question relating to the leveled text they have just read. Their written responses are saved in the Student Portfolio section of the Portal for the teacher to evaluate at any time. Teachers can review students’ command of the conventions of standard English capitalization, punctuation, and spelling.

Teacher Resources: Leveled Books Guide Reading Response Journals

Students write a prompt in connection with the Leveled Book. Each journal page includes two writing prompts.

110.5.b.11.D.x. punctuation marks, including apostrophes in contractions and possessives and commas in compound sentences and items in a series; and


















questions to clarify information, and make pertinent comments;



110.6.b.1.D. work collaboratively with others to develop a plan of shared responsibilities.



Teacher Resources: Leveled Books Grade 4 AP Article Text




Listening, speaking, reading, writing, and thinking – beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: 110.6.b.2.A. demonstrate and apply phonetic knowledge by:






110.6.b.2.A.vi. identifying and reading high-frequency words from a research-based list;



110.6.b.2.B. demonstrate and apply spelling knowledge by: 110.6.b.2.B.v. spelling words using knowledge of

prefixes; and Word Chop Leveled Books: Books 108, 115


Fix It Up! Leveled Books: Books 108, 115, 116, 123, 124, 127, 128


Affix Action Leveled Books: Books 108, 116, 127


110.6.b.2.B.vi. spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and

Word Chop Leveled Books: Books 108, 115







determine meaning, syllabication, and pronunciation;



















110.6.b.3.B. use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;

Understanding Context Leveled Books: Books 99

Teaches students how to use context to determine meaning in unknown situations. Students identify words that fit based on sentence context.


Students practice using five context strategies to determine the meaning of unknown and multi-meaning words.







vocabulary word and a definition.











• Front-loaded vocabulary acts as scaffolding and helps students comprehend what they read.


110.6.b.3.C. determine the meaning of and use words with affixes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter; and















Fluent Reader










Leveled Books: Books 100, 104, 107, 111, 115, 120, 124, 128




Students read many genres of texts, including narratives, myths, and a play. They also read nonfiction, including biographies and informational texts that teach content from math, science, and social studies. Selections are paired: one text provides background knowledge for another. Leveled selections come in two reading levels: a simpler text and a more advanced text. Students encounter the text at their appropriate reading level.

























110.6.b.6.B. generate questions about text before, during, and after reading to deepen understanding and gain information;


Students independently read different text genres, including narratives, myths, and a play. They also read nonfiction, including biographies and informational texts that teach content from math, science, and social studies. Selections are paired: one text provides background knowledge for another. Some pairs include instruction in genres. For example, “Curtains Up” describes the features of a play. Students then read “The Case of the Missing Manny,” a play.







My Kind of Art Reading Comprehension: Grade 4: Compare/Contrast (Informational Text) 1

Students learn the concept of comparing and contrasting informational text. They practice comparing and contrasting scaffolded, informational passages written at grade level.











The following activities support students in meeting the standard. Read on My Own Leveled Books

Students independently read different text genres, including narratives, myths, and a play. They also read nonfiction, including biographies and informational texts that teach content from math, science, and social studies. Selections are paired: one text provides background knowledge for another.




Students write a response to a comprehension question relating to the leveled text they have just read. Their written responses are saved in the Student Portfolio section of the Portal for the teacher to evaluate at any time.




Reading Ace Leveled Books: Articles 102, 110, 118, 126






Look and Think Reading Comprehension: Grade 2: Inferential Questions

Students learn how to combine clues in the book with their own knowledge to draw the correct inference.


Look and Think Reading Comprehension: Grade 2: Inferential Questions

Students learn how to combine clues in the book with their own knowledge to draw the correct inference.


Students answer questions about their reading. The task of answering reading comprehension questions is scaffolded. If students answer incorrectly, they receive feedback directing them to relevant pages of the book.

Answer on Your Own Reading Comprehension:















Grade 4: Informational Text Features 1 and 2 Application Station Leveled Books: Grade 4



Students read an informational text about snow formation and answer literal questions.


Students read an informational article about desert animals and answer inferential questions.

Teacher Resources: Reteaching Lesson Plans Cite Text Evidence

Students read an informational text about a hero hippopotamus and cite text evidence to support answers to questions about the text.











Students read an informational text about snow formation and answer literal questions.











Literal Questions




Students read an informational article about desert animals and answer inferential questions.





What’s the Problem? Leveled Books: Book 100

Students use context to identify a problem and the related solution(s) in a short informational text.

