Kindergarten LA LessonLesson Theme: Plants Week 29 – (Treasures Unit 8 Week 2)

Objective: TLW recognize text structure/retell to understand a book. Discuss the purposes of reading various texts.Language Objectives: Remind children that books follow a particular structure and that it is easier to follow and retell the book when we understand how it is organized. Remind children that they have learned how telling themselves what has happened in a book will help them understand the book better.Standards(Texas Essential Knowledge and Skills):K.10A Identify topic and details in expository text heard, referring to the words and/or illustrationsK.10B Retell important facts in a text, heard or read K.10C Discuss ways authors group information K.10D Use titles and illustrations to make predictionsK.F19A Discuss the purposes for reading and listening to various textsK.7A Respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word soundsK.10A Sort plants and animals into groups based on physical characteristics such as color, size, body, covering, or leaf shape (Science)K.10B Identify parts of plants such as roots, stem, and leaves (Science)K.10C Identify ways that young plants resemble the parent plant (Science)K.10D Observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower and fruit (Science)K.2B Read, write, and represent whole numbers from 0-20 with and without objects or pictures (Math)K.2C Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order (Math)K.2G Compare sets of objects up to at least 20 in each set using comparative language (Math)College and Career Readiness:II.A.2. (Reading) Use a variety of strategies to understand the meanings of new words.II.A.4. (Reading) Identify the key information and supporting details.

VocabularyEssential: Gradually/gradualmente, necessary/necesario, seed/semilla, observe/observar, moist/húmedo, expository/expositivo, rhyme/rima

Supporting:expository/informational/non-fiction/no-ficción, topic/tema, details/detalles, facts/dato, hecho, organize information/organizer infromación, purpose/prósitotext feature: titles/títulos, photographs/fotografías, labels/etiqueta, captions/encabezamiento

Lesson CycleEngage

Anticipatory Set: Create a KWL graphic organizer to see what students know about plants. Use Brain pop video: Parts of a plant

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Lesson StagesAfter viewing video add new knowledge to KWL chart. May use big book Seed Secrets, The Carrot Seed by Ruth Krauss or Eric Carle’s The Tiny Seed. Preview book, students make predictions about the story. Read the story and make text-to-world connection. What does this remind me of in the real world? How is this text similar and/or different to things that happen in the real world? What do you know about the book’s topic?PORTFOLIO PIECE: ANECDOTAL RECORDS - CAN STUDENTS IDENTIFY TOPIC/DETAILS, DISCUSS HOW THE AUTHOR GROUPS INFORMATION, CAN THE STUDENTS MAKE PREDICTIONS? (TEKS K.10A,B,C,D)

Dual Language Activity 1 & 2Spanish Text: El secreto de las semillas by: Tom Leonard

Activity 1 : Pairs will illustrate and write two ways that seeds can travel. ¿De qué maneras diferentes se mueven las semiilas de un lugar a otro? Pairs will share their thoughts when done.

Activity 2: Pairs will answer the question, “If I were a traveling seed…” – “Si fuera una semilla viajando yo viajaria por.” They will then take their ideas and individually write about how they would travel (land, air, animals, water) and would happen if they were a traveling seed.

Fine Arts: Begin work on a class mural. Students will add details, labels, and pictures as the week progresses.

Read to SelfPhonological Awareness:Refer to Phonemic Awareness by Dr. Heggerty (blue Kindergarten Edition) Week 28 page 55Work on WordsVocabulary: Texas Treasures Unit 8 Week 2; TE p. 1919

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Define: A seed is a part of a plant from which a new plant will grow. Say the word with me.Example: We took seeds from a grapefruit and planted them.Ask: What are some different ways seeds are planted?

Define: To observe means, “to look and watch carefully.” Say the word with me.Example: On our field trip to the zoo, we observed monkeys playing and grooming each other.Ask: What did you observe on your way to school today?

Shared Reading/Read Aloud: Introduce book Seed Secrets. Tell children to remind themselves of the important information on the book as they listen to it. Use the define/example/ask routine to teach the story words in the inside back cover. Respond to literature: Make connection: discuss with children the places in the community where seeds are planted.Additional books to read for a science connection: From Seed to Plant by Gail Gibbons; Planting a Rainbow by Lois Ehler; How A Seed Grows by Helene J. Jordan; Ten Seeds by Ruth Brown; The Reason for a Flower by Ruth HellerScience Connection – How do seeds grow? How do seeds travel? What are the parts of a plant?Read to SomeoneShared Writing: Create a list of how seeds travel. Sentence stem: ___ travel by ____. Ex: Seeds travel by water. Seeds travel by_____ like____. Ex: Seeds travel by water like boats/Las semillas viajan por ____ como _____. Las semillas viajan por agua como los barcos.

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Work on WritingExtension:Ask children to draw and label a picture of something they eat that has little seeds such as a grape or a tomato. Have them write captions using little or other adjectives. Have them check that their sentences are grammatically correct.Independent writing: How to grow a plant. Children describe how to grow a plant. What happens first, next, then, last?

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Little Seed (Tune: I'm a Little Teapot)

Here's a little seed in the dark, dark ground. Out comes the warm sun, yellow and round.

