PLANTS – Grade One
Essential Questions:
What is a plant?
Why do we need plants?
What do plants need to grow and be healthy?
What are some plants that grow in different habitats?
Learning Targets:
Given a series of pictures, I can decide which represents a plant and which does not.
I can state at least two ways that plants help people.
I can list at least three things that plants need to grow and stay healthy.
I can describe how plants can live in different habitats (e.g. desert, rain forest).
I can identify consumers and producers.
I can name the parts of a plant.
I can name the four different types of vegetables and categorize vegetables according to their type.
Language Targets:
I can write an information piece about plants (chart, book, script, etc.).
I can work productively with my inquiry partner.
I can read and comprehend information texts about plants.
I can use domain-specific vocabulary related to plants when speaking and writing.
KY Core Academic Standards (ELA) for GRADE ONE:*
Reading
Foundations
1a, 2, 3, 4a, 4b
Reading
Information
1, 2, 7, 10
Reading
Literature
2, 3, 10
Writing
1, 2, 5, 7, 8
Language
Speaking and
Listening
1, 2, 5, 6
1a, 1b, 1f, 2b, 2e,
5a, 6
*Many of these standards are simply introduced in these lessons. Teachers can use a checklist to determine
level of mastery.
Word Wall Words
edible
observations
sprouts
flower
stem
leaves
roots
producer
consumer
vegetables
seeds
garden
compost
decay
nutrients
comestible
observaciones
brotes
flor
tallo
hojas
raíces
productor
consumidor
vegetales
semillas
Jardín
abono
descomposición
nutrientes
VISUAL MODEL OF UNIT
Writing
• charts
• books
• scripts
• recording
information in
science journals
Reading
• narrative
• information texts
• whole group minilessons
Speaking
and
Listening
• regular paired and
small-group
discussions
• inquiry partners
• final presentations
Science
Family
Collaborati
on
• Invite parents to
share work with
plants
• Invite parents to cook
with plants
Math
• Measure and record
plant growth
• Count and add leaves
and benas on hallway
beanstalk
Social
Studies
Spanish
Music
Art
• Record information in
science journals
• Grow sprouts
• Grow flowers
• Study differences in
plants in various
geographical regions
• Read plant poems in
English and Spanish
• Read word wall words
in English and Spanish
• Sing songs about
plants
• Draw detailed
pictures of various
flowers and plants
• Other art projects
related to plants,
seeds, etc.
Lesson One
Building Interest and Background Knowledge
Learning Target: I can show that I know what a plant is by determining which pictures represent plants, and which do
not.
Language Target: I can talk with a partner and tell whether a sprout is a plant or animal, and why.
KY Core Academic Standards (ELA):
 SL 1: Follow agreed-upon rules for discussions
L 5a: Sort words into categories. . . to gain a sense of the concepts the categories represent.
Materials:
5-6 jars with sprouts
One sprouting jar with lid
Word wall (blank cards)
Napkins
Worksheet (pictures of plants and animals)
Procedures:
1. Bring in several jars of sprouts (one per table). Children look at the jars and try to decide what is in the jar. In
pairs, they answer these questions:
a. Is it a plant or animal? What makes you think that?
2. Tell students that some plants are edible, and some are not. Discuss the term EDIBLE and post on word wall.
3. Give each child a few sprouts to taste. Tell children that sprouts are edible plants. People often grow sprouts to
put on sandwiches and salads.
4. Tell children we are going to grow our own sprouts and we’ll watch them as they grow and record our
observations, just like scientists do. Discuss the term OBSERVATIONS and post on word wall. Also post the word
SPROUTS on the word wall.
5. First, we need to soak the seeds overnight. Tomorrow we’ll start growing our sprouts.
6. Children complete worksheet in which they circle pictures that represent plants. Teacher models process.
Assessment:
Students circle the pictures that represent plants. (learning target)
Teacher takes anecdotal notes on children’s conversations. (language target)
NAME: _________________________________________________________
Put a circle around the pictures that are plants.
Lesson Two
Building Interest and Background Knowledge
Learning Target(s):
I can write words and draw pictures in my science journal that describe what I observe.
I can draw a picture of a plant and label its parts (roots, stem, leaves, flower).
Language Target(s):
I can show the growth of a plant through movement.
I can name the four parts of a plant using appropriate vocabulary.
KY Core Academic Standards (ELA):
RI2: Identify the main topic and retell key details of a text.
RI 7: Use the illustrations and details in a text to describe its key ideas.
RI 10: With prompting and support, read informational texts appropriately complex for grade 1.
L.1a: Print all upper- and lowercase letters.
L.1b: Use common, proper, and possessive nouns.
W 8: With guidance and support from adults, recall information from experiences or gather information from provided
sources to answer a question.
Materials:
Sprout jar
Science Journals
Powerpoint on parts of a plant
Plants on each table (ideally grown in clear pots)
Word wall
Ball for tossing
Procedures:
1. Tell children that today we are going to start growing sprouts. Drain the seeds from the sprout jar. Fill it back up
with water and put it someplace where it gets no light (like under the sink). Every day you’ll carefully drain the
water and then repeat this procedure until the sprouts are big enough to eat (which will be in a week or so).
2. Have students record what they see (their OBSERVATIONS—point to word on wall) in their science journals.
They should draw seeds with no sprouts.
3. Show a powerpoint developed by first graders about the parts of a plant:
http://plants.pppst.com/plantparts.html (Rockingham Schools ppt). Read the text together.
4. Children act out the growth of a plant: Start as a tiny seed (get in a ball); put the seed into the soil (stomp on
floor); then start sprouting, sprouting, sprouting! Here comes your stem (arms straight upward); then leaves
and flowers start to form (arms outreached). Now you are a full grown plant!
5. Put a plant on each table. If possible, it should be a plant that’s grown in a clear container (so children can see
the roots).
6. Have children OBSERVE the plant and draw a diagram of a plant in their science books and label the parts.
7. Put the words for parts of a plant on the word wall (flower, stem, leaves, roots)
8. Children share their journal entries at their tables and name the parts of a plant.
9. Add the words SEED, STEM, LEAVES, FLOWERS on word wall
10. Toss the ball: As children catch the ball, they must name one part of a plant.
Assessment: Journal entries with parts of plant labeled with correct terms; teacher observation as children act out plant
growth; ball toss
Lesson Three
Building Background Knowledge
Learning Target(s):
Given four pictures, I can label the consumer and the producer in each picture.
With the help of a partner, I can tell two things I have learned about plants.
Language Target(s):
I can provide a reason orally telling why I think sprouts are or are not plants.
KY Core Academic Standards:
W 8: With guidance and support…recall information from experiences or gather information from provided sources to
answer a question.
L 5a: Sort words into categories to gain a sense of the concepts the categories represent.
SL 1: Participate in collaborative conversations with diverse partners. . .
Materials:
Science journals
Sprout jar
Two definitions of plants, written on chart or smartboard
Cards for adding to word wall
Picture of food chain
Pictures of consumers and producers
Worksheet on consumers and producers
Chart for recording what they have learned (recorded on chart or smartboard)
Procedures:
1. Check the sprouts and have children record their OBSERVATIONS in science journals. (At this point, sprouts
should have short “tails.”) Model by drawing in your science journal. Drain the sprouts, refill with water and put
back in a dark place.
2. Write this definition of a plant on the smartboard or chart. Read it chorally with the children.
A living thing that grows in soil, has leaves and roots, and needs water and light from the sun to live. (Source: MacMillan
Dictionary)
3. Based upon this definition, think about whether sprouts are plants. Be prepared to say “yes” or “no” and tell
why. There are no right or wrong answers!
4. Turn to a partner and share your answer.
5. Thumbs up together if you decided “yes.” Thumbs down together if you decided “no.” Have some partners
share how they arrived at their answers.
6. Share another definition of plants:
Plants are the major producers in an ecosystem, and they include trees, herbs, bushes, grasses, vines, ferns,
mosses, and green algae.
7. Tell children that a PRODUCER makes food for other living things. They are at the base of the food chain. That
is, all other living things depend on producers to stay alive. Producers make their own food. Add the word
PRODUCER to the word wall.
8. Based upon this definition, think again about whether sprouts are plants. Be prepared to say “yes” or “no” and
tell why.
9. Turn to a partner and share your answer.
10. Thumbs up together if you decided “yes.” Thumbs down together if you decided “no.” Have some partners
share how they arrived at their answers.
11. Share that sprouts ARE plants because they are producers. The first definition is not completely accurate
because not all plants need these things. For instance, sprouts grow in the dark and they don’t grow in soil, but
they are still plants because they are producers. (Note that while sprouts grow in the dark, they’ll need sunlight
to turn green. So we’ll take them out of their dark space a couple of days before we eat them.)
12. Reinforce the idea that sprouts are producers in that people can eat them. They provide the food for other living
things (like people) to stay alive.
13. Plants are PRODUCERS because every living thing depends on them. Plants PRODUCE (make) their own food by
taking in nutrients, carbon dioxide and energy from the soil, air and sun. Animals are CONSUMERS because they
cannot make their own food.
14. Show picture of the food chain: The grass and wildflowers are PRODUCERS because they make their own food.
Energy is passed from the grass to the rabbit to the snake to the hawk. CONSUMERS are living things that eat
other living things. Add the word CONSUMER to the science word wall.
15. Show additional pictures of producers and consumers. Which is the producer? Which is the consumer?
16. Children complete the worksheet by labeling the pictures.
17. With a partner, think of two things you have learned about plants. Be prepared to share. Think first – now
partner up.
18. Students write two things they have learned in their science notebooks.
19. Teacher writes what students have learned thus far on a chart or smartboard. (Hereafter referred to as the
“What We’ve Learned” chart)
Assessments:
Teacher observation/notes on students’ oral responses
Completion or worksheet on consumers and producers
Students’ responses in science notebooks
Name ____________________________________________
Look at the pictures. Label them producer or consumer.
Lesson Four
Beginning the Inquiry Process
Learning Target(s):
I can come up with at least two questions about plants.
Language Target(s);
I can ask a question using a complete sentence.
KY Core Academic Standards:
W 8: Recall information from experiences or gather information from provided sources to answer a question.