Solve It Leveled Books: Book 103

Students use context to identify a problem and the related solution(s) in a short informational text.

Response skills Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: 110.6.b.7.B. write responses that demonstrate

understanding of texts, including comparing and contrasting ideas across a variety of sources;





















Students read two stories. At the end of each story, the students fill in a story map to help them remember the important elements of each story. Students then compare and contrast the stories. Fourth-grade students learn how to compare and contrast the same traditional tale from two different countries.








110.6.b.7.D. retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;


Students read a persuasive text about the importance of sleep and identify the author's point and supporting reasons.















Students demonstrate their knowledge of academic vocabulary. They try to use the fewest number of clues to identify the correct word to complete a sentence. They earn more points for identifying the word with fewer clues.





110.6.b.7.G. discuss specific ideas in the text that are important to the meaning.




Students read two stories. At the end of each story, the students fill in a story map to help them remember the important elements of each story. Students then compare and contrast the stories. Fourth-grade students learn how to compare and contrast the same traditional tale from two different countries.

Multiple genres Listening, speaking, reading, writing, and thinking using multiple texts – literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: 110.6.b.8.A. infer basic themes supported by

text evidence; Map It Out Reading Comprehension: Grade 4: Story Map





This resource provides teachers with the texts of all of the leveled reading books as well as copies of any associated printouts. These Lexiled texts include both literary and informational topics across curricular content areas. Teachers can use printouts of these texts as a basis for both teacher –and student-led











discussions, including having students describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

110.6.b.8.B. explain the interactions of the characters and the changes they undergo;






This resource provides teachers with the texts of all of the leveled reading books as well as copies of any associated printouts. These Lexiled texts include both literary and informational topics across curricular content areas. Teachers can use printouts of these texts as a basis for both teacher –and student-led discussions, including having students describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.


Some leveled book lessons include a graphic organizer for students to identify important ideas in the leveled book. Then they write a summary of the leveled book text.



110.6.b.8.C. analyze plot elements, including the rising action, climax, falling action, and resolution; and





Book Break Comprehension Leveled Books:












Enrichment Text Reading Practice Printouts Grade 4 GL4 Enrichment Texts 1–8 Map It Out Reading Comprehension: Grade 4: Story Map






110.6.b.8.D. explain the influence of the setting, including historical and cultural settings, on the plot.








distinguishing characteristics of well-known children's literature












such as folktales, fables, legends, myths, and tall tales;







110.6.b.9.B. explain figurative language such as simile, metaphor, and personification that the poet uses to create images;


Figuratively Speaking Reading Vocabulary: Grade 4

Students learn about similes and metaphors as examples of figurative language. Through guided practice students learn to interpret an author’s intent for using them.

Figurative Finds Reading Vocabulary: Grade 4

Students identify similes and metaphors in texts and interpret their meanings.

110.6.b.9.C. explain structure in drama such as character tags, acts, scenes, and stage directions;

Leveled Books: Book 111 Curtains Up

Students independently read then record themselves reading a leveled text aloud without support. Students answer questions about a text and then receive feedback about how to use question answering strategies. Students write a response to a comprehension question relating to the leveled text they have just read. Students evaluate their written response by responding to a checklist (rubric). The written response is saved in the student's portfolio. Teachers can then evaluate their students' written responses for comprehension and command of language conventions.

Leveled Books: Book 112 The Case of Missing Manny

Students independently read then record themselves reading a leveled text aloud without support. Students answer questions about a text and then receive feedback about how to use question answering strategies. Students write a response to a comprehension question relating to the leveled text they have just read. Students evaluate their written response by responding to a checklist (rubric). The written response is saved in the student's portfolio. Teachers can then evaluate their students' written responses for comprehension and command of language conventions.




https://my.imaginelearning.com/resources/readingVocabulary_ld







evidence; Understand What I Read Leveled Books


110.6.b.9.D.iii. organizational patterns such as compare and contrast;






This resource provides teachers with the texts of all of the leveled reading books as well as copies of any associated printouts. These Lexiled texts include both literary and informational topics across curricular content areas. Teachers can use printouts of these texts as a basis for both teacher –and student-led discussions, including having students describe the overall structure of events, ideas, concepts or information in a text or part of a text.


For grades 3–6, leveled book lessons include AP Articles—authentic news articles published in partnership with the Associated Press. Students can reread and discuss these articles and distinguish their own point of view from that of the narrator. Students can describe the overall structure of events, ideas, concepts or information in a text or part of a text.














