Week 28: Plants: Seeds, Roots, and How Things Grow
Fully detailed, ready-to-teach lesson plans for 1st - 2nd Grade, day by day, across all 6 subjects.
Monday — Nouns for Plant Parts
Objective: Student will (building on K skills) identify and generate 5+ nouns naming parts of a plant (seed, root, stem, leaf, petal).
Standard: CCSS.ELA-LITERACY.L.K.1.b (use frequently occurring nouns)
Materials: A real plant or diagram showing plant parts, plant-part picture cards, blank index cards, crayons
Warm-up: Sing a "Parts of a Plant" chant, touching each labeled part on a diagram.
Main Activity: 1) Spread picture cards face-down. 2) Child picks a card, names the plant part (naming word), and says one sentence about its job. 3) Sort cards into "parts we see above ground" and "parts we see below ground." 4) Discuss that all of these are naming words — nouns.
Practice: Child draws a plant and labels the parts with parent scribing if needed.
Assessment: Parent points to a part on the diagram; child names it correctly for 4 of 5 parts.
Tuesday — Verbs for Plant Growth
Objective: Student will (building on K skills) identify and act out 5+ action words (verbs) describing how plants grow and change (grow, sprout, bloom, wilt, stretch).
Standard: CCSS.ELA-LITERACY.L.K.1.b (use frequently occurring verbs)
Materials: Action word cards (grow, sprout, bloom, wilt, stretch), open floor space
Warm-up: "Grow like a plant" movement game — child curls up small as a "seed" then slowly "sprouts" and "blooms" upward.
Main Activity: 1) Show one action-word card at a time. 2) Child acts out the word with their body. 3) Match each verb to the stage of plant growth it describes (sprout = early, bloom = flowering, wilt = without water). 4) Discuss that action words tell what a plant "does."
Practice: Child creates a two-word "plant + action" phrase (e.g., "seed sprouts") and says it aloud.
Assessment: Parent asks, "What does a seed do first?" and similar; child answers with a correct verb for 4 of 5 prompts.
Wednesday — Sequencing Words for Life Cycle Order
Objective: Student will (building on K skills) use the sequencing words first, next, then, and finally to describe the order of a plant's life cycle.
Standard: CCSS.ELA-LITERACY.L.K.1.f (produce and expand complete sentences in shared language activities)
Materials: Plant life-cycle picture cards (seed, sprout, young plant, flowering plant), sequencing word cards
Warm-up: Practice the sequencing words using a familiar routine.
Main Activity: 1) Lay out the life-cycle cards out of order. 2) Child arranges them correctly. 3) Child places a sequencing word above each card and says a full sentence ("First, the seed is planted. Next, it sprouts."). 4) Discuss that the cycle repeats when a new seed is made.
Practice: Child retells the life-cycle order aloud without looking at the sequencing cards.
Assessment: Parent mixes up the cards; child re-orders and narrates using the 4 sequencing words with no more than 1 error.
Thursday — Sorting Plant vs. Animal Vocabulary
Objective: Student will (building on K skills) sort 10 words/pictures into "plant" and "animal" categories with 80% accuracy.
Standard: CCSS.ELA-LITERACY.L.K.5.a (sort common objects into categories)
Materials: Mixed picture cards (plants and animals), two labeled sorting mats
Warm-up: Quick review naming 3 plants and 3 animals from memory.
Main Activity: 1) Shuffle all cards together. 2) Child draws a card, names it, and places it on the correct mat. 3) Discuss any tricky ones (e.g., is a mushroom a plant?). 4) Recount how many landed in each category.
Practice: Child adds one new word of their own choosing to a category and explains why it belongs there.
Assessment: Parent mixes cards again; child re-sorts independently with 80% accuracy.
Friday — Asking "How" and "Why" Questions About Plant Growth
Objective: Student will (building on K skills) correctly use the question words "how" and "why" to ask 3 complete questions about plant growth.
Standard: CCSS.ELA-LITERACY.L.K.1.d (understand and use question words (interrogatives): who, what, where, when, why, how)
Materials: "How/Why" word cards, a small potted plant or seed packet, this week's picture cards
Warm-up: Parent models a silly question ("Why do plants wear hats?") to show question tone.
Main Activity: 1) Introduce the "how" and "why" question cards and their jobs. 2) Using the potted plant as a prop, child asks a "how" question and a "why" question about it. 3) Parent answers in full sentences, modeling vocabulary from earlier in the week.