SL 1: Participate in collaborative conversations with diverse partners. . .
SL 6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.
Materials:
Grocery bags (one for each student)
Science journals
Chart or smartboard for recording children’s questions
What We’ve Learned chart
Procedures:
1. Give each child a grocery bag. Take a plant walk around the school. Children can pull up weeds, grass, and pick
up leaves off the ground to put in their bags.
2. Back in the classroom, review the parts of a plant. Model using one of your own plants you found: e.g., On this
plant, you can see the leaves and roots but there aren’t any flowers.
3. Observe your plants. What do you notice? (Guide children to notice that plants have green leaves; that some
plants have flowers; that they have different parts.)
4. Working with partners, have children identify the parts of their plants.
5. Children share with the class what they observed about their plants.
6. Get out science journals. Children draw a picture and write a sentence (or sentences) about what they observed.
7. Check the sprouts and have children record what they OBSERVE in science journals. (At this point, sprouts
should have longer “tails.”) Drain the sprouts, refill with water and put back in a dark place.
8. Begin the questioning process. Teacher models first by asking her own questions about plants. Ex. I wonder
why leaves turn different colors in the winter? I wonder why my pepper plant died in my garden? Etc. NOTE:
The teacher should include the question “What do plants need to grow?” This question will be used to guide
children in the inquiry process.
9. Children work with partners and come up with at least two questions they want to know about plants. They
write their questions in their science journals.
10. Teacher records students’ questions on chart or smartboard.
11. Teacher guides a discussion on the students’ questions. Do any of the questions seem to go together?
12. Cluster the questions together and develop topics. (e.g. These questions are all about trees.)
13. Tell the children that sometime this week (tomorrow?), we’re going to have a special visitor come to our class
who works with plants every day. (NOTE: This should be the parent of one of your children who works in
agriculture. Ask him to bring in a plant that he has pulled up from the field that shows the roots, stem, leaves,
and flowers. Also, tell him that you’ll be providing seeds, cups and soil but you would like him to show how to
plant and water seeds.)
14. Add to the chart from lesson three on what we’ve learned so far about plants.
15. As a whole class, come up with a few questions that you would like to ask the visitor, e.g. how do you care for
the plants, what kinds of plants do you grown, etc.. (You can refer to some of the questions you have about
plants if they apply.)
Assessment: Children’s questions written in their science journals.
Lesson Five
Beginning the Inquiry Process
Learning Target(s):
I can write at least one idea that I learned from the speaker in my science journal.
I can write a letter to the speaker using letter-sound relationships in my temporary spellings.
I can use commas in the greeting and closing of my letter.
Language Target(s):
I can write a complete sentence in my science journal and in my letter.
I can write a letter to the speaker using words and/or pictures to convey meaning.
KY Core Academic Standards:
L 2.b: Use commas in greetings and closings of letters.
L2 e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
W 8: Recall information from experiences or gather information from provided sources to answer a question.
RF 2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Materials:
Cups
Soil
Seeds
Chart or smartboard for taking notes
Question charts (from previous lesson)
Science journals
Template for writing letters
Procedures:
1. Introduce the special visitor. The visitor shows the children the plant he has brought in: its roots, stem, leaves
and flowers.
2. The children then ask the questions they generated in a previous lesson. As the speaker talks, the teacher takes
notes on a chart or on the smartboard.
3. The speaker models how to plant seeds. Children return to their seats and each are given two seeds to plant.
(Children each have a cup of dirt and they should put two seeds in each cup in case one doesn’t germinate.
Plant a variety of seeds per table: one or two marigolds, one or two cups with pumpkins, etc. so children will see
different types of plants growing.)
4. After the speaker leaves, review the teacher’s notes. Were any of our questions answered? If so, record
answers on charts.
5. Children record at least one thing they learned from the speaker in their science journals.
6. Children write thank-you notes to the speaker, with teacher guidance. (Teacher will put all the thank-you notes
in a large envelope and mail to the speaker.)
a. Brainstorm with the children what they might write in their letters. They might write about one thing
they found interesting, thank him for sharing his knowledge about plants, thank him for coming to the
classroom, etc.
b. Model a letter that you would write. Use typical letter format.
c. Provide guidance to children as they write their letters.
Assessments: Science journals; letters to speaker
Lesson Six
Beginning the Inquiry Process
Learning Target(s): I can identify the four different types of vegetables by categorizing them in my science notebook.
Language Target(s): I can write the words for different kinds of vegetables, or draw pictures to represent the words.
KY Core Academic Standards:
W 8: Recall information from experiences or gather information from provided sources to answer a question.
RI 1: Ask and answer questions. . . to demonstrate understanding of key details in a text.
L 5a: Sort words into categories to gain a sense of the concepts the categories represent.
Materials:
Raw vegetables, placed on paper plates
Knife for cutting open vegetables
Book Vegetables, Vegetables!
Easy books on vegetables for children to read
Cards for adding to science word wall
Chart (for vegetable alphabet chart – should remain on wall so children can add to it)
Procedures:
1. Get out sprout jar and record what they observe.
2. Bring in several vegetables and place them on tables. There should be a variety – radishes and carrots with tops,
broccoli, tomatoes, green beans, cucumbers, peppers, peas. Cut open the tomatoes, peppers and cucumbers
and have children find the seeds. Open the beans and peas and have children find the seeds.
3. What do you notice? Children should note that some vegetables have seeds and some do not. Some have
leaves and some do not. Some are the roots of the plant – they have leaves growing above them. Some look like
flowers.
4. Read Vegetables, Vegetables! Think aloud as you read.
5. Add the word VEGETABLES to the science word wall.
6. Have children make a chart in their science notebooks: ROOT VEGETABLES, FRUIT VEGETABLES, FLOWER
VEGETABLES, SEED VEGETABLES. Model by reading a short text on vegetables. Record the names of a couple of
vegetables under the appropriate category.
7. Children read texts about different vegetables. (They can complete this activity in pairs, with higher readers
paired with lower readers/ELLs.) Think about which vegetables are the root of the plant, the flower of the plant,
the fruit of the plant, or the seed of a plant.
8. As children read, have them record and categorize the names of the vegetables in their science notebooks:
ROOT VEGETABLES
FRUIT VEGETABLES FLOWER VEGETABLES SEED VEGETABLES
9. Allow the children to taste the different vegetables. Reinforce the idea that vegetables are PRODUCERS and we
eat them, so we are CONSUMERS.
10. Make an alphabet chart to record the names of vegetables. As children give you names of vegetables they have
recorded in their science journals, put them on cards so they can be manipulated later (for alphabetizing).
A – asparagus; artichokes
B – beans, broccoli, bell pepper, beets, Brussels sprouts
C – carrots, cauliflower, cabbage, corn, collard greens, cucumber, chard, celery
D–
E – eggplant
F–
G – green pepper, green onions
H – horseradish
I–
J – jalepeno pepper
K – kale
L – lettuce, leeks
M – mushrooms
N–
O – onions,okra
P – pumpkins, peas, potatoes, parsnips
Q–
R – radishes
S – sweet potatoes
T – turnips, tomatoes
U–
V–
W – wax beans, watercress, wasabi peas
X–
Y – yellow squash, yams
Z – zucchini squash
11. For homework, see if the children can find more names of vegetables to fill up the chart. They can record them
as they go to the grocery store.
Assessment: Children’s lists in their science journals
LITERACY CONNECTIONS:
At some point during the day and week, talk to the children about alphabetizing. When the first letter is the
same, you look at the second letter. Put the vegetable alphabet chart in order. Mix up the words occasionally
and allow the children to put back in order.
Lesson Seven
Beginning the Inquiry Process
Learning Target(s): I can write at least one sentence about what I learned in my science journal using words from the
science word wall.
Language Target(s): I can write a complete sentence in my science journal that tells something new I learned from
watching the video.
KY Core Academic Standards:
RI 1: Ask and answer questions. . . to demonstrate understanding of key details in a text.
W 7: Participate in shared research and writing projects
W 8: Recall information from experiences or gather information from provided sources to answer a question.
SL 6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.
Materials:
Sprout jars
Science journals
Video on Claire’s chickens
What We’ve Learned chart
Question charts
What We’ve Learned chart
Cards for word wall
Procedures:
1. Get out sprout jars and science journals. Children record what they observe. NOTE: Today (if sprouts are
ready), wash the sprouts and leave the jar on the counter. Tell the children that the sprouts need light to turn
green. (So yes – sprouts DO need some light, just like other plants!)
2. Share the video on Claire’s chickens. Stop the video periodically and have children talk to one another about
something they find interesting. Share.
3. Review after viewing.
a. Turn and talk: How do chickens help our gardens? (Reinforce the idea that this is part of the ecosystem;
animals like chickens, cows and horses produce manure that help make good soil, so that farmers can
grow crops that feed us. They also help enrich the soil that grows their food, e.g. corn, grain, sunflower
seeds that these animals eat.)
b. Turn and talk: What were the producers that were shown in this video? Who were the consumers?
c. Turn and talk: Discuss anything you learned or found interesting on this video. Be prepared to share.
4. Add to list of things we learned.
5. Were any of our questions answered? If so, write answers under questions.
6. Did we learn anything else we want to remember? If so, record on What We’ve Learned chart.
7. Did you have any new questions after watching this video? (Children might want to learn more about
honeybees.)
8. Add words to science word wall
9. Model how you write one sentence in your science journal about something you learned from the video.
10. Children write sentences in their science journals on what they learned. They should use at least one word from
the word wall in their sentence(s). Allow time for sharing.
Assessment: Children’s sentences in science journals
Lesson Eight
Beginning the Inquiry Process
Learning Target(s): I can write at least one sentence about what I learned in my science journal using words from the
science word wall.
Language Target(s): I can write a complete sentence in my science journal that tells something new I learned from
watching the video.
KY Core Academic Standards:
RI 1: Ask and answer questions. . . to demonstrate understanding of key details in a text.
W 7: Participate in shared research and writing projects
W 8: Recall information from experiences or gather information from provided sources to answer a question.
SL 6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.