110.6.b.9.E. recognize characteristics and structures of argumentative text by: 110.6.b.9.E.i. identifying the claim; Points and Reasons

Reading Comprehension: Grade 4: Points and Reasons




110.6.b.9.E.ii. explaining how the author has used facts for an argument; and

Points and Reasons Reading Comprehension: Grade 4: Points and Reasons


Prove the Point Reading Comprehension: Grade 4: Points and Reasons

Students identify the point of a provided text and choose an additional reason to support it.

What’s Your Evidence? Reading Comprehension: Grade 4: Cite Text Evidence

Students learn the definition of evidence and how to gather evidence to support a claim.

Types of Evidence Reading Comprehension: Grade 4: Cite Text Evidence

Students identify different kinds of evidence such as facts, quotes from experts, and statistics.

Evidence Needed Reading Comprehension: Grade 4: Cite Text Evidence

Students analyze texts for evidence that supports the authors’ claims. If there is evidence, the student determines the type of evidence provided.






Text Expert Reading Comprehension:














Grade 4: Informational Text Features 1


message within a text; Teacher Resources: Reteaching Lesson Plans Identify Points and Reasons




110.6.b.10.D. describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes;





Teacher Resources: Reteaching Lesson Plans Identify and Explain Metaphors

Students read realistic fiction and discuss metaphors and their meanings.

Teacher Resources: Reteaching Lesson Plans Identify and Explain Similes

Students read a literary nonfiction text about the seasons and discuss similes and their meanings.

Word-A-Tron This activity prepares students to meet the standard. Leveled Books

Students learn the meaning of important story vocabulary before reading. English learners can click a translation button to hear a translation of the vocabulary word and a definition.







https://my.imaginelearning.com/resources/fl_identifyExplainMetaphors





110.6.b.10.E. identify and understand the use of literary devices, including first –or third-person point of view;







Composition Listening, speaking, reading, writing, and thinking using multiple texts – writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: 110.6.b.11.D. edit drafts using standard English conventions, including: 110.6.b.11.D.i. complete simple and compound

sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

The following activities support students in meeting the standard. Teacher Resources: Leveled Books Guide Reading Response Journals




110.6.b.11.D.ii. past tense of irregular verbs; The following activities support students in meeting the standard. Teacher Resources: Leveled Books Guide Reading Response Journals




110.6.b.11.D.iii. The following activities support students in meeting the standard.










singular, plural, common, and proper nouns;

Teacher Resources: Leveled Books Guide Reading Response Journals




110.6.b.11.D.iv. adjectives, including their comparative and superlative forms;





110.6.b.11.D.v. adverbs that convey frequency and adverbs that convey degree;


























110.7. English Language Arts and Reading, Grade 5 TEKS for English Language Arts and Reading Imagine Language & Literacy Number Standard Description Lesson or Activity Link Lesson or Activity Description Developing and sustaining foundational language skills Listening, speaking, discussion, and thinking – oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: 110.7.b.1.D. work collaboratively with others to

develop a plan of shared responsibilities.

The following activities support students in meeting the standard. Teacher Resources: Leveled Books Grade 5






listening, speaking, reading, writing, and thinking – beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: 110.7.b.2.A. demonstrate and apply phonetic knowledge by: 110.7.b.2.A.i. decoding words with consonant

changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;


Word Chop Leveled Books: Books 131


110.7.b.2.A.iii. decoding words using advanced knowledge of syllable division patterns;

The following activities support students in meeting the standard. Word Chop Leveled Books: Books 131

Students learn that there are important word parts called affixes that can be added to the beginning or to the ends of words. A strategy is outlined for attacking big words: (1) realize you don’t know the word, (2) chop the word into







parts, (3) determine what each part means, (4) check the context. Students learn about inflectional endings as well as affixes.

110.7.b.2.A.iv. decoding words using advanced knowledge of the influence of prefixes and suffixes on base words; and

The following activities support students in meeting the standard. Word Chop Leveled Books: Books 131


Fix It Up! Leveled Books: Books 131, 135, 136, 144, 147, 152


Affix Action Leveled Books: Books 131, 136, 144, 147, 152


110.7.b.2.A.v. identifying and reading high-frequency words from a research-based list;


















110.7.b.2.B. demonstrate and apply spelling knowledge by: 110.7.b.2.B.v. spelling words using knowledge of

prefixes; and Fix It Up! Leveled Books: Books 131, 135, 136, 144, 147, 152




110.7.b.2.B.vi. spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and






determine meaning, syllabication, pronunciation, and word origin;


Students independently read different text genres, including narratives, myths, and a play. They also read nonfiction, including biographies and informational texts that teach content from math, science, and social studies. Selections are paired: one text provides background knowledge for another. Students have access to a glossary for academic vocabulary words; each word is accompanied by a simple definition and graphics where appropriate.

