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Unit 3 Week 5 SeedsUnit Theme: How do people, plants and animals grow and change

ELL Planning SheetHigh Frequency Words: they, you, ofNew Phonics Skills: Oo/oGrammar: Meaningful Word GroupsAmazing Vocabulary: seeds, pod, roots, stem, pit, sproutsStory Vocabulary: moisture, sow, tropical zone

Activity Monday Tuesday Wednesday Thursday FridayBuilding

Background Knowledge

Activate Prior Knowledge:Poster 17 Poster Talk-Through Poster activities Day 1Combine with High Frequency Word lessonVideo clip: How a Seed Grows

Poster 17Day two Develop Vocabulary

Vocabulary(Amazing Words

AndStory Vocabulary

Tier II and III)

Talk with me/Sing with me Chart 17 A/B:seeds, pod, roots, stem, pit, sprouts

Talk with me Chart 17 seeds, pod, roots, stem, pit, sprouts

Talk with me Chart 17 seeds, pod, roots, stem, pit, sprouts

Story Vocabulary:moisture, sow

Story Vocabulary:tropical zone

ReadingComprehension

Read: Seeds Re-read: SeedsDraw Conclusions:Model filling in graphic organizerPg 263 seeds grow why

Re-read: SeedsDraw Conclusions:Model filling in graphic organizerPg 24 pod ripe

Re-read: SeedsDraw Conclusions: Model filling in graphic organizerConclude Stick tights are sticky

See How We GrowExpository text graphic organizer

Unit Connection

GrammarWriting

Meaningful Word Groups Pg 267SpeakTeacher model write

Meaningful Word GroupsPg 280SpeakStudents write

Meaningful Word GroupsPg 297SpeakStudents write

Meaningful Word GroupsPractice Book pg 50

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High FrequencyWords

They, you , of(combine with Build Background Knowledge lesson)Poster 17 day 1Flash Cards

They, you , ofSpellsentencesFind HF words in Phonics Reader: Little RobFlash Cards

They, you , of Poster 17 Day 3Use graphSpeaking Practice –sentencesFlash Cards

They, you , ofFlash CardsFind HF words in Decodable Reader: The Mop

They, you , ofFlash Cards

Spelling(Phonics)

Oo /o/ (DI 49)Phonemic Awareness (pictures initial/middle sort) segment (sock, pot, Ron, lock, fox)

Oo /o/Phonics -Discriminate initial sound (octopus, olive, dip, otter, Pam, rad)Blend (Rob, sad, top)

Oo /o/PhonicsDiscriminate middle sound (tap/top, pot/pet, pop/pip, sad/sod)blend (Tom, mop, cot)

Oo /o/Phonics - spelling(top, not, cot, sad, pat)

Oo /o/Phonics- spelling(pot, dot, tap, tip, cat)

Readers Phonic Reader: Little Rob(keep to re-read on Day 3)

Re-read Phonics Reader: Little Rob

Decodable Reader: In The Mop(keep to re-read on Day 5)

Decodable Reader In The Mop

Unit 1 Proposed Assessment Plan

Measure Frequency AssessorHigh frequency words weekly Classroom teacher

Verbal retell weekly Classroom teacher

Writing CBM biweekly ELL tutor

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Day 1High Frequency Words: they, you, ofNew Phonics Skills: Oo/oGrammar: Meaningful Word GroupsAmazing Vocabulary: seeds, pod, roots, stem, pit, sproutsStory Vocabulary: moisture, sow, tropical zone


Poster 17 Poster Talk-through – read aloud and point as you describe the poster. Have

students repeat the underlined words in the script, after you say them and identify on the poster.

Students need to respond to the following questions with one of the embedded answer choices or complete sentence as modeled.

Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.

o What part of the tree do people eat, the leaves or the fruit? People eat the fruit from a tree.

o (Point to an empty apple tree) Can you show me where the fruit from this tree is? Students point – provide the word as necessary: bag, bushel, crate

o Where do most seeds grow in the ground or in your hand? Seeds grow in the ground.

o (Point to the apple tree) Where are the seeds of this plant, in the fruit or on the leaves? The seeds of this plant are in the fruit.

o (Point to the apple tree.)What can we make from the seeds of this plant, wheat or apples? We can make apples from the seeds of this plant.

o (Point to the wheat) Are these plants avocado trees or wheat? These plants are called wheat.

o What are wheat seeds made into, flour or applesauce? Wheat seeds are made into flour.

o Bread, donuts, pastries, crackers, pasta, and cake are all made with flour. What things made with flour do you like to eat?