Materials:
Video on Dr. P’s garden
Vegetable chart
Question charts
What We’ve Learned chart
Science journals
Baggies (if sprouts are ready to take home)
Procedures:
1. Show the video on Dr. P’s garden.
2. Review after viewing. What is one thing you learned from watching this video? Turn and talk. Children should
be able to tell at least one thing they learned/found interesting.
3. Add to list of things we’ve learned.
4. Were any of our questions answered? If so, write answers under questions.
5. Check list of vegetables to see if the vegetables noted on the video are listed there.
6. Add words to science word wall (should be able to add seeds, compost, decay, nutrients from information from
the two videos)
7. Children might have new questions. If so, add to questions chart. NOTE: If their questions involve Dr. P’s
garden, she could be invited in as a speaker. They should write an invitation asking her to come to their class,
along with questions they’d like to ask her.
8. Give out sprouts to children in baggies if they’re ready. Note with the children that the light caused the sprouts
to turn green.
9. Children record one thing that they learned in their science journals, using words from their science word wall.
10. Give children sprouts to take home in baggies if they’re ready. Tell children that they should be refrigerated
once they’re home. They can use them on salads, sandwiches, or just eat them by themselves. (For homework,
they could be asked to tell their families what they are and how they grew them.)
Assessment: Children’s sentences in science journals.
Lesson Nine
Implementing the Inquiry Process
Learning Target(s):
After looking at one or more books on plants, I can come up with at least one question about plants on my own.
Language Target(s);
I can write a question about plants in my science journal.
KY Core Academic Standards:
RI 1: Ask and answer questions. . . to demonstrate understanding of key details in a text.
W 7: Participate in shared research and writing projects
W 8: Recall information from experiences or gather information from provided sources to answer a question.
Materials:
Book Growing Vegetable Soup (either big book or small book read with document camera)
Website: http://urbanext.illinois.edu/gpe/case1/c1facts3a.html
Question charts
Various books on plants for children to explore
Science journals
Procedures:
1. Review the list of topics generated thus far. Each topic should be on a separate chart, with space under the
questions to record answers. Tell students that we’re going to continue finding the answers to all of these
questions. Where can we find the answers?
2. Brainstorm a list of resources and write on board: Books, internet, gardening magazines, ask someone who
knows a lot about gardening, conduct experiments
3. Begin modeling the inquiry process. “One thing I wanted to find out what plants need to grow. Where can I find
the answer to that question?” I’m going to read Growing Vegetable Soup to see if I get an answer. I chose this
book because I can tell from the title that it’s about growing vegetables. (NOTE: If this question has already
been answered, you can verify the facts today with this activity. Tell children it’s important to have a variety of
sources so that you can check your facts.)
4. Teacher says “I’m going to read with my question in mind: What do plants need to grow?” (Put question on
board)
5. Teacher begins to read book. As she reads, she thinks aloud: Does that answer my question?
6. Review: “So in this book, I learned that plants need water and sunlight to grow. I’m going to write these on the
chart under the question.” Think aloud: I wonder if sun and water are all plants need to grow? I’m going to go
to some other sources to see if I can find other answers to my question.
7. Go to this website and model whether your question is being answered:
http://urbanext.illinois.edu/gpe/case1/c1facts3a.html
8. Add to your answers on the chart.
9. Hand out books on plants to children. Give them a few minutes to look through them, look at pictures, and
perhaps read if time. They should look through the books for a few minutes and then pass them on to someone
else at their table when you give the signal.
10. Ask the children if they have other questions about plants after looking through these books. (Model by saying
things like “I was looking through a book about plants in the desert. I wonder why some plants have prickly
leaves? I wonder how plants live in places where there’s not a lot of water?”)
11. Children write down at least one more question about plants in their science journals.
12. Share students’ questions. As a group, record more questions/themes. If children found answers to any of the
questions, write on chart.
Assessment: Students’ questions in science journals
Lessons Ten and Eleven
Implementing the Inquiry Process
Learning Target(s): I can write at least one thing that I learned about plants in my science journal using words from the
science word wall.
Language Target(s): I can write a complete sentence in my science journal that tells something I’ve learned from reading
about plants.
KY Core Academic Standards:
RI 1: Ask and answer questions. . . to demonstrate understanding of key details in a text.
W 7: Participate in shared research and writing projects
W 8: Recall information from experiences or gather information from provided sources to answer a question.
Materials:
What We’ve Learned chart
Question charts
Chart or smartboard for recording students’ interview questions
Book Desert Life
Teacher’s science journal, with document camera for modeling
Children’s science journals
Various plant books and articles for children to read
Procedures:
1. Today I’m going to show you how to read a book to find answers to your questions.
2. Teacher modeling: The question I want to answer today is: “How can plants live in places where there’s not much
water?” (Write question on questions chart.)
3. Read Desert Life. Discuss how this book tells that plants that live in the desert store water in their leaves or stems
so that they’ll have water when it doesn’t rain for long periods of time.
4. Model how you take notes in your science journal.
5. Record what you learned on the Question chart.
6. Put plant books and other reading materials on tables and let children pick from them. Give them time to read
alone or with partners.
7. Ask if children found any information to answer our questions. If so, record on question charts.
8. Pass out science journals. Ask children to write down in their science journals at least one thing that they learned
from their reading. Remind them to use words from the word wall.
NEXT DAY: Continue reading about plants and recording information in journals and on charts. (Repeat steps 6-8.)
Assessment: Children’s sentences in their science journals
Lesson Twelve
Preparing for Publication
Learning Target(s): I can tell one thing that non-fiction authors do to present information to the reader.
Language Target(s): I can state what authors do in a complete sentence: “Good authors. . .”
KY Core Academic Standards:
W 2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points,
and provide a concluding statement or section.
W 7: Participate in shared research and writing projects
Materials:
Question charts
What We’ve Learned chart
Powerpoint on parts of plant: http://plants.pppst.com/plantparts.html (Rockingham Schools ppt).
Cards for writing topic choices
Book Cactuses (other information books on plants would work as well)
Chart or smartboard for recording success criteria for our writing
Procedures:
1. Teacher reviews with the children everything they have learned about plants. Note that while some of our
questions may not have been answered, we still have a lot of information about plants to share with others.
2. Teacher tells the children that that it’s important to share what they’ve learned with others. Recall the
powerpoint presentation that the first grade children made about the parts of the plant to share what they
learned with us: http://plants.pppst.com/plantparts.html (Rockingham Schools ppt). (You might share this
powerpoint again.)
3. Suggest different ways to share what we’ve learned: write a book for the library; make charts to hang in the hall;
make a powerpoint presentation like this one; make a big book, etc. We could share with the K class, share on
the morning news, and/or have a presentation for parents.
4. List topics on board/smartboard:
a. Parts of a Plant
b. What Plants Need to Grow
c. Producers and Consumers
d. Vegetables
e. Growing Sprouts in a Jar
f. Interesting Facts About Plants
g. (List other topics based upon students’ questions and inquiries)
5. Children choose at least three topics they would like to write about and write them on cards in order of
preference.
6. Teacher presents a mini-lesson on writing information texts.
a. Model by reading the book Cactuses. As you read, think about what the author does: She gives lots of facts
about cactuses. That is, she includes lots of information. She doesn’t just say “A cactus is a plant that lives
in the desert.” She talks about the parts of a cactus and gives lots of details about those parts: stems, roots,
skin, spines, flowers.
b. Sometimes she asks a question to make it interesting for the reader, and then she answers the question.
(e.g. How can cactuses grow in such a hot, dry place?)
c. She includes pictures to help the reader visualize what she’s talking about in the text.
7. After reading and modeling aloud, ask students to turn and talk to one another and be prepared tell one thing
that authors do to present information when they write information texts. Have a whole group share.
8. Begin to create a list of “success criteria” for writing information texts. This would include: I begin each
sentence with a capital letter; I end each sentence with a punctuation mark; I include details when I write; I
include visuals such as pictures. Tell students they will check their writing to see if they meet the success criteria.
(Children can also check one another’s texts for the success criteria.)
Assessments: Observation and anecdotal notes during share time (note which students can/cannot give response in
a complete sentence)
Lesson Thirteen
Publishing
Learning Target(s):
I can communicate in writing (through either writing or drawing) at least one idea about plants.
I can use phonetic spellings when I write.
Language Target(s): I can use vocabulary related to plants in my writing and/or drawing.
KY Core Academic Standards:
W 2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide
some sense of closure.
W 5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and
add details to strengthen writing as needed.
L 2e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L 6: Use words and phrases acquired through conversations, reading. . .and responding to texts. . .
SL 5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Materials:
Reference materials (charts, books on plants)
Blank paper for writing and drawing
Pairs of cards designating “writer” and “illustrator”
Procedures:
1. Hand out topics to students that they will be writing about. (They will be working with a partner for this activity,
so you’ll want to choose partners based upon topics and reading/writing levels.) Tell children that they may not
have gotten their first or second choice, but next time you’ll try to make sure they get their first or second
choices.
2. With their partner, have the children tell everything they know about the topic. Teachers should model this
process first so students understand that they are to share what they know about their topic. This will help them
to think about what they want to write about. (Tell them that talking to a partner before writing is a form of
brainstorming.) Teacher also models how to look at details of drawings in books to produce her own
corresponding drawings.
3. Teacher hands cards to student pairs: writer, illustrator. Explain what each student is to do. One student
should write a page or pages while the other student draws. Teachers circulate to assist. Students should spell
words conventionally that are on word walls. Tell them that you will be typing and editing what they write for
the book/chart/powerpoint; this is what editors do. So, they should use “best guest” spelling unless the words
are on the science or regular word walls. Illustrators should use pictures and diagrams in books to help them
with their drawings and spellings.
Assessment: Children’s written productions
Lessons Fourteen and Fifteen
Publishing
Learning Target(s):
I can share ideas I learned about plants with an audience.
Language Target(s):
I can produce complete sentences when I share information.
I can speak loudly enough so that I can teach others when I have learned.
When I share, I can use appropriate presentations skills such as pointing to the pictures/diagrams and asking if there are
any questions after I present.
KY Core Academic Standards:
SL 2: Describe people, places, things and events with relevant details, expressing ideas and feelings clearly.
SL 6: Produce complete sentences when appropriate to task and situation.