110.7.b.3.B. use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;



Word Warehouse Reading Comprehension: Grade 5: Informational Text Features 1 and 2











Grade 5: Compare/Contrast (Literature) 1 and 2 Grade 5: Compare/Contrast (Informational Text) 1 and 2

Word Alert Academic Vocabulary: Lessons 72–96

Students view three unique, peer-to-peer modeled videos in order to acquire a deep understanding of cross-curricular academic words as well as the academic language associated with the words. Students learn academic words such as analyze and economy, as well as the academic language associated with the words.









vocabulary word and a definition.



Understanding Context









Leveled Books: Books 131 Context Clues Leveled Books: Books 132, 139, 140, 147, 148, 155

Students practice using five context strategies to determine the meaning of unknown and multi-meaning words.

Vocrab Island Leveled Books: Articles

Students identify vocabulary words by seeing, saying, and hearing the word, using context clues and seeing a visual representation of the word.

110.7.b.3.C. identify the meaning of and use words with affixes such as trans-, super-, -ive, and -logy and roots such as geo and photo; and

Word Chop Leveled Books: Books 131






110.7.b.3.D. identify, use, and explain the meaning of adages and puns.

The following activities support students in meeting the standard. Word-A-Tron Leveled Books

Students learn the meaning of important story vocabulary before reading. English learners can click a translation button to hear a translation of the vocabulary word and a definition. • Front-loaded vocabulary acts as scaffolding and helps students comprehend







Book Break Comprehension












Leveled Books: Enrichment Text Reading Practice Printouts Grade 5 GL5 Enrichment Texts 1–7 Read and Record Leveled Books


Fluent Reader Leveled Books: Books 132, 135, 140, 144, 148, 152








each accompanied by a simple definition.

• Leveled selections also come in two reading levels: a simpler text and a more advanced text. Students encounter the text at their appropriate reading level.





























110.7.b.6.B. generate questions about text before, during, and after reading to


This resource provides teachers with the texts of all of the leveled reading books as well as copies of any associated printouts. These Lexiled texts include both literary and informational topics across curricular content areas. Teachers









deepen understanding and gain information;

can use printouts of these texts as a basis for both teacher –and student-led discussions in which students compare and contrast two or more characters, settings, or events in a story or drama.



Teacher Resources: Reteaching Lesson Plans Compare and Contrast

Students read two fairy tales, take notes in Story Maps, and compare and contrast the stories using a Venn diagram.


The following activities support students in meeting the standard. What’s the Story? Reading Comprehension: Grade 5: Compare/Contrast (Literature) 1

Students read two stories. At the end of each story, the students fill in a story map to help them remember the important elements of each story. Students then compare and contrast the stories. Fifth Grade: Students learn how to compare and contrast two different stories from the same genre.

Teacher Resources: Reteaching Lesson Plans Compare and Contrast: Informational Text

Students read two informational texts about climbing mountains and complete a Venn diagram to compare and contrast the texts.


This resource provides teachers with the texts of all of the leveled reading books as well as copies of any associated printouts. These Lexiled texts include both literary and informational topics across curricular content areas. Teachers can use printouts of these texts as a basis for both teacher –and student-led discussions in which students compare and contrast two or more characters, settings, or events in a story or drama.








https://my.imaginelearning.com/resources/rc_compareContrastLit_G4-6










Teacher Resources: Reteaching Lesson Plans Cite Text Evidence

Students read an informational text about invasive animals in Florida and cite text evidence to answer questions about the text.










Response skills Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: 110.7.b.7.B. write responses that demonstrate

understanding of texts, including comparing and contrasting ideas across a variety of sources;




Students read two stories. At the end of each story, the students fill in a story map to help them remember the important elements of each story. Students then compare and contrast the stories. Fifth Grade: Students learn how to compare and contrast two different stories from the same genre.

Story Circles

Students compare and contrast story elements using a graphic organizer.










Reading Comprehension: Grade 5: Compare/Contrast (Literature) 1 Teacher Resources: Reteaching Lesson Plans Compare and Contrast: Informational Text

Students read two informational texts about climbing mountains and complete a Venn diagram to compare and contrast the texts.