Video clip: How a Seed GrowsVocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)

Display Talk with Me Chart 17 A “This week we will be talking about seeds and the plants they grow into.”

These are all different types of seeds. (Refer to all the pictures, except the plant.)

o Seeds are parts of plants.o What are seeds part of? Seeds are parts of a plant.o Seeds can make a new plant.o What can seed do? Seeds can make a new plant.o To change and grow seeds need soil (dirt) and water.o What do seeds need to grow? Seeds need soil and water to grow.o Seeds are parts of the plant that can grow a new plant.o What are seeds? Parts of the plant that can grow a new plant.o What do we call the part of a plant that can grow a new plant? Seedso Use a KWL chart. Fill in the What you know section of the chart. Keep

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chart for later use. Some seeds are inside a pod.

o This is a pod. Green pea seeds are growing in this pod?o What are the green pea seeds growing in? a podo A pod is a shell that has seeds inside it.o What is a pod? A shell that has seeds inside it.o What do we call a shell that has seeds inside it? A podo Can you think of other seeds that grow in a pod? Green beans, …

When a seed is in water or wet soil, it will start to grow roots.o Roots of a plant grow into the ground.o Where do roots of a plant grow? Roots of a plant grow in the ground.o What is the word for the part of the plant that grows in the ground?

Roots This is a stem .

o A stem is the part of the plant where leaves grow.o What is a stem? A stem is the part of the plant where leaves grow.o What do we call the part of the plant where leaves grow? A stem

This is an avocado pit .o A pit is a large hard seed.o What is a pit? A large hard seed.o What do we call a large hard seed? A pit

When a seed begins to grow, we say it sprouts .o When a seed sprouts, tiny little roots and stems begin to grow.o What comes out of a seed when it starts to sprout? Tiny little stems and

rootso What do we call a seed that begins to grow? A sprout

Reading Comprehension

Display Seeds. Look at the cover. Think Aloud: I see a leaves and seeds from a maple tree. I wonder how the

seeds grow into a tree? The title of this book is Seeds. What do you wonder about seeds. Fill in the What you wonder about section of the KWL chart. Keep for use again on Day 5

Read Seeds.Grammar and

WritingHigh Frequency

WordsThey, you, of

Here are this week’s high frequency words.This word is they. What word? they

This word is you. What word? you This word is of. What word? ofPoster 17 day 1 develop Concepts and Vocabulary. Display word cards when you say the word.

What do you see on the trees? What worker would you be? What kind of grass is this? What kind of fruit is this?

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What are they doing? (point to people on ladders) What are they doing? (point to people with bushels)

Second TimeWhen I touch under the word, say the word in your head.When I tap under the word, everyone will say the word aloud.Practice the word list until they read the list without errors.Unpredictable individual turns (Not everyone will have an individual turn.)

Spelling(Phonemic

Awareness/ Phonics)

Oo /o/Today we will learn a new sound. Listen and watch as I say the sound: /o/, /o/, /o/.

o Please say the /o/ sound……/o/ /o/ /o/o Say olive…olive. What sound do you hear at the beginning? /o/o Say clock…clock. What sound do you hear in the middle? /o/o Which word has the /o/ sound at the beginning, clock …olive? Oliveo Which word has the /o/ sound in the middle, clock …olive? clock

Show the olive and clock T-chart.o Have students say the words with you as you point to the pictures.o Show the other picture cards one at a time.

Say the word and have students repeat. Have students identify the position of the /o/ sound. Pass out pictures and have students sort on the olive/clock T-

chart. Use three fingers to help children see the number of sounds you say while

segmenting a word. Model then have students repeat.o Segment the word fan. Hold up fingers as you say the individual sounds.

“sock: s - o - ck”o Say it with me. sock: s - o - cko You do it. sock: s - o - cko Repeat with the following words: pot, Ron, lock, fox

Readers

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6


What do I know? What wonder about…

What did I learn?