Procedures:
1. With class input, teacher develops a list of presentation criteria and posts on board: Look at the audience
occasionally; speak or read loudly enough so the audience can hear you; point to pictures or diagrams as you
read; ask the audience for questions at the end of the presentation.
2. Practice! Children share their publications with one another. As children share, the others note whether they’re
meeting the criteria. Did they look at the audience occasionally to maintain interest? Did they speak loudly so
you could hear? Etc. The audience gives feedback to the presenters.
3. Taking it Public: Children give their presentations to a wider audience.
Assessment: Students’ presentations (score using presentation rubric)
UNIT EXTENSIONS






When marigold plants die, give children the seeds to plant at home.
Plant perennials in the pots in front of the school. These could be herbs that they could take home to use in their
cooking.
Make vegetable soup and let students eat it. They should name the vegetables in the soup. (A parent could
come in for this or for another cooking activity using vegetables – like making salsa)
Learn more about bees and let students sample honey.
Let students sample maple syrup.
Read additional poems and books not in lessons.
Music Extensions:
The Gardner Plants the Seeds
(can be sung to the tune of The Farmer in the Dell)
The gardener plants the seeds.
The gardener plants the seeds.
High ho the derry oh,
The gardener plants the seeds.
2nd verse: The rain falls on the ground.
3rd verse: The sun shines bright and warm.
4th verse: The seeds begin to grow.
5th verse: Flowers grow everywhere.
Five needs of a plant:
http://www.youtube.com/watch?v=OQT6piZOX7c
Additional Plant Poems
----------------------------------------The Little Plant
In the heart of a seed,
Buried deep so deep,
A tiny plant
Lay fast asleep.
"Wake," said the sunshine,
"And creep to the light."
"Wake," said the voice
Of the raindrops bright.
The little plant heard
And it rose to see,
What the wonderful,
Outside world might be.
----------------------------------------I put a seed into the ground
And said, "I'll watch it grow."
I watered it and cared for it
As well as I could know.
One day I walked in my back yard,
And oh, what did I see!
My seed had popped itself right out,
Without consulting me.
by Gwendolyn Brooks
Little Seeds We Sow in Spring
by Else Holmelund Minarik
Little seeds we sow in spring
growing while the robins sing,
give us carrots, peas and beans,
tomatoes, pumpkin, squash and greens.
And we pick them
one and all
through the summer,
through the fall.
Winter comes, then spring, and then
little seeds we sow again.
Accompanying Narrative Lesson One
Learning Target(s):
I can demonstrate comprehension of a poem by acting it out.
I can read a sentence from the book fluently.
Language Target: I can read a short poem with support from a teacher and/or partner.
KY Core Academic Standards:
RL 10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF 3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF 4a and 4b: Read with sufficient accuracy and fluency to support comprehension.
Materials:
Book Mrs. Spitzer’s Garden by Edith Pattou
Retyped pages from book – one for every pair of students
Highlighters
Poem My Garden on smartboard
Pointer for tracking print
Pocket poems (laminated – English on one side, Spanish on the other)
Procedures:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Introduce the book by making a link between a teacher and a gardener: Teachers help children grow; gardeners
help plants grow. Mrs. Spitzer is an amazing teacher because she does both.
As you read orally, you’ll want to ask questions and have discussions like these:
a) How is Mrs. Spitzer’s classroom at Tremont Elementary like your classroom? How are they different?
b) What is a sprout? (Tell children that when they come to you, they are like seeds that become sprouts and
then grow into plants.)
c) Continue to make analogies between children and plants, as the author does throughout the book.
d) Some plants grow quickly. . . some grow more slowly. . . what kind of plant are you? (Note that everyone
grows, everyone learns, but in their own time. Don’t be concerned if you don’t learn something quite as fast
as someone else. Sometimes people, like plants grow slowly. And sometimes they seem to grow all at
once!)
e) Even after you leave first grade, you’ll keep growing, just like the plants. And next year, I’ll start with a brand
new packet of seeds!
Duplicate pages for children to read for fluency. Before reading, have the children highlight the words “plenty”
“sprout,” “closely,” “daily,” and “pests.” Discuss meaning of these words. Remind children that “sprouts” is a
word wall word. “Sprout” is the same word but it’s also a verb/action word. Have children act out the word
“sprout.”
Children read these pages with a partner; practice them so they can read them fluently. (Children should be
paired so there’s a higher reader with a limited reader. You may need to model what it looks like for two people
to read a text simultaneously. As they practice, children should be pointing to individual words.)
Have pairs of children read different sentences orally and with expression.
Read poem “My Garden” orally, pointing and tracking as you read
Teacher and children read poem chorally together
Children act out the poem
Distribute pocket poems; children read with partners
Ask for volunteers to read the poem (this could be done in pairs)
Children take their pocket poems home to share
My Garden
This is my garden, I'll plant it with care,
Here are the seeds I'll plant in there,
The sun will shine,
The rain will fall,
The seeds will sprout and grow up tall.
Mi Jardín
Este es mi jardín, lo sembraré con cuidado,
Aquí están las semillas que sembraré allí,
El sol brillará,
La lluvia caerá,
Las semillas brotarán y crecerán.
Assessment: Teacher observation as students act out poem; anecdotal notes as students read portion of text in pairs
(check for fluency)
She waters them, feeds them,
and makes sure they get plenty of sun.
The seeds begin to sprout.
As the plants grow, Mrs. Spitzer watches them closely.
She checks daily for weeds and pests.
She waters them, feeds them,
and makes sure they get plenty of sun.
The seeds begin to sprout.
As the plants grow, Mrs. Spitzer watches them closely.
She checks daily for weeds and pests.
She waters them, feeds them,
and makes sure they get plenty of sun.
The seeds begin to sprout.
As the plants grow, Mrs. Spitzer watches them closely.
She checks daily for weeds and pests.
My Garden
This is my garden, I'll plant it with care,
Here are the seeds I'll plant in there,
The sun will shine,
The rain will fall,
The seeds will sprout and grow up tall.
My Garden
This is my garden, I'll plant it with care,
Here are the seeds I'll plant in there,
The sun will shine,
The rain will fall,
The seeds will sprout and grow up tall.
My Garden
This is my garden, I'll plant it with care,
Here are the seeds I'll plant in there,
The sun will shine,
The rain will fall,
The seeds will sprout and grow up tall.
My Garden
This is my garden, I'll plant it with care,
Here are the seeds I'll plant in there,
The sun will shine,
The rain will fall,
The seeds will sprout and grow up tall.
My Garden
This is my garden, I'll plant it with care,
Here are the seeds I'll plant in there,
The sun will shine,
The rain will fall,
The seeds will sprout and grow up tall.
My Garden
This is my garden, I'll plant it with care,
Here are the seeds I'll plant in there,
The sun will shine,
The rain will fall,
The seeds will sprout and grow up tall.
My Garden
This is my garden, I'll plant it with care,
Here are the seeds I'll plant in there,
The sun will shine,
The rain will fall,
The seeds will sprout and grow up tall.
My Garden
This is my garden, I'll plant it with care,
Here are the seeds I'll plant in there,
The sun will shine,
The rain will fall,
The seeds will sprout and grow up tall.
My Garden
This is my garden, I'll plant it with care,
Here are the seeds I'll plant in there,
The sun will shine,
The rain will fall,
The seeds will sprout and grow up tall.
My Garden
This is my garden, I'll plant it with care,
Here are the seeds I'll plant in there,
The sun will shine,
The rain will fall,
The seeds will sprout and grow up tall.
My Garden
This is my garden, I'll plant it with care,
Here are the seeds I'll plant in there,
The sun will shine,
The rain will fall,
The seeds will sprout and grow up tall.
My Garden
This is my garden, I'll plant it with care,
Here are the seeds I'll plant in there,
The sun will shine,
The rain will fall,
The seeds will sprout and grow up tall.
Mi Jardín
Este es mi jardín, lo sembraré con cuidado,
Aquí están las semillas que sembraré allí,
El sol brillará,
La lluvia caerá,
Las semillas brotarán y crecerán.
Mi Jardín
Este es mi jardín, lo sembraré con cuidado,
Aquí están las semillas que sembraré allí,
El sol brillará,
La lluvia caerá,
Las semillas brotarán y crecerán.
Mi Jardín
Este es mi jardín, lo sembraré con cuidado,
Aquí están las semillas que sembraré allí,
El sol brillará,
La lluvia caerá,
Las semillas brotarán y crecerán.
Mi Jardín
Este es mi jardín, lo sembraré con cuidado,
Aquí están las semillas que sembraré allí,
El sol brillará,
La lluvia caerá,
Las semillas brotarán y crecerán.
Mi Jardín
Este es mi jardín, lo sembraré con cuidado,
Aquí están las semillas que sembraré allí,
El sol brillará,
La lluvia caerá,
Las semillas brotarán y crecerán.
Mi Jardín
Este es mi jardín, lo sembraré con cuidado,
Aquí están las semillas que sembraré allí,
El sol brillará,
La lluvia caerá,
Las semillas brotarán y crecerán.
Mi Jardín
Este es mi jardín, lo sembraré con cuidado,
Aquí están las semillas que sembraré allí,
El sol brillará,
La lluvia caerá,
Las semillas brotarán y crecerán.
Mi Jardín
Este es mi jardín, lo sembraré con cuidado,
Aquí están las semillas que sembraré allí,
El sol brillará,
La lluvia caerá,
Las semillas brotarán y crecerán.
Mi Jardín
Este es mi jardín, lo sembraré con cuidado,
Aquí están las semillas que sembraré allí,
El sol brillará,
La lluvia caerá,
Las semillas brotarán y crecerán.
Mi Jardín
Este es mi jardín, lo sembraré con cuidado,
Aquí están las semillas que sembraré allí,
El sol brillará,
La lluvia caerá,
Las semillas brotarán y crecerán.
Mi Jardín
Este es mi jardín, lo sembraré con cuidado,
Aquí están las semillas que sembraré allí,
El sol brillará,
La lluvia caerá,
Las semillas brotarán y crecerán.
Mi Jardín
Este es mi jardín, lo sembraré con cuidado,
Aquí están las semillas que sembraré allí,
El sol brillará,
La lluvia caerá,
Las semillas brotarán y crecerán.