What’s Your Evidence? Reading Comprehension: Grade 5: Cite Text Evidence

Students learn the definition of evidence and how to gather evidence to support a claim.







110.7.b.7.D. retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;


Students read a persuasive text about the importance of exercise and identify the author's point and supporting reasons.




The following activities support students in meeting the standard. Fix It Up! Leveled Books: Books 131, 135, 136, 144, 147, 152


Word-A-Tron Students learn the meaning of important story vocabulary. They demonstrate













Leveled Books

their understanding of the word by placing it in a sentence. They also select other words that are closely related to the target vocabulary word. • English learners can click a translation button to hear a translation of the




110.7.b.7.G. discuss specific ideas in the text that are important to the meaning.







Multiple genres Listening, speaking, reading, writing, and thinking using multiple texts – literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: 110.7.b.8.A. infer multiple themes within a text

using text evidence; Understand What I Read Leveled Books
















Leveled Books: Enrichment Text Reading Practice Printouts Grade 5 GL5 Enrichment Texts 1–7

110.7.b.8.B. analyze the relationships of and conflicts among the characters;



110.7.b.8.C. analyze plot elements, including rising action, climax, falling action, and resolution; and




110.7.b.8.D. analyze the influence of the setting, including historical and cultural settings, on the plot.





distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales;



110.7.b.9.B. explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms;

The following activities support students in meeting the standard. Figurative Finds Reading Vocabulary: Grade 5





Students learn the meaning of important story vocabulary before reading. English learners can click a translation button to hear a translation of the vocabulary word and a definition. • Front-loaded vocabulary acts as scaffolding and helps students comprehend











what they read. • Vocabulary includes literary terms such as simile. Students learn the meaning of important story vocabulary, including the meaning of some idiomatic expressions or figurative language such as “like a sheet of gray fog.”


evidence; Teacher Resources: Leveled Books Grade 5: Graphic Organizer



Students read two informational texts about animals and identify the topic and main idea in each text.

Teacher Resources: Reteaching Lesson Plans Main Idea and Supporting Details

Students read an informational text about animal survival and discuss the text’s main idea and supporting details.






Students identify the main idea and the supporting details in a selection. If they have difficulty, they are reminded of how to answer main idea questions and are directed to a helpful page in the selection.

110.7.b.9.D.iii. organizational patterns such as logical order and order of importance;


This resource provides teachers with the texts of all of the leveled reading books as well as copies of any associated printouts. These Lexiled texts include both literary and informational topics across curricular content areas. Teachers can use printouts of the texts as a basis for both teacher –and student-led discussions. Students can explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Teacher Resources: For grades 3–6, leveled book lessons include AP Articles—authentic news











Leveled Books Grade 5 AP Article Text

articles published in partnership with the Associated Press. Students can reread and discuss these articles as an extension activity of the Imagine Language & Literacy curriculum. • The AP articles provide authentic text of relevant and engaging




Students read and comprehend informational texts in a news-style format.



110.7.b.9.E. recognize characteristics and structures of argumentative text by: 110.7.b.9.E.i. identifying the claim; Understand What I Read

Leveled Books




Prove the Point Reading Comprehension: Grade 5: Points and Reasons

Students identify the point of a provided text and choose an additional reason to support it.

110.7.b.9.E.ii. explaining how the author has used facts for or against an argument; and






















Students independently read different text genres, including narratives, myths, and a play. They also read nonfiction, including biographies and informational texts that teach content from math, science, and social studies. Selections are paired: one text provides background knowledge for another. Students have access to a glossary for academic vocabulary words; each word is accompanied by a simple definition and graphics where appropriate.


message within a text; Understand What I Read Leveled Books



















110.7.b.10.D. describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices achieves specific purposes;


Students recognize the concepts of figurative language, simile, and metaphor. They identify similes and metaphors, create images that illustrate them, and interpret their meanings.








Teacher Resources: Reteaching Lesson Plans Identify and Explain Metaphors

Students read realistic fiction and discuss metaphors and their meanings.

Teacher Resources: Reteaching Lesson Plans Identify and Explain Similes

Students read a literary nonfiction text about the seasons and discuss similes and their meanings.

110.7.b.10.E. identify and understand the use of literary devices, including first –or third-person point of view;











https://my.imaginelearning.com/resources/fl_identifyExplainSimiles






Composition Listening, speaking, reading, writing, and thinking using multiple texts – genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: 110.7.b.12.B. compose informational texts,

including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;




Documents

Imagine Language & Literacy