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8


9


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Poster 17 Day 2 Follow directions on poster for activity: Plant Chant

Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)



o Seeds are parts of the plant that can grow a new plant.o What are seeds? Parts of the plant that can grow a new plant.o What do we call the part of a plant that can grow a new plant? Seeds

Some seeds are inside a pod.o A pod is a shell that has seeds inside it.o What is a pod? A shell that has seeds inside it.o What do we call a shell that has seeds inside it? A pod

When a seed is in water or wet soil, it will start to grow roots.o Roots are a part of a plant.o What are roots a part of? Roots are part of a plant.o Roots of a plant grow into the ground.o Where do roots of a plant grow? Roots of a plant grow in the ground.o What is the word for the part of the plant that grows in the ground?

Rootso Can you point to the roots on this plant?

This is a stem .o What is this called? A stemo A stem is a part of a plant.o What is a stem a part of? A stem is a part of a plant.o Leaves grow in the stem.o What grows on the stem? Leaves grow on the stem?o A stem is the part of the plant where leaves grow.o What is a stem? A stem is the part of the plant where leaves grow.o What do we call the part of the plant where leaves grow? A stemo When we pick off a flower, we break off the stem. We put the stems in

water so the flowers wont die. This is an avocado pit .

o A pit is a large hard seed.o What is a pit? A large hard seed.o What do we call a large hard seed? A pit

When a seed begins to grow, we say it sprouts .o When a seed sprouts, tiny little roots and stems begin to grow.o What comes out of a seed when it starts to sprout? Tiny little stems and

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Display Seeds and Drawing Conclusion Graphic Organizer When you read and look at picture, think about what you read and see.

(reference that part of graphic organizer). Next add what you already know. (reference that part of the graphic organizer). Then you an figure out the meaning of what you have read and seen in the book.

This is called Drawing Conclusions. Say it with me….Drawing Conclusions

Show page 2:o Reference the KWL chart and info in book, by pointing to the

appropriate items to match the script. We will only fill in the top row today. Rows 2 and 3 will be filled out on days 3 and 4.

o This word says wheatberries. (write wheatberries in the first row, left box) Here are some pictures of seeds. (write seeds in the top row far left box).

o I know that when books have pictures and words on the same page they are usually talking about the same thing. (write in second box on top row same page or draw icon of one page)

o I think these must be pictures of wheatberry seeds.o I also know that for seeds to start growing they need water.

(write water or draw a drop of water in second box on top row)o So I think these seeds that are growing are wheatberry seeds.

(write growing wheatberry seeds in third box on top row)o I used information from the book, plus what I know in my brain

to figure out that these are growing/sprouting wheatberry seeds.

Re-read SeedsGrammar and

WritingMeaningful Word Groups

Write can, see, she across the top of a paper or board Read these words with me. When I say the words like this: can , see, she they are just words and don’t tell

us anything. Rewrite the words to say : She can see. Read these words with me. Now these words tell us something. What do they tell us? When we put words together so they tell us something that is called a sentence. What is a sentence? Words put together to tell us something What do we call words put together to tell us something? A sentence Remind students that sentences start with a capital letter and end with a period

High FrequencyWords

They, you, ofThis word is of. What word? ofEveryone, spell of. o-fWhat word did you spell? ofA sentence with the word of is….”What are donuts made of.”Ask students to use of in a sentence.

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This word is you. What word? youEveryone, spell you. Y-o-uWhat word did you spell? youA sentence with the word you is….”What do you like to eat.”Ask students to use you in a sentence.

This word is they. What word? theyEveryone, spell they. T-h-e-yWhat word did you spell? theyA sentence with the word they is….”What are they going to do during recess.”Ask students to use they in a sentence.


Have students mark the words: they, you, of in the Phonics reader Little RobSpelling

(Phonics)Oo /o/

Hold up an O letter card. This is the letter O. It makes the /o/ sound.o Give each student an O letter card.o Trace the letter O on your card and say /o/.o What sound does this letter make? /o/o What is the name of this letter? O

I am going to say some words. If the word starts with the /o/ sound, hold up the letter O card.

o octopus, olive, dip, otter, Pam, rad

Use the page with arrows and blocks to practice blending words together.o With students slowly sound out each letter while pointing to the letter

with finger.o With students repeat sounding out and pointing at a faster speed.o With students repeat reading and pointing at a normal speed.