Accompanying Narrative Lesson Two
Learning Target(s):
I can list and read at least three words that use the /all pattern.
I can spell words with the /all pattern conventionally.
Language Target(s): I can write a sentence using an /all word, using a capital letter at the beginning and a period at the
end and using the conventional spelling for the /all word.
KY Core Academic Standards:
RF 1a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
RF 3a: Decode regularly spelled one-syllable words.
L 2b: Use end punctuation for sentences.
Materials:
Poem My Garden on smartboard
Cards for science word wall
Chart for writing onset/rime pattern
Individual student whiteboards
Procedures:
1. Reread the poem My Garden chorally together.
2. Students find words related to plants: Find and circle the word garden, seeds, plant, sprout
3. Put these words on science word wall if they’re not already there (Note: You’ll want to reread these words
frequently throughout the unit)
4. Work with onset/rime pattern /all: What word in the poem rhymes with fall? Find and circle.
5. On chart, list other /all words that students can think of. If students come up with words like “crawl,” then
begin another column with that pattern. (Note: You’ll want to provide gestures with the words if you have
English language learners.)
6. Students choose one /all word and write a sentence using the word on their whiteboards. Share.
7. Remove /all chart. Have students write all the /all words that they can remember on their whiteboards.
8. Students turn to a partner and share the words on their lists. As they share they can add to their own lists if
they want to do this.
9. (NOTE: You can do this activity by tables if you want to include every child.) Students stand up. Students take
turns and each student reads ONE WORD on their list. As that word is read, teacher writes it on the board and
the other students cross off that word on their list. When ALL of the words on a student’s list have been crossed
off, the student should sit down. See how long it takes for all the words to be identified. (NOTE: As the teacher,
you can participate in this same activity and include words on your list that students probably wouldn’t think of,
e.g. rainfall, stall, etc. You would be standing after everyone else is sitting. At that point, you can read your
words and show them the words on the whiteboard.)
Assessments:
Students’ sentences (check for capitals and periods as well as conventional spelling of /all word; take anecdotal
notes or use a skills checklist);
Lists of words on whiteboards: all /all words should be spelled conventionally
Accompanying Narrative Lesson Three
Learning Target(s): I can demonstrate comprehension of a poem by acting it out.
Language Target: I can read a short poem with support from a teacher and/or partner.
Ky Core Academic Standards (ELA):
RL 10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF 3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF 4a and 4b: Read with sufficient accuracy and fluency to support comprehension.
Materials:
/all chart
YouTube video Time-lapse Pea/Root Growth http://www.youtube.com/watch?v=eDA8rmUP5ZM
Poem Little Brown Seeds on chart paper or smartboard for group reading activity (draw pictures to assist children in
learning the words)
Pointer
Small laminated poems (“pocket poems”) for students to take home in English and Spanish
Large (8 x 10) laminated letters for “being the word” activity: b, f, gr, h, m, p, r, s, w, ound
Chart paper for listing /ound words
Procedures:
1. Reread /all chart. You might have children dictate sentences with some of these words and write on smartboard,
so that they can see them in context.
2. Show YouTube video of a plant growing (Time-lapse Pea/Root Growth)
http://www.youtube.com/watch?v=eDA8rmUP5ZM
3. Teacher reads poem about plants as students listen. (Poem should have accompanying pictures/diagrams to
help students identify the words.) If possible, also read the poem in Spanish.
Little Brown Seeds
Little brown seeds
so small and round,
Are sleeping quietly
under the ground.
Down come the raindrops,
sprinkle, sprinkle, sprinkle.
Out comes the rainbow,
twinkle, twinkle, twinkle.
Little brown seeds
way down below,
Up through the earth
they grow, grow, grow.
Little green leaves
come one by one.
They hold up their heads
and look at the sun.
Semillas Pequeñitas de Color Café
Semillitas cafecitas
tan pequeñas y redonditas,
Están dormidas tranquilamente
bajo la tierra.
Bajan las gotas de lluvia,
lloviznando, lloviznando, lloviznando.
Sale el arco iris,
brillando, brillando, brillando.
Semillitas cafecitas
muy abajo,
Por medio de la tierra
crecen, crecen, crecen.
Ojitas verdes pequeñitas
salen una por una.
Levantan sus cabezas
y miran al sol.
4. Teacher and students read poem chorally as teacher points to words.
5. Students act out the poem. They can act out the poem in any way they choose; teacher identifies quality
gestures as students respond to poem.
6. Find all the words that rhyme; use highlighters to note.
7. Have several large letters for students to “be the word,” along with a large card with the rime /ound. Choose
students to stand up and make different words as other children watch and read the words that are being
formed. For children in early stages of second language acquisition, gesture whenever possible to show
meanings of words – pound, round, ground, etc.
8. Begin an onset/rime chart for: /ound. Children think of all the words they can think of that end like “ound”
(found, ground, round, pound, bound, hound, mound, sound, wound)
9. Teacher assigns groups of students to read chorally, four lines at a time, as she guides their reading to assure
fluency.
10. Teacher gives “pocket poems” to students. Students read orally with a partner.
11. Homework choice: How can you learn this poem? Teacher gets them started by saying something like “I can
read the poem to my stuffed dog.” Teacher jots down ideas that children have. Students are to take their
pocket poems home and share them in some way.
Assessment: Teacher observation as children act out poem and read chorally in groups
Accompanying Narrative Lesson Four
Learning Target(s):
I can read at least two words that contain the rime /ound.
I can use a capital letter at the beginning and a period at the end of my sentence.
I can read fluently with a partner.
Language Target(s):
I can write a sentence using one of the “ound” words.
KY Core Academic Standards:
RL 10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF 3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF 4 a & b: Read with sufficient accuracy and fluency to support comprehension.
L 2b: Use end punctuation for sentences.
L 2e: Spell untaught words phonetically
Materials:
Poem Little Brown Seeds on chart or smartboard
Pointer
Completed onset/rime chart (“ound”)
Chart for /ow rime
Individual whiteboards
Procedures:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Reread the poem from the day before (all together orally). (If possible, it should also be read in Spanish.)
Children do a “merry-go-round” read, where they read a couple of lines in pairs and then “pass it on.”
Children share what they did for homework to learn their pocket poems.
Read the onset/rime chart together on the “ound” rime. Make certain that all children understand the words by
gesturing (round – arms go around; ground – point to ground; etc.). This is for children in early stages of English
language acquisition. (You might draw corresponding pictures on charts.)
Teacher points to individual words on the chart and children identify them together.
Using a pointer, pairs of children come up to the chart and read the words together.
Teacher models how to use one of the “ound” words in a sentence; writes a sentence on board or using
document camera (emphasizing capital letters and periods).
Teacher and students orally give sentences containing an “ound” word.
Teacher models how to write a sentence; children can draw pictures for some words, depending upon their level
of literacy and second language acquisition. (Example: A
is round.)
Have a go: On whiteboards, each child writes a sentence using one of the “ound” words.
Children stand up and read their sentences. Sentences should have capital letters and periods.
Children dictate sentences containing the “ound” words and teacher writes them at the bottom of the chart.
Teacher begins a similar chart on the /ow rime. Children find the “ow” words in the poem and think of all the
words they can think of that end in “ow” and rhyme with “grow” and “below”: bow, tow, flow, low, mow, row,
stow. If students give other words that rhyme but do not end in “ow,” make a separate column: go, so, toe, etc.
14. Play “what do you notice”? Children note what they notice about the words on the chart. (Any response is
acceptable. They might notice that a words starts like someone’s name, or that they each have a vowel, etc..)
10.
11.
12.
13.
NOTE: These charts can remain on the wall with other onset/rime charts that will be developed and students can read
them as they “read the room.”
Assessment:
Teacher observation of students’ partner reading (take anecdotal notes or use checklist)
Partner reading to determine if children can read “ound” words
Sentences on whiteboards to determine if children can write a sentence using capitals and periods and one of the
“ound” words; also note phonetic spellings of other words
Little Brown Seeds
Little Brown Seeds
Little Brown Seeds
Little brown seeds
so small and round,
Are sleeping quietly
under the ground.
Down come the raindrops,
sprinkle, sprinkle, sprinkle.
Out comes the rainbow,
twinkle, twinkle, twinkle.
Little brown seeds
way down below,
Up through the earth
they grow, grow, grow.
Little green leaves
come one by one.
They hold up their heads
and look at the sun.
Little brown seeds
so small and round,
Are sleeping quietly
under the ground.
Down come the raindrops,
sprinkle, sprinkle, sprinkle.
Out comes the rainbow,
twinkle, twinkle, twinkle.
Little brown seeds
way down below,
Up through the earth
they grow, grow, grow.
Little green leaves
come one by one.
They hold up their heads
and look at the sun.
Little brown seeds
so small and round,
Are sleeping quietly
under the ground.
Down come the raindrops,
sprinkle, sprinkle, sprinkle.
Out comes the rainbow,
twinkle, twinkle, twinkle.
Little brown seeds
way down below,
Up through the earth
they grow, grow, grow.
Little green leaves
come one by one.
They hold up their heads
and look at the sun.
Little Brown Seeds
Little Brown Seeds
Little brown seeds
so small and round,
Are sleeping quietly
under the ground.
Down come the raindrops,
sprinkle, sprinkle, sprinkle.
Out comes the rainbow,
twinkle, twinkle, twinkle.
Little brown seeds
way down below,
Up through the earth
they grow, grow, grow.
Little green leaves
come one by one.
They hold up their heads
and look at the sun.
Little brown seeds
so small and round,
Are sleeping quietly
under the ground.
Down come the raindrops,
sprinkle, sprinkle, sprinkle.
Out comes the rainbow,
twinkle, twinkle, twinkle.
Little brown seeds
way down below,
Up through the earth
they grow, grow, grow.
Little green leaves
come one by one.
They hold up their heads
and look at the sun.
Little Brown Seeds
Little Brown Seeds
Little brown seeds
so small and round,
Are sleeping quietly
under the ground.
Down come the raindrops,
sprinkle, sprinkle, sprinkle.
Out comes the rainbow,
twinkle, twinkle, twinkle.
Little brown seeds
way down below,
Up through the earth
they grow, grow, grow.
