Week 30: From Seed to Flower: Plant Life Cycles
Fully detailed, ready-to-teach lesson plans for 3rd - 5th Grade, day by day, across all 6 subjects.
Monday — Naming and Using: Extending toward independent mastery — Sequencing vocabulary (first, next, then, finally)
Objective: Student will identify and correctly use extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) in spoken and written sentences about From Seed to Flower: Plant Life Cycles.
Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)
Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Sequencing vocabulary (first, next, then, finally)) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) together. 3) Child attempts extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — Sequencing vocabulary (first, next, then, finally), applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) correctly in at least 3 of 4 attempts.
Tuesday — Building Sentences with Extending toward independent mastery — Sequencing vocabulary (first, next, then, finally)
Objective: Student will construct complete sentences that correctly apply extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) while talking about From Seed to Flower: Plant Life Cycles.
Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)
Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Sequencing vocabulary (first, next, then, finally)) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) together. 3) Child attempts extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — Sequencing vocabulary (first, next, then, finally), applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) correctly in at least 3 of 4 attempts.
Wednesday — Comparing Examples of Extending toward independent mastery — Sequencing vocabulary (first, next, then, finally)
Objective: Student will compare correct and incorrect examples of extending toward independent mastery — Sequencing vocabulary (first, next, then, finally), explaining what makes each one right or wrong.
Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)
Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Sequencing vocabulary (first, next, then, finally)) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) together. 3) Child attempts extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — Sequencing vocabulary (