Readers Phonics Reader : Little Rob Keep reader to re-read on Day 3

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14

Words and Pictures

What I know

Drawing Conclusions


O O

O O15


16

R o b

s a d

t o p



Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)



o Seeds are parts of the plant that can grow a new plant.o What are seeds? Parts of the plant that can grow a new plant.o What do we call the part of a plant that can grow a new plant? Seeds

Some seeds are inside a pod.o A pod is a shell that has seeds inside it.o What is a pod? A shell that has seeds inside it.o What do we call a shell that has seeds inside it? A pod

When a seed is in water or wet soil, it will start to grow roots.o Roots of a plant grow into the ground.o Where do roots of a plant grow? Roots of a plant grow in the ground.o What is the word for the part of the plant that grows in the ground?

Roots This is a stem .

o A stem is the part of the plant where leaves grow.o What is a stem? A stem is the part of the plant where leaves grow.o What do we call the part of the plant where leaves grow? A stem

This is an avocado. The avocado seed is called a pit .o A pit is a seed inside a fruit.o A pit is a large hard seed.o What is a pit? A large hard seed.o What do we call a large hard seed? A pito Can you think of another seed that is a pit? Peach, apricot….

When a seed begins to grow, we say it sprouts .o Can you point to a seed that has started to grow, or sprouted?o When a seed sprouts, tiny little roots and stems begin to grow.o What comes out of a seed when it starts to sprout? Tiny little stems and




(reference that part of graphic organizer). Next add what you already know. (reference that part of the graphic organizer). Then you can figure out the meaning of what you have read and seen in the book.



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appropriate items to match the script. We will only fill in the second row today. Row 3 will be filled out on day 4.

o The words tell me that this plant makes a seed pod. (write pod in the first box on second row)

o The words also tell me that when the pod is ripe the seeds fly out. (write seeds fly out in first box on second row)

o I know these are seeds. (write seeds in second box on second row)

o So I can figure out that this pod is ripe. (write ripe pod in the third box on second row)

o I used what I read in the book (point to book on KWL), plus what I knew in my brain (point to brain on KWL), to figure out that this was a picture of a ripe pod.



When we put words together so they tell us something that is called a sentence. What is a sentence? Words put together to tell us something What do we call words put together to tell us something? A sentence Remind students that sentences start with a capital letter and end with a period.

Pass out paper with the words hop, can , frog, the written across the top. Read these words with me. When I say the words like this: hop, can , frog, the they are just words and don’t

tell us anything. How could we put these words to tell us something? The frog can hop., or Can

the frog hop? Have students write the words to make a sentence Remind students to start the sentence with a capital letter and to put an ending

punctuation mark at the end.High Frequency

WordsThey, you, ofDisplay fruit graph

Ask each students, What type of fruit do you (hold up the you word card) like? Fill in the graph

How many of (hold up of word card) you like apples? Have students who liked apples stand up. They (hold up they word card) like apples.

Repeat for the other fruits on the graph.


Spelling(Phonics)

Oo /o/ Hold up an O letter card. This is the letter O. It makes the /o/ sound.

o Give each student an O letter card.o Trace the letter O on your card and say /o/.o What sound does this letter make? /o/

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o What is the name of this letter? O I am going to say some words. If the middle sound in the word is /o/, hold up

the O letter card.o Teacher say: tapo Say it with me: tapo What is the middle sound in the word tap? /a/o Repeat script using the following words: tap/top, pot/pet, pop/pip,

sad/sod Use the page with arrows and blocks to practice blending words together.

o With students slowly sound out each letter while pointing to the letter with finger.

o With students repeat sounding out and pointing at a faster speed.o With students repeat reading and pointing at a normal speed.

Readers Re-read Phonics Reader : Little Rob

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hop can frog the

____________________________________________________________

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21


22

T o m

m o p

c o t


Day 4High Frequency Words: they, you, ofNew Phonics Skills: Oo/oGrammar: Meaningful Word GroupsAmazing Vocabulary: seeds, pod, roots, stem, pit, sproutsStory Vocabulary: moisture, sow/sew, tropical zone

Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)

Story Vocabulary: moisture, sow“This week we will be talking about seeds and the plants they grow into.”