Practice: Child interviews a family member using at least 2 question words about a plant or garden they know.
Assessment: Child independently generates 2 original questions using "how" and "why," checked for correct word order.
Monday — Counting Collections to 50 by Ones and Tens
Objective: Student will (building on K skills) count a collection of up to 50 objects by ones and demonstrate counting by tens to 50.
Standard: CCSS.MATH.CONTENT.K.CC.A.1, CCSS.MATH.CONTENT.K.CC.B.4 (count to 100 by ones and tens; count to answer "how many")
Materials: 50 small counters (pretend seeds or beans), ten-frame mats, a number chart to 50
Warm-up: Skip-count by tens to 50 together, clapping on each ten.
Main Activity: 1) Child fills ten-frames with 10 seeds each, counting aloud as they go. 2) Once 5 ten-frames are full, count by tens to find the total (10, 20, 30, 40, 50). 3) Practice counting the same pile of seeds by ones to double-check the total.
Practice: Child counts out an exact number of seeds (e.g., "Give me 34 seeds") using ten-frames and single counters.
Assessment: Child correctly counts a new pile of 50 seeds using ten-frames with no more than 1 error.
Tuesday — Measuring Plant Height with Nonstandard Units
Objective: Student will (building on K skills) measure the height of a plant using nonstandard units (unifix cubes or paperclips) and compare two measurements.
Standard: CCSS.MATH.CONTENT.K.MD.A.1, CCSS.MATH.CONTENT.K.MD.A.2 (describe measurable attributes; directly compare two objects)
Materials: A small potted plant or seedling, unifix cubes or paperclips, paper for recording
Warm-up: Guess how many cubes tall a household object is, then check by measuring.
Main Activity: 1) Stack cubes next to the plant from the base to the top, counting as you go. 2) Record the plant's height in cubes. 3) Compare to a measurement from a different plant or object, describing which is taller/shorter.
Practice: Child measures one more object using the same unit and compares it to the plant's height.
Assessment: Child correctly measures and states the plant's height in cubes.
Wednesday — Decomposing Teen Numbers into Ten Ones and Some Further Ones
Objective: Student will (building on K skills) decompose numbers 11–19 into a group of ten ones and some further ones using seed counters.
Standard: CCSS.MATH.CONTENT.K.NBT.A.1 (compose and decompose numbers from 11 to 19 into ten ones and some further ones)
Materials: 19 seed counters, a ten-frame mat, small cups
Warm-up: Count a pile of 15 seeds together as a group, noting it's "more than 10."
Main Activity: 1) Fill one ten-frame completely with 10 seeds (a full "ten"). 2) Place remaining seeds outside the frame, counting them as "some more ones" (e.g., 10 and 4 more make 14). 3) Repeat with 2–3 more teen numbers (12, 16, 18), recording each as "ten and ___ more."
Practice: Child uses the ten-frame to show a teen number a parent calls out (e.g., "Show me 13").
Assessment: Child correctly decomposes 2 new teen numbers into ten ones and some further ones.
Thursday — Comparing Height and Weight of Plants
Objective: Student will (building on K skills) compare two or more plants by height and weight, using "taller/shorter" and "heavier/lighter."
Standard: CCSS.MATH.CONTENT.K.MD.A.2 (directly compare two objects with a measurable attribute in common, to see which has "more of"/"less of" the attribute)
Materials: 2–3 small plants or plant cuttings of different sizes, a simple balance scale (or two paper cups on a hanger)
Warm-up: Hold up two toys of different weights; child guesses which is heavier, then check on a scale.
Main Activity: 1) Line up plants and compare their heights directly. 2) Weigh two plants/pots on the balance scale and compare which is heavier. 3) Record results using simple words or drawings.
Practice: Child orders all plants from shortest to tallest and from lightest to heaviest.
Assessment: Parent presents 2 new plants; child correctly identifies which is taller and which is heavier.
Friday — Composing Shapes from the Garden (2D and 3D)
Objective: Student will (building on K skills) identify and describe 2D and 3D shapes found in garden objects (circle seed, cylinder stem, sphere fruit).
Standard: CCSS.MATH.CONTENT.K.G.A.2, CCSS.MATH.CONTENT.K.G.B.4 (correctly name shapes; analyze and compare 2D and 3D shapes)
Materials: Garden-themed objects or pictures (round seed, cylindrical stem, spherical fruit, triangular trowel blade), shape cutouts, paper
Warm-up: "Shape hunt" around the house or garden — find 3 real objects that are circles, spheres, or cylinders.