Down comes the rain, wet and slow. Up comes the little seed, grow, grow, grow!

You may find more songs on www.funtunesforkids.comClosure Activity

Remind students you have been learning about seeds. How do they grow? How do they travel? Review charts and writing activities. Have students share their writing with the class.

Center ActivitiesABC Center: Put plant words in alphabetical order: ex: flowers, tree, root, seed, garden, leaf, stem, plant, vegetable, acorn.Phonemes on flowers: www.sparklebox.com

Science Center: The Parts of a Flower ActivityFor this activity, you will need a flower some markers, crayons or colored pencils magnifying glass (optional)Directions:

Carefully observe the flower.What color is the flower?What color are the stem and leaves?Why are the leaves and stem a different color than the flower?Draw the flower and color and label the stem, leaves, flower petals, pistil, stigma, and stamen.The Parts of a Seed ActivityFor this activity, you will need a seed some markers, crayons or colored pencils magnifying glass

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(optional)Directions:Carefully observe the seed.What color is the seed?Carefully remove the seed coat. What color is the seed leaf?Carefully open the seed leaf. Can you see the shoot or roots starting to grow?Draw the seed leaf and color and label its parts.

Pretend and Learn Center/Dramatic Play: Create a florist or garden center. Provide action words with pictures for children to write. Ex: plowing, digging, planting, etc. Refer to SEL Lesson Review: Recall and demonstrate the Listening Rules. Demonstrate how to calm down. Recall the Fair Ways to Play. Have children draw a picture of a weather experience such as playing in the rain or snow. Ask them to write a sentence telling about the experience using high frequency words.Math: The Parts of a Plant ActivityFor this activity, you will need a plant, a ruler, and some markers, crayons or colored pencils magnifying glass (optional) Directions:

Carefully observe the roots, stem and leaves of the plant.What color are the leaves and stem?What color are the roots?Why are the leaves and stem a different color than the roots?

Use the ruler to carefully measure the length of the stem.Use the ruler to carefully measure the length of the roots.Use the ruler to carefully measure the average length of the leaves.Draw the plant and color and label the roots, stem and leaves.

Computer: www.pbs.org (build a neighborhood), starfall.com; tumblebooks, united streaming,

Library: Find books on your campus library, local library and/or request themed books from the Library Media Center located at Allan ElementaryTitle: Plants that Eat Animals by Allan Fowler; Flowers (Plant Parts) by Vijaya Bodach; Plants in Different Habitats by Bobbie Kalman; Who Will Plant a Tree by Jerry Pallotta; Plants that Never Ever Bloom by Ruth Heller; The Gardener by Sarah StewartOther themes: fitness, movement, sports, toysFinger play:

The Farmer Plants the Seeds (Tune "Farmer in the Dell")The farmer plants the seeds. (put seeds in the ground)

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High ho the derry oh, The farmer plants the seeds.

Second Verse: The sun comes out to shine. (make big circle with arms) Third Verse: The rain begins to fall. (hands flutter to the ground) Fourth Verse: The seeds begin to grow. (children begin to rise) Fifth Verse: The farmer digs them up. (pretend to use a shovel)

Now we'll have some to eat. (pretend to eat)Mister Carrot

Nice Mister Carrot Make curly hair, (Hand on head)

His head grows underneath the ground (Bob head) His feet up in the air. (Raise feet)

And early in the morning I find him in his bed (Close eyes, lay head on hands) And give his feet a great big pull (Stretch legs out) And out comes his head!

Enduring Understanding: Reading is a process that includes applying a

variety of strategies to comprehend, interpret and evaluate text.

Readers are able to determine and summarize important information in text.

Essential Questions: What ways do readers think carefully about

texts? How do readers use information from text to

analyze characters, actions and feeling? Why is it important to stop during reading and

think about what has been read so far?

Lesson PreparationBig Book – Seed SecretsAn assortment of seedsPicture cardsSongs on chart paper

Anchor of SupportText Features T chart- Feature & Purpose (include examples) Literary/ Informational Texts chart- compare how these books are different from some of the fiction texts you’ve read recently

Differentiation Strategies

Struggling Learners: Modify to accommodate student’s academic level. Have student tell you the story orally.English Language Learners: Pair with English speaking. Have action words and high frequency words written on index cards and have them use the cards to make sentences and then copy.

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Extension for Learning: Students create a non-fiction book of plants, flowers and/or trees. They include two or three text structure element. Example: vocabulary, glossary, labels/caption, etc.GT: Work independently with booklet writing, fiction/non-fiction choices SEL: Lesson review: Recall and demonstrate the Listening Rules. Demonstrate how to calm down. Recall the Fair Ways to Play

21st Century SkillsCommunication and Collaboration (Communicate Clearly): Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.

English Language Proficiency Standards1(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;4(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language;ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html - 74.4

Check for UnderstandingFormative: Observe the student making self-to-text connections, text-to-text connection and text-to-world connections.Summative: During center time take pictures of the students interacting with the themed materials and place these photos in the child’s portfolio for documentation on anecdotal records taken at class discussion. Provided needed vocabulary support if you don’t hear the children using the themed words during their conversations.

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