Little green leaves
come one by one.
They hold up their heads
and look at the sun.
Little brown seeds
so small and round,
Are sleeping quietly
under the ground.
Down come the raindrops,
sprinkle, sprinkle, sprinkle.
Out comes the rainbow,
twinkle, twinkle, twinkle.
Little brown seeds
way down below,
Up through the earth
they grow, grow, grow.
Little green leaves
come one by one.
They hold up their heads
and look at the sun.
Little Brown Seeds
Little brown seeds
so small and round,
Are sleeping quietly
under the ground.
Down come the raindrops,
sprinkle, sprinkle, sprinkle.
Out comes the rainbow,
twinkle, twinkle, twinkle.
Little brown seeds
way down below,
Up through the earth
they grow, grow, grow.
Little green leaves
come one by one.
They hold up their heads
and look at the sun.
Little Brown Seeds
Little brown seeds
so small and round,
Are sleeping quietly
under the ground.
Down come the raindrops,
sprinkle, sprinkle, sprinkle.
Out comes the rainbow,
twinkle, twinkle, twinkle.
Little brown seeds
way down below,
Up through the earth
they grow, grow, grow.
Little green leaves
come one by one.
They hold up their heads
and look at the sun.
Semillas Pequeñitas de Color
Café
Semillas Pequeñitas de Color
Café
Semillas Pequeñitas de Color
Café
Semillitas cafecitas
tan pequeñas y redonditas,
Están dormidas tranquilamente
bajo la tierra.
Bajan las gotas de lluvia,
lloviznando, lloviznando,
lloviznando.
Sale el arco iris,
brillando, brillando, brillando.
Semillitas cafecitas
muy abajo,
Por medio de la tierra
crecen, crecen, crecen.
Ojitas verdes pequeñitas
salen una por una.
Levantan sus cabezas
y miran al sol.
Semillitas cafecitas
tan pequeñas y redonditas,
Están dormidas tranquilamente
bajo la tierra.
Bajan las gotas de lluvia,
lloviznando, lloviznando,
lloviznando.
Sale el arco iris,
brillando, brillando, brillando.
Semillitas cafecitas
muy abajo,
Por medio de la tierra
crecen, crecen, crecen.
Ojitas verdes pequeñitas
salen una por una.
Levantan sus cabezas
y miran al sol.
Semillitas cafecitas
tan pequeñas y redonditas,
Están dormidas tranquilamente
bajo la tierra.
Bajan las gotas de lluvia,
lloviznando, lloviznando,
lloviznando.
Sale el arco iris,
brillando, brillando, brillando.
Semillitas cafecitas
muy abajo,
Por medio de la tierra
crecen, crecen, crecen.
Ojitas verdes pequeñitas
salen una por una.
Levantan sus cabezas
y miran al sol.
Semillas Pequeñitas de Color
Café
Semillas Pequeñitas de Color
Café
Semillas Pequeñitas de Color
Café
Semillitas cafecitas
tan pequeñas y redonditas,
Están dormidas tranquilamente
bajo la tierra.
Bajan las gotas de lluvia,
lloviznando, lloviznando,
lloviznando.
Sale el arco iris,
brillando, brillando, brillando.
Semillitas cafecitas
muy abajo,
Por medio de la tierra
crecen, crecen, crecen.
Ojitas verdes pequeñitas
salen una por una.
Levantan sus cabezas
y miran al sol.
Semillitas cafecitas
tan pequeñas y redonditas,
Están dormidas tranquilamente
bajo la tierra.
Bajan las gotas de lluvia,
lloviznando, lloviznando,
lloviznando.
Sale el arco iris,
brillando, brillando, brillando.
Semillitas cafecitas
muy abajo,
Por medio de la tierra
crecen, crecen, crecen.
Ojitas verdes pequeñitas
salen una por una.
Levantan sus cabezas
y miran al sol.
Semillitas cafecitas
tan pequeñas y redonditas,
Están dormidas tranquilamente
bajo la tierra.
Bajan las gotas de lluvia,
lloviznando, lloviznando,
lloviznando.
Sale el arco iris,
brillando, brillando, brillando.
Semillitas cafecitas
muy abajo,
Por medio de la tierra
crecen, crecen, crecen.
Ojitas verdes pequeñitas
salen una por una.
Levantan sus cabezas
y miran al sol.
Semillas Pequeñitas de Color
Café
Semillas Pequeñitas de Color
Café
Semillas Pequeñitas de Color
Café
Semillitas cafecitas
tan pequeñas y redonditas,
Están dormidas tranquilamente
bajo la tierra.
Bajan las gotas de lluvia,
lloviznando, lloviznando,
lloviznando.
Sale el arco iris,
brillando, brillando, brillando.
Semillitas cafecitas
muy abajo,
Por medio de la tierra
crecen, crecen, crecen.
Ojitas verdes pequeñitas
salen una por una.
Levantan sus cabezas
y miran al sol.
Semillitas cafecitas
tan pequeñas y redonditas,
Están dormidas tranquilamente
bajo la tierra.
Bajan las gotas de lluvia,
lloviznando, lloviznando,
lloviznando.
Sale el arco iris,
brillando, brillando, brillando.
Semillitas cafecitas
muy abajo,
Por medio de la tierra
crecen, crecen, crecen.
Ojitas verdes pequeñitas
salen una por una.
Levantan sus cabezas
y miran al sol.
Semillitas cafecitas
tan pequeñas y redonditas,
Están dormidas tranquilamente
bajo la tierra.
Bajan las gotas de lluvia,
lloviznando, lloviznando,
lloviznando.
Sale el arco iris,
brillando, brillando, brillando.
Semillitas cafecitas
muy abajo,
Por medio de la tierra
crecen, crecen, crecen.
Ojitas verdes pequeñitas
salen una por una.
Levantan sus cabezas
y miran al sol.
Accompanying Narrative Lesson Five
Learning Target(s):
I can read a familiar poem fluently.
I can form sentences using /all, /ound and /ow words.
Language Target(s):
I can write sentences using capital letters and periods appropriately.
KY Core Academic Standards:
RF 4: Read with sufficient accuracy and fluency to support comprehension.
RL 10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.
L1 b: Use common. . .nouns.
Materials:
Poems My Garden and Little Brown Seeds written on charts or smartboard
Word cards with /all, /ound and /ow words, plus these nouns: I, can, to, is, the, leaves, plants
Blank word cards
Procedures:
1. Reread poems chorally. Most children should be able to read these poems fluently. You can vary the reading –
boys read one line, girls read the next; boys read entire poem and girls read it next; etc.
2. Have children find word wall words in the poems (from both regular and science word walls).
3. Play “what do you notice?” with one or both poems. Any response is acceptable. You might model first by
saying things like “I notice that these three lines in this poem all begin with the word “The”; I notice that this
word X begins like X’s name; etc.
4. Review /all , /ound, /ow charts.
5. Put students in partners and give each pair a set of word cards.
6. Working with a partner, challenge students to form sentences using word cards from these charts. Any
sentences will work, but see if they can form sentences that use words from more than one chart (e.g., The ball
is round. Plants grow all around. Leaves fall to the ground.) Give blank cards so that students can write words
that aren’t already on the cards if they can come up with more sentences.
7. Students share their sentences. Write on chart or smartboard as children share.
Assessments: Teacher observation of students’ oral reading (note those who are not able to read fluently at this point);
students’ sentences.
Accompanying Reading Lesson Six (Biography)
Learning Target(s):
I can draw a picture that shows an event from Dr. Carver’s life.
I can use my knowledge of letters and sounds to write words that describe my picture.
Language Target(s): I can use words or sentences to describe my picture.
KY Core Academic Standards:
RL 3: Describe characters, settings, and major events in a story, using key details.
L2 e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Materials:
Children’s sentences from previous lesson
Sweet potato
Book A Weed is a Flower: The Life of George Washington Carver (by Aliki)
Pictures of Dr. Carver
Video clip showing pictures of his life: http://www.boiled-peanut-world.com/george-washington-carver-inventions.html
List of uses of the sweet potato that Dr. Carver discovered
Blank paper for drawing and writing
Procedures:
1. Reread children’s sentences from day before (/all, /ow/, /ound words)
2. Show the children a sweet potato. Pass it around and let them feel and smell it.
3. Ask: What do you think we do with a sweet potato?
4. Have a conversation. You wouldn’t think you could do anything with a potato like this except eat it. But the
man we’re going to read about discovered lots of ways to use this plant.
5. Show pictures of George Washington Carver working in his lab at Tuskegee.
6. Tell the children that Dr. Carver was a great African American scholar, just like Booker T. Washington who our
school is named after. Tell the children that he was born about 150 years ago. In those days, people who had
dark skin (like some of you) were nearly always slaves and could not go to school. If you lived in the South, like
Dr. Carver, you probably spent most of your days picking cotton in the fields under the hot sun. The children
who were slaves almost never had the opportunity to show others how smart they were by going to school and
learning. Sometimes the slave owners were kind, like George’s owners, but other times they were very mean.
7. As you read, demonstrate how you comprehend the text by thinking out loud. (e.g. “I guess he was called the
Plant Doctor because the book says that even if his plants weren’t growing well, he found out why and made
them healthy.” “I think it’s sad that even though he’s no longer a slave, he couldn’t go to school. I wonder if he’s
going to go someplace where there’s a school that he can attend? I think back in those days, white people and
black people couldn’t go to the same school. How would you feel if you couldn’t go to the same school with
your friends?” “George had a lot of obstacles to overcome! He had to move to find a school, and then he had to
move again to go to college! That seems very unfair.” ETC.
8. At this point, you might have students turn and talk about what they’re feeling about this. Was it fair that
George couldn’t attend a white school? Was it fair that the colleges and universities didn’t admit him as a
student because he was Black?
9. After reading, show a short video clip of George Washington Carver: http://www.boiled-peanutworld.com/george-washington-carver-inventions.html
10. Tell the children that not only did George Washington Carver find lots of uses for peanuts, but he also
discovered lots of ways to use the sweet potato. Show them the list.