Main Activity: 1) Sort objects/pictures by 2D vs. 3D shape. 2) Match shapes to garden items (seed = circle/sphere, stem = cylinder, trowel blade = triangle). 3) Discuss what makes 2D and 3D shapes different.
Practice: Child uses shape cutouts to build a paper garden scene by gluing shapes together.
Assessment: Parent points to 4 shapes in the child's garden picture; child names each correctly, including at least 1 3D shape.
Monday — Parts of a Plant and Their Jobs
Objective: Student will (building on K skills) name at least 4 parts of a plant and describe the job of each part.
Standard: NGSS K-LS1-1 (use observations to describe patterns of what plants and animals need to survive)
Materials: A real plant with visible roots (or a diagram), drawing paper, crayons
Warm-up: Ask, "What parts does our body have, and what does each part do?" to prime thinking about "jobs" of parts.
Main Activity: 1) Examine the plant/diagram and name each part (roots, stem, leaves, flower). 2) Discuss each part's job (roots drink water and hold the plant in place, leaves make food from sunlight, stem carries water up). 3) Trace the path water takes from roots to leaves.
Practice: Child draws a plant and labels 4 parts with their jobs (parent scribes if needed).
Assessment: Child names 4 plant parts and states the job of each without prompting.
Tuesday — What Plants Need to Grow
Objective: Student will (building on K skills) identify and describe the 4 things plants need to grow (soil, water, sunlight, air).
Standard: NGSS K-LS1-1 (use observations to describe patterns of what plants and animals need to survive)
Materials: Two small cups with soil and seeds, picture cards of plant needs
Warm-up: Ask, "What do you think would happen to a plant if it never got water?"
Main Activity: 1) Introduce the 4 things plants need: soil, water, sunlight, air. 2) Set up a simple experiment: plant seeds in two cups, placing one in sunlight and watering it, and one in a dark closet without water, to observe over the coming days/weeks. 3) Predict what will happen to each cup.
Practice: Child draws a picture of a plant and labels the 4 things it needs.
Assessment: Child names all 4 things plants need to grow without prompting.
Wednesday — The Life Cycle of a Plant
Objective: Student will (building on K skills) describe the life cycle of a plant in order from seed to flower to seed again.
Standard: NGSS K-LS1-1 (use observations to describe patterns of what plants and animals need to survive)
Materials: Plant life-cycle picture cards (seed, sprout, seedling, mature plant, flower, new seeds), paper plate divided into sections
Warm-up: Review Wednesday's English sequencing words (first, next, then, finally) to prepare for ordering the cycle.
Main Activity: 1) Arrange the life-cycle cards in a circle on the paper plate to show the repeating cycle. 2) Discuss each stage and what the plant needs at that stage. 3) Point out that a new seed grows into a new plant, continuing the cycle.
Practice: Child narrates the full life cycle aloud using the plate as a visual guide.
Assessment: Child correctly orders 4 life-cycle stages and explains that the cycle repeats.
Thursday — How Plants Change Their Environment
Objective: Student will (building on K skills) describe at least 1 way a plant can change the environment around it (roots breaking up soil, a sunflower turning toward the sun).
Standard: NGSS K-ESS2-2 (construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs)
Materials: Pictures or a real example of a plant with visible root growth (a sprouted potato, a plant in a cracked sidewalk), sunflower picture
Warm-up: Ask, "Can you think of a time you saw a plant growing somewhere unusual, like a sidewalk crack?"
Main Activity: 1) Show a picture of roots breaking through soil or pavement; discuss how growing roots physically change their surroundings. 2) Discuss how a sunflower's stem bends to face the sun throughout the day. 3) Connect to the idea that living things act to meet their needs, sometimes changing their environment.
Practice: Child draws one example of a plant changing its environment and explains it in a sentence.
Assessment: Child gives 1 accurate example of how a plant changes its environment to get what it needs.
Friday — Engineering a Mini Greenhouse
Objective: Student will (building on K skills) design and build a simple structure that helps protect a seedling and gather sunlight and warmth.