Display and read pg 4 of Seeds. Plants need space, light and moisture to grow.o Moisture means a little damp, not completely wet.o What does moisture mean? a little damp, not completely weto What do we call a little damp, but not completely wet? Moistureo Show students a sample of a very wet paper towel and contrast the with

a paper towel that is a little damp, with a little moisture on it. Display and read pg 6. From the seeds farmers sow, plants grow

o Sow means to plant a seed in the ground.o What does sow mean? to plant a seed in the groundo What is the word for planting a seed in the ground? Sowo Display sow/sew papero There is another word that sounds like sow, but it is spelled sew.o Sew means to put something together with a needle and thread.o Which sow/sew would a farmer do?



(reference that part of graphic organizer). Next add what you already know. (reference that part of the graphic organizer). Then you can figure out the meaning of what you have read and seen in the book.



appropriate items to match the script. We will only fill in the third row today.

o The words and pictures tell me that these seed stick to things. (write stick in the first box on third row)

o I know that things that stick to something are very sticky – like a lollipop. (write sticky – or draw picture of lollipop in second box on third row)

o So I can figure out that this seed is sticky. (write seed sticky in the third box on third row)

o I used what I read in the book (point to book on KWL), plus what I knew in my brain (point to brain on KWL), to figure out that this seed must feel very sticky.



When we put words together so they tell us something that is called a sentence.

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What is a sentence? Words put together to tell us something What do we call words put together to tell us something? A sentence Remind students that sentences start with a capital letter and end with a period.

Pass out paper with the words cat, black, my, is written across the top. Read these words with me. When I say the words like this: cat, black, my ,is they are just words and don’t

tell us anything. How could we put these words to tell us something? Have students write the words to make a sentence

o Remind students to start the sentence with a capital letter and to put an ending punctuation mark at the end.

High FrequencyWords

They, you, ofFirst TimeWhen I touch under the word, say the word in your head.When I tap under the word, everyone will say the word aloud.Practice the word list until they read the list without errors.Unpredictable individual turns (Not everyone will have an individual turn.)

Second TimePass out Decodable Reader -The MopHave students find and underline the sight words they, you, of in the story.

Spelling(Phonics)

Oo /o/Display an O letter card. This is the letter O. It makes the /o/ sound.What is the name of this letter? OWhat sound does this letter make? /o/Have students air write the letter O while saying the /o/ sound.

We are going to spell some words. Pass out writing materials. If a word is a proper noun, remind students to begin that word with a capital letter.

Teacher say “top” Students say “top” Teacher and students segment word. Hold up one finger for each letter sound.

t - o - p Students write the word.

Repeat for the following words: not, cot, sad, patReaders Decodable Reader: The Mop

Keep reader to re-read on Day 5

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sow

sew

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cat black my is

____________________________________________________________

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Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)

Story Vocabulary: tropical zone“This week we will be talking about seeds and the plants they grow into.”

Display and read pg 28. Use a globe to identify where we live. Then show students where tropical zones

are located. Explain that tropical zones are very hot because they receive a lot of sun light.


Display Seeds Display the KWL chart last used on Day one. Read what students said they knew about seeds before reading the book. Then read what students wondered about Where any of your wonders answered? If so..have students tell you the answer and write that in the Learned column

next to the wondered statement. Allow students to tell you anything else they learned and fill that in on the

learned column.

We have talked about a lot of different things that grow and change. Can you tell me some of the things we have read about? Panda, little quack, Samantha and Serena, Farfallina and Marcel, seeds

How do Panda bears grow and change? How did Little Quack change? How did Samantha and Serena grow and change? How did Farfallina and Marcel change? How do seeds change and grow?

Grammar and Writing

Meaningful Word Groups Practice Book pg 50

High FrequencyWords

They, you, ofWhen I touch under the word, say the word in your head.When I tap under the word, everyone will say the word aloud.Practice the word list until they read the list without errors.Unpredictable individual turns (Not everyone will have an individual turn.)

Spelling(Phonics)

Oo /o/Display an O letter card. This is the letter O. It makes the /o/ sound.What is the name of this letter? OWhat sound does this letter make? /o/Have students air write the letter O while saying the /o/ sound.

We are going to spell some words. Pass out writing materials. If a word is a proper noun, remind students to begin that word with a capital letter.

Teacher say “pot”

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Students say “pot” Teacher and students segment word. Hold up one finger for each letter sound.

p - o - t Students write the word. Repeat for the following words: dot, tap, tip, cat

Readers Decodable Reader : The Mop

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