11. Give students a blank sheet of paper – or you can have one large sheet for the entire table and students can
draw on their “space.” Students should draw about anything they learned about George Washington Carver: a
time in his life, what he’s famous for, his inventions. They should be encouraged to label their pictures and/or
write a sentence or two to go with their pictures using both conventional (word wall) and temporary spellings.
12. Allow time for sharing.
Assessment: Children’s drawings and accompanying written texts.
George Washington Carver invented these uses for the sweet
potato:
Glue for postage stamps
Other kinds of paste
73 different dyes
17 wood fillers
Molasses
Vinegar
Breakfast foods
Flour
Different kinds of candies
Accompanying Narrative Lesson Seven
Learning Target(s):
I can include key details as I retell a story to a partner.
Language Target(s):
I can retell a story orally to a partner using character props.
KY Core Academic Standards:
RL 2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Materials:
Book The Tale of Peter Rabbit by Beatrix Potter
Cut-out characters for retelling the story
Props for acting out the story:
 Sign “Mr. McGregor’s Garden”
 Sign for “tool shed”
 Cardboard rake
 Net
 Jacket for Peter (with buttons)
 Nametags for characters: Flopsy, Mopsy, Cotton-tail, Peter, Mrs. Rabbit, Mr. McGregor, mouse, cat, several
sparrows.
Procedures:
1. Tell students that you’re going to read a story about a naughty little rabbit. Write the word naughty on the
board. Have a conversation about what it means. Turn to a partner and tell them about a time in your life when
you were naughty.
2. The name of this naughty rabbit is PETER. How do you think you would spell his name? Reinforce the idea that it
starts with a capital P because it’s a name, or “proper noun.”
3. Discuss the title. What do you think a “tale” is? Turn to a partner and tell them. Raise hands together if you
know.
4. What’s another word for “tale?” Shout it out. (They should say “story.”)
5. Tell students that The Tale of Peter Rabbit is a very old story that was written a long time ago. Children have
been enjoying this tale for many years.
6. Begin reading the story.
a) Page two: What kind of an accident did their father have? Turn and talk; raise hands together if you have an
idea. This is called an “inference”: the author doesn’t tell you what happened, she just gives clues.
b) Page four: What do you think is going to happen to Peter? Turn and talk; raise hands together if you have
an idea. What are your predictions?
c) Page six: Check predictions.
d) Page nine: What does “implored him to exert himself” mean? Think about what’s happening here. Peter is
running through the garden; he loses his shoe; one of the buttons on his jacket gets caught on a net. Some
sparrows come and “implore him to exert himself.” Turn and talk; raise hands together if you think you
have an idea. (Share ideas.)
e) “Peter wiggled out just in time, leaving his jacket behind him.” Show what this looks like. You’re wiggling
out of your jacket. (Children act it out.)
f) Page ten: Show me what Mr. McGregor is doing here. (Children act it out.)
g) Continue to read and show pictures.
h) Second to last page: Why do you think Peter was not feeling well? (There could be a variety of responses
here.)
7. Assign roles and have a few children act out this story as you re-read it. Children should wear nametags. The
sign “Mr. McGregor’s Garden” should be located somewhere in the classroom, along with the net. The tool shed
and flower pots should be in another location. Peter should wear a jacket with buttons.
8. Children act out the story as teacher reads it. (NOTE: You could repeat this activity again tomorrow for those
who don’t get a turn today.)
9. Using cut-out characters from the story, children retell the story to a partner.
Assessment: Teacher observation as children retell story to a partner. Look for inclusion of key details. Can use
anecdotal notes and/or a checklist for recording observations.
Accompanying Narrative Lesson Eight
Learning Target(s):
I can put the events of a story in order.
Language Target(s):
I can orally retell a story using the words “first, next, then, last.”
KY Core Academic Standards:
RL 2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Materials:
Book Jack and the Beanstalk by Steven Kellogg
Sign with “Fee-fi-fo-fum” written on it
Sequencing worksheet
Sentence strips of story events
Procedures:
1) Tell the children that, just like Peter Rabbit, Jack and the Beanstalk is a classic tale. It’s based on a story that was
written in 1889. That’s before your great-great-grandmother was born! The story was created even earlier, in 1860,
and was passed down orally before it was written down.
2) There’s a phrase in the story that’s repeated often. Hold up the sign that says “Fee-fi-fo-fum” and read it with the
children. Point out the vowel sounds. Tell them that when you hold up the sign, they should read this phrase with
you.
3) Begin to read story.
a) Page three: How do you think the man knew his name? Turn and talk; hands raised together if you have an
idea. Share. (Look at the way he’s dressed. We call this a “wizard.” A wizard is a person who does magic
things. Discuss letters in WIZARD – what would this word look like?)
b) Stop and do the addition (2 in each hand and one in your mouth)
c) Page five: Explain to the children that a pound is like a dollar in our country.
d) Page six: Show me on your face what Jack’s mother was feeling here in the story (angry face).
e) Pages 7-8: Make a prediction. What do you think will happen?
f) Pages 9-10: Show me with your bodies what Jack is doing. (climbing, climbing up the beanstalk)
g) Pages 11-12: What do you think an ogre might be? Turn and talk with your partner; raise hands together if
you have an idea. Share.
h) Pages 13-14: Show picture of ogre. Were your predictions correct? Hold up sign and let children read with
you: Fee-fi-fo-fum!
i) Continue to hold up sign as you read the story. Continue to have children act out certain parts, make
predictions, etc. (e.g. show me how Jack crept into the bread box; when the harp calls out “master, master,”
what do you think will happen to Jack?)
4) Have children order the events of the story.
a) Review sequence words: FIRST, NEXT, THEN, LAST
b) Using sentence strips and worksheet with these words listed, children put the events in order.
5) Children turn to a partner and retell the story orally using the words “first, next, then, last.”
6) Call on a few children to retell the story to the class.
Assessment: Note which children sequence the events in order. The children can paste sentence strips to the paper if
there’s time.
NAME _______________________________________________
First,
Next,
Next,
Then,
Last,
the magic beans grew into a very large beanstalk
that went up to the sky.
Jack climbed the beanstalk and stole the bag of
gold from the ogre.
Jack climbed the beanstalk and stole the hen that
laid the golden eggs.
Jack climbed the beanstalk and stole the golden
harp from the ogre.
Jack and the ogre ran down the beanstalk and
Jack cut it with an ax. The ogre fell and broke his
crown.
Accompanying Narrative Lesson Nine
Learning Target(s):
I can read a portion of the text fluently with a partner.
I can use capital letters and periods appropriately when I write a sentence.
I can spell sight words conventionally and use letter-sound relationships in my temporary spellings.
Language Target(s):
I can write a complete sentence about my favorite part of the story.
KY Core Academic Standards:
RF 4b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
W 1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion,
supply a reason for the opinion, and provide some sense of closure. (NOTE: At this point the children should be able to
name the book and state an opinion.)
SL 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
L2 e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Materials:
Book Jack and the Beanstalk
Printed copies of one page of Jack and the Beanstalk (for fluency practice)
Highlighters
Reader response forms
Procedures:
1. Reread the story Jack and the Beanstalk to the children using the document camera, and have them read with
you as they are able.
2. Stop occasionally and have children find their sight words in the text.
3. Tell children that you’ve chosen one of the pages of this book for them to read with a partner. They need to
practice reading it several times; in a few minutes you’ll call on pairs to read it together.
4. Before reading, read the text to them again and have them highlight difficult words (smell, blood, Englishman,
alive, grind). Have the children point to the words as you state them: Point to the word “smell” – it’s one of the
words you just highlighted, etc.
5. Demonstrate how to read with a partner (one book, one voice) if necessary.
6. Pass out text. Children practice with partners and teacher assists as needed.
7. Have pairs of children read this page. Remind children that they need to read smoothly and with expression.
8. Explain silent reading plan: You will place a beanstalk in the hallway. As children complete a book, they should
submit a reader response form for your approval. Once you’ve verified that they’ve read the book, they write
the name of the book and their name on a leaf to put on the beanstalk. For every ten books that are read, you’ll
put a bean on the stalk. (I suggest clustering the leaves by 2s so that you can use this for counting by 2s.)
9. Model the first response to literature: Favorite part of story
10. Tell students that the first literature response you want them to do is to think about their favorite part of the
story and write/draw about that part.
11. Choose your own favorite part of Jack and the Beanstalk and model how you would write a sentence about it.
You can also draw a picture that corresponds with the sentence.
12. Have children complete the same process so that they get the idea of how to do this form of response.
13. Allow time for children to share their writing.
14. If time, children can read a book silently or with a partner and complete a literature response for the beanstalk.
Assessment:
Teacher observation of partner reading.
Assessment of students’ sentences: Did they write about a favorite part of the story? Were they able to use capital
letters, periods, and letter-sound relationships in spelling?
MATH EXTENSIONS:
As the beanstalk “grows,” children can use the leaves and beans for a variety of activities. They can count and add the
individual leaves, count by twos, count by 10s, etc.
He was a big one, to be sure. “Ah! Wife,” he said, “what’s
this I smell?”
Fee-fi-fo-fum!
I smell the blood of an Englishman.
Be he alive or be he dead,
I’ll grind his bones to make my bread.
_____________________________________________________________________
He was a big one, to be sure. “Ah! Wife,” he said, “what’s
this I smell?”
Fee-fi-fo-fum!
I smell the blood of an Englishman.
Be he alive or be he dead,
I’ll grind his bones to make my bread.
Accompanying Narrative Lesson Ten
Learning Target(s):
I can write at least two sentences that (a) describe a favorite part of a book, and (b) tell why I like that part.
I can use sentence conventions: capital letters, periods.
I can spell sight words conventionally and use letter-sound relationships in temporary spellings.
Language Target(s):
I can write at least two complete sentences that tell about my favorite part of a story.
KY Core Academic Standards:
W 1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion,
supply a reason for the opinion, and provide some sense of closure. (NOTE: At this point the children should be able to
name the book and state an opinion.)
SL 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
L2 e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Materials:
Children’s book of your choice
Reader response forms
Procedures:
1. Remind children that yesterday you showed them how to write a sentence about a favorite part of the story you
read. Today you’re going to show them how to write more than one sentence in order to add more details. This
is what good writers do.