Standard: NGSS K-2-ETS1-1 (ask questions, make observations, and gather information about a situation people want to change, to define a simple problem)
Materials: A clear plastic cup or zip-top bag, soil, seeds, tape, a sunny windowsill
Warm-up: Ask, "What could we build to help keep a seed warm and give it enough light?"
Main Activity: 1) Discuss what a greenhouse does (traps sunlight and warmth, protects from wind/cold). 2) Child plants a seed in soil inside the clear cup/bag and seals or covers it to trap warmth. 3) Place the mini greenhouse in a sunny spot and predict how it will help the seed grow.
Practice: Child checks the mini greenhouse daily this week and records any changes observed.
Assessment: Child explains how their mini greenhouse design helps meet 2 of the seed's needs.
Monday — Where Our Food Grows: Farms and Gardens Near and Far
Objective: Student will (building on K skills) describe where different foods are grown and identify whether they come from a nearby farm/garden or a faraway place.
Standard: C3 Framework D2.Geo.3.K-2 (use maps and other representations to explain relationships between the locations of places and regions and their environmental characteristics)
Materials: A simple map showing "local" and "far away," pictures of foods and where they're commonly grown
Warm-up: Ask, "Where do you think the apples/bananas we eat come from?"
Main Activity: 1) Discuss the difference between a home garden, a local farm, and food shipped from far away. 2) Sort food pictures into categories based on how far they likely traveled. 3) Discuss why some foods (like bananas) can't grow everywhere.
Practice: Child names one food and explains whether it likely came from nearby or far away.
Assessment: Child correctly sorts 3 new food pictures by likely growing distance.
Tuesday — Jobs That Help Plants Grow
Objective: Student will (building on K skills) describe the roles and responsibilities of at least 3 jobs related to growing plants (farmer, gardener, botanist).
Standard: C3 Framework D2.Eco.6.K-2 (explain how people earn income by producing goods and services people want)
Materials: Picture cards of plant-related jobs, gardening tool props if available
Warm-up: "Guess the job" charades using plant-related actions (digging, watering, planting).
Main Activity: 1) Introduce 3 plant-related jobs with pictures. 2) For each, discuss what they do and why their work matters to the community. 3) Child role-plays being one plant helper for a minute.
Practice: Child matches each job to a tool they use (farmer → tractor, gardener → trowel).
Assessment: Child names 3 plant-related jobs and states one responsibility for each.
Wednesday — Comparing Gardens and Farms Then and Now
Objective: Student will (building on K skills) compare how people planted and harvested food long ago to how it is done today.
Standard: C3 Framework D2.His.2.K-2 (compare life in the past to life in the present)
Materials: Pictures of old-fashioned farming tools (hand plow, hand-cranked equipment) and modern farming tools (tractor, sprinkler system)
Warm-up: Ask, "How do you think farmers planted seeds before machines were invented?"
Main Activity: 1) Compare old and new farming tool pictures side by side. 2) Discuss how farming has become faster and easier with modern tools. 3) Discuss what has stayed the same (plants still need soil, water, and sun).
Practice: Child draws one "then" tool and one "now" tool and dictates a sentence comparing them.
Assessment: Child states one similarity and one difference between farming then and now.
Thursday — Caring for Our Earth: Planting and Environmental Stewardship
Objective: Student will (building on K skills) describe one way planting or caring for plants helps the environment.
Standard: C3 Framework D2.Geo.7.K-2 (explain how human activities affect the cultural and environmental characteristics of places or regions)
Materials: Pictures of trees/gardens helping the environment (shade, clean air, homes for animals), drawing paper
Warm-up: Ask, "Why do you think planting a tree can help our neighborhood?"
Main Activity: 1) Discuss how plants and trees clean the air, provide shade, and give animals homes. 2) Discuss community efforts like planting community gardens or trees along streets. 3) Brainstorm one plant-related way the family could help the environment.
Practice: Child draws a "help our earth" poster showing a planting-related action and dictates a caption.
Assessment: Child states one original idea for helping the environment through planting or plant care.
Friday — Growing as a Learner: How I Can Help as I Grow
Objective: Student will (building on K skills) explain that, just like plants, people grow and change, and describe one way they can take on more responsibility as they grow.
Standard: C3 Framework D2.Civ.2.K-2 (explain how all people, not just official leaders, play important roles in a community)
Materials: This week's plant life-cycle cards, drawing paper
Warm-up: Ask, "How have you grown or changed since you were a baby?"
Main Activity: 1) Compare the plant life cycle to how people also grow and change over time. 2) Discuss new responsibilities the child has taken on this year. 3) Brainstorm one new way the child could help their family or community as they continue to grow.
Practice: Child draws themselves "growing" (like a plant) and dictates one new responsibility they're ready for.
Assessment: Child states one specific way they plan to help more at home or in their community.
Monday — Retelling a Plant Life-Cycle Story in Order
Objective: Student will (building on K skills) retell a plant-themed story in the correct order (beginning, middle, end) with 3+ key details.
Standard: CCSS.ELA-LITERACY.RL.K.2 (retell familiar stories, including key details)
Materials: A picture book about a seed or plant growing, 3 blank story-sequence cards
Warm-up: Look at the book cover and predict what will happen to the seed/plant in the story.
Main Activity: 1) Read the story aloud together, pausing to discuss pictures and events. 2) Ask the child to recall what happened first, next, and last. 3) Child draws or arranges 3 sequence cards to show beginning/middle/end.
Practice: Child retells the story aloud using the sequence cards as prompts.
Assessment: Child includes at least 3 accurate key details in their retelling without prompting.
Tuesday — Main Topic and Key Details in a Plant Nonfiction Text
Objective: Student will (building on K skills) identify the main topic of an informational text about plants and retell 2 key details.
Standard: CCSS.ELA-LITERACY.RI.K.2 (with prompting and support, identify the main topic and retell key details of a text)
Materials: A nonfiction book about plants or gardening
Warm-up: Look at the title and cover; predict what the book will teach.
Main Activity: 1) Read the nonfiction text aloud, pausing to name the main topic (how plants grow). 2) After reading, ask the child to state 2–3 facts they learned. 3) Discuss how this book gives true facts.
Practice: Child draws one fact learned from the book and dictates a labeling sentence.
Assessment: Child states the main topic and 2 accurate key details without prompting.
Wednesday — Understanding Cause and Effect (Sun Causes Growth)
Objective: Student will (building on K skills) describe a cause-and-effect connection between two pieces of information in a nonfiction plant text (e.g., sunlight causes growth).
Standard: CCSS.ELA-LITERACY.RI.K.3 (with prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text)
Materials: A nonfiction plant text discussing plant needs, drawing paper
Warm-up: Ask, "What happens to a plant if it doesn't get enough sunlight or water?"
Main Activity: 1) Read a passage about what happens when a plant gets (or doesn't get) sunlight and water. 2) Discuss the cause (sunlight/water) and effect (plant grows/plant wilts) using the text. 3) Practice stating 1–2 more cause-and-effect pairs from the text.
Practice: Child draws a "cause" picture and an "effect" picture connected by an arrow.
Assessment: Child correctly explains 1 cause-and-effect connection from the text.
Thursday — Comparing Fiction and Nonfiction Plant Books
Objective: Student will (building on K skills) compare and contrast a fiction and a nonfiction book about plants.
Standard: CCSS.ELA-LITERACY.RI.K.9 (with prompting and support, identify basic similarities in and differences between two texts on the same topic)
Materials: Monday's storybook and Tuesday's nonfiction book, a simple T-chart
Warm-up: Recall the main topic/character from each book read this week.
Main Activity: 1) Revisit both books briefly. 2) Fill in the T-chart: what's the same (both about plants growing) and what's different (fiction vs. nonfiction). 3) Discuss which book the child liked better and why.
Practice: Child states one thing learned this week that connects both books.
Assessment: Child names at least 1 similarity and 1 difference between the two books independently.
Friday — Reflecting on a Year of Reading
Objective: Student will (building on K skills) actively participate in a group reflection, naming a favorite book from the year and describing why they enjoyed it.
Standard: CCSS.ELA-LITERACY.RL.K.10 (actively engage in group reading activities with purpose and understanding)
Materials: A stack of favorite books read throughout the year (or a list/photos of them), drawing paper
Warm-up: Flip through several books read earlier in the year and recall their topics.
Main Activity: 1) Look back at books from each quarter (community, seasons, animals, plants). 2) Child chooses their favorite book of the year and explains why. 3) Discuss how the child has grown as a reader since Week 1.
Practice: Child draws their favorite book's cover or a scene from it and dictates 2 sentences about why they loved it.
Assessment: Child names their favorite book and gives 2 specific reasons why, using complete sentences.
Monday — R-Controlled Vowel "ar" Words (farm, star, jar, cart)
Objective: Student will (building on K skills) read, build, and spell 4 words with the r-controlled vowel "ar" with 80% accuracy.
Standard: CCSS.ELA-LITERACY.RF.K.3 (know and apply grade-level phonics and word analysis skills in decoding words)
Materials: Letter tiles (f, a, r, m, s, t, j, c), paper, word list: farm, star, jar, cart
Warm-up: Practice the /ar/ sound in isolation (as in "car") before hearing it in words.
Main Activity: 1) Explain that when "a" is followed by "r," it makes a new sound, /ar/, tied to the farm theme with "farm." 2) Child builds "star," "jar," and "cart," treating "ar" as one sound-unit. 3) Write each word, saying /ar/ as one sound.
Practice: Child illustrates one word (farm) and labels the drawing with the spelled word.
Assessment: Child spells 3 of 4 dictated "ar" words correctly.
Tuesday — R-Controlled Vowel "or" Words (corn, fork, born, storm)
Objective: Student will (building on K skills) read, build, and spell 4 words with the r-controlled vowel "or" with 80% accuracy.
Standard: CCSS.ELA-LITERACY.RF.K.3
Materials: Letter tiles (c, o, r, n, f, k, b, s, t, m), paper, word list: corn, fork, born, storm
Warm-up: Practice the /or/ sound in isolation (as in "for") before hearing it in words.
Main Activity: 1) Model building "corn," tied to the garden/farm theme, pointing out that "o" followed by "r" makes /or/. 2) Child builds "fork," "born," and "storm." 3) Write each word, saying /or/ as one sound.
Practice: Child sorts this week's "ar" and "or" words into two piles by their r-controlled sound.
Assessment: Child spells 3 of 4 dictated "or" words correctly.
Wednesday — Vowel Team "ee" Words (seed, tree, green, feet)
Objective: Student will (building on K skills) read, build, and spell 4 words with the vowel team "ee" with 80% accuracy.
Standard: CCSS.ELA-LITERACY.RF.K.3
Materials: Letter tiles (s, e, d, t, r, g, n, f), paper, word list: seed, tree, green, feet
Warm-up: Practice the long /ē/ sound before hearing it in words.
Main Activity: 1) Explain that two "e"s together make one long /ē/ sound, and model building "seed" (tied to the plant theme). 2) Child builds "tree," "green," and "feet," treating "ee" as one sound-unit. 3) Write each word, saying /ē/ as one sound while writing both letters.
Practice: Child draws a seed growing into a green tree and labels both words.
Assessment: Child spells 3 of 4 dictated "ee" words correctly.
Thursday — High-Frequency Sight Words (grow, out, into, some)
Objective: Student will (building on K skills) read and spell 4 high-frequency sight words automatically.
Standard: CCSS.ELA-LITERACY.RF.K.3.c (read common high-frequency words by sight)
Materials: Sight word flashcards (grow, out, into, some), letter tiles, paper
Warm-up: "Word blitz" — flash each sight word card for 2 seconds; child says it as fast as possible.
Main Activity: 1) Introduce each sight word, noting it must be memorized. 2) Child builds each word with letter tiles while saying letter names aloud. 3) Practice reading each in a theme sentence ("The seed will grow into some flowers.").
Practice: Child writes each sight word from memory 2 times on paper.
Assessment: Child reads all 4 sight word cards correctly within 3 seconds each.
Friday — Weekly Spelling Review and Mini Dictation (Cumulative Year Review)
Objective: Student will (building on K skills) correctly spell 6 of the week's 10 target words from dictation, reviewing phonics patterns learned across the year.
Standard: CCSS.ELA-LITERACY.RF.K.2.b, RF.K.3
Materials: Paper, pencil, this week's full word list (farm, star, jar, cart, corn, fork, born, storm, seed, tree, green, feet, grow, out, into, some — parent selects 10, mixing in 2–3 favorite words from earlier in the year)
Warm-up: Reread all flashcards made this week as a quick fluency check.
Main Activity: 1) Parent says each of 10 words slowly. 2) Child sounds out and writes each word (sight words recalled from memory). 3) Review together, correcting any misspelled words and celebrating growth since Week 1.
Practice: Child rereads their finished list aloud, self-correcting any missed words.
Assessment: Score the mini dictation: 6 or more of 10 words spelled correctly meets the weekly goal.