2. Read the story orally. Stop and think aloud occasionally: “I really like this part of the story. Maybe it will be my
favorite part.” “That part of the story was funny. Maybe it will be my favorite part.” “I can really tell how she’s
feeling here. Maybe this part will be my favorite.” ETC.
3. After reading, continue to think aloud, showing the students how you finally arrived at your favorite part of the
story.
4. Write in front of them. Show them how you’re writing at least two sentences giving your opinion about your
favorite part of the story. You’re not just telling the reader what your favorite part is, but you’re also telling
WHY that’s your favorite part. (Note also that you’re using capital letters and periods appropriately. Refer to
success criteria; these should already be posted from information writing on plants.)
5. Ask students to turn to a partner and tell their favorite part of the story. They should also give a reason that
tells WHY it was their favorite part.
6. Have students complete a reader response form.
7. Allow time for sharing.
NOTE: Children complete Reader Response Forms as they read their books. As these are completed, the children write
the book title and their name on a leaf.
FUTURE LESSONS:
If this activity continues for more than a week or so and once students are proficient in writing about their favorite parts
of the story, you should have additional lessons similar to lessons 9 and 10. You can model the following comprehension
skills:
a) Text-to-self connections: Think aloud and show children how to write about a text-to-self connection to the
story.
b) Summarizing: Think aloud and show children how you summarize a story using the main events of the story.
c) Describe a character: Think aloud and tell about a character in the story. What were his/her characteristics? You
can draw a “character map” and then write sentences. NOTE: Tell students that the words they write in the
boxes are describing words, or ADJECTIVES. You’ll want to use this term as the children complete their character
maps so they learn what an “adjective” is. Let’s think of some adjectives that describe Jack in the book Jack and
the Beanstalk. (Related KY Core Academic Standard: L1f)
Name of book: Jack and the Beanstalk
JACK
greedy
brave
rich
My sentences:
Jack was very brave because he climbed the giant beanstalk and tricked the ogre. But he was
also greedy, because he wasn’t satisfied with the bag of gold or the hen that laid the golden
eggs. In the end, he became very rich.
Reader Response Form
Name ________________________________________________________
Title of Book _________________________________________________________________
Write and draw a picture about your favorite part of the story.
Reader Response Form
Name ________________________________________________________
Title of Book _________________________________________________________________
Write some adjectives in the boxes that describe a character in the book. Then write
sentences about the character.
Name of character: ___________________________
My sentences:
Grade One Standards Checklist for Unit: READING
Record DATE and LEVEL of MASTERY for the particular task given (N=not at all; P=progressing; M=mastered)
(NOTE: If the whole standard is not addressed through the task, the standard should be marked as Progressing, as it would not yet be Mastered.)
Foundational Skills
Standards
Name of
Student
1a: Recognize
the
distinguishing
features of a
sentence
(e.g., first
word,
capitalization,
ending
punctuation)
2:
Demonstrate
understanding
of spoken
words,
syllables, and
sounds
3: Know and
apply gradelevel phonics
and word
analysis
skills in
decoding
words
4a: Read onlevel text with
purpose and
understanding
Informational Text
4b: Read onlevel text
orally with
accuracy,
appropriate
rate, and
expression
on
successive
readings
1: Ask and
answer
questions
about key
details in a
text
2: Identify
the mean
topic and
retell ke
details of a
text
7: Use
illustrations
and details in
and details in
a text to
describe its
key ideas
Literature
10: With
prompting
and support,
read
informational
texts
appropriately
complex for
grade 1
2: Retell
stories,
including key
details, and
demonstrate
understanding
of their
central
message or
lesson
3: Describe
characters,
settings, and
major events
in a story,
using key
details
10: With
prompting
and support,
read prose
and poetry of
appropriate
complexity
for grade 1
Foundational Skills
Standards
Name of
Student
1a: Recognize
the
distinguishing
features of a
sentence
(e.g., first
word,
capitalization,
ending
punctuation)
2:
Demonstrate
understanding
of spoken
words,
syllables, and
sounds
3: Know and
apply gradelevel phonics
and word
analysis
skills in
decoding
words
4a: Read onlevel text with
purpose and
understanding
Informational Text
4b: Read onlevel text
orally with
accuracy,
appropriate
rate, and
expression
on
successive
readings
1: Ask and
answer
questions
about key
details in a
text
2: Identify
the mean
topic and
retell ke
details of a
text
7: Use
illustrations
and details in
and details in
a text to
describe its
key ideas
Literature
10: With
prompting
and support,
read
informational
texts
appropriately
complex for
grade 1
2: Retell
stories,
including key
details, and
demonstrate
understanding
of their
central
message or
lesson
3: Describe
characters,
settings, and
major events
in a story,
using key
details
10: With
prompting
and support,
read prose
and poetry of
appropriate
complexity
for grade 1
Grade One Standards Checklist for Unit: WRITING
Record DATE and LEVEL of MASTERY for the particular task given (N=not at all; P=progressing; M=mastered)
(NOTE: If the whole standard is not addressed through the task, the standard should be marked as Progressing, as it would not yet be Mastered.)
Writing Standards
Standards
Name of Student
1: Write opinion pieces in
which they introduce the
topic or name the book they
are writing about, state an
opinion, supply a reason for
the opinion, and provide
some sense of closure.
2: Write
informative/explanatory texts
in which they name a topic,
supply some facts about the
topic, and provide some
sense of closure.
5: With guidance and support
from adults, focus on a topic,
respond to questions and
suggestions from peers, and
add details to strengthen
writing as needed
7: Participate in shared
research and writing projects
(e.g., explore a number of
“how-to” books on a given
topic and use them to write a
sequence of instructions)
8. With guidance and support
from adults, recall
information from experiences
or gather information from
provided sources to answer a
question
Writing Standards
Standards
Name of Student
1: Write opinion pieces in
which they introduce the
topic or name the book they
are writing about, state an
opinion, supply a reason for
the opinion, and provide
some sense of closure.
2: Write
informative/explanatory texts
in which they name a topic,
supply some facts about the
topic, and provide some
sense of closure.
5: With guidance and support
from adults, focus on a topic,
respond to questions and
suggestions from peers, and
add details to strengthen
writing as needed
7: Participate in shared
research and writing projects
(e.g., explore a number of
“how-to” books on a given
topic and use them to write a
sequence of instructions)
8. With guidance and support
from adults, recall
information from experiences
or gather information from
provided sources to answer a
question
Grade One Standards Checklist for Unit: LANGUAGE and SPEAKING/LISTENING
Record DATE and LEVEL of MASTERY for the particular task given (N=not at all; P=progressing; M=mastered)
(NOTE: If the whole standard is not addressed through the task, the standard should be marked as Progressing, as it would not yet be Mastered.)
Language Standards
Standards
Name of
Student
1a: Print all
upper- and
lowercase
letters
1b: Use
common,
proper, and
possessive
nouns
1f: Use
frequently
occurring
adjectives
2b: Use end
punctuation
for sentences
2e: Spell
untaught words
phonetically,
drawing on
phonemic
awareness and
spelling
conventions
Speaking & Listening Standards
5a: Sort words
into
categories
(e.g., colors,
clothing) to
gain a sense
of the
concepts the
categories
represent
6: Use words
and phrases
acquired
through
conversations,
reading and
being read to,
and responding
to texts,
including using
frequently
occurring
conjunctions to
signal simple
relationships
(e.g., because)
1: Participate in
collaborative
conversations
with diverse
partners about
grade 1 topics
and texts with
peers and adults
in small and
larger groups
a. follow agreed
upon rules
b. build on other’s
talk
c. ask questions
to clear up
confusions
2: Ask and
answer
questions
about key
details in a text
read aloud or
information
presented
orally or
through other
media
5: Add
drawings or
other visual
displays to
descriptions
when
appropriate to
clarify ideas,
thoughts, and
feelings
6: Produce
complete
sentences
when
appropriate to
task and
situation
Language Standards
Standards
Name of
Student
1a: Print all
upper- and
lowercase
letters
1b: Use
common,
proper, and
possessive
nouns
1f: Use
frequently
occurring
adjectives
2b: Use end
punctuation
for sentences
2e: Spell
untaught words
phonetically,
drawing on
phonemic
awareness and
spelling
conventions
Speaking & Listening Standards
5a: Sort words
into
categories
(e.g., colors,
clothing) to
gain a sense
of the
concepts the
categories
represent
6: Use words
and phrases
acquired
through
conversations,
reading and
being read to,
and responding
to texts,
including using
frequently
occurring
conjunctions to
signal simple
relationships
(e.g., because)
1: Participate in
collaborative
conversations
with diverse
partners about
grade 1 topics
and texts with
peers and adults
in small and
larger groups
a. follow agreed
upon rules
b. build on other’s
talk
c. ask questions
to clear up
confusions
2: Ask and
answer
questions
about key
details in a text
read aloud or
information
presented
orally or
through other
media
5: Add
drawings or
other visual
displays to
descriptions
when
appropriate to
clarify ideas,
thoughts, and
feelings
6: Produce
complete
sentences
when
appropriate to
task and
situation
Language Standards
Standards
Name of
Student
1a: Print all
upper- and
lowercase
letters
1b: Use
common,
proper, and
possessive
nouns
1f: Use
frequently
occurring
adjectives
2b: Use end
punctuation
for sentences
2e: Spell
untaught words
phonetically,
drawing on
phonemic
awareness and
spelling
conventions
Speaking & Listening Standards
5a: Sort words
into
categories
(e.g., colors,
clothing) to
gain a sense
of the
concepts the
categories
represent
6: Use words
and phrases
acquired
through
conversations,
reading and
being read to,
and responding
to texts,
including using
frequently
occurring
conjunctions to
signal simple
relationships
(e.g., because)
1: Participate in
collaborative
conversations
with diverse
partners about
grade 1 topics
and texts with
peers and adults
in small and
larger groups
a. follow agreed
upon rules
b. build on other’s
talk
c. ask questions
to clear up
confusions
2: Ask and
answer
questions
about key
details in a text
read aloud or
information
presented
orally or
through other
media
5: Add
drawings or
other visual
displays to
descriptions
when
appropriate to
clarify ideas,
thoughts, and
feelings
6: Produce
complete
sentences
when
appropriate to
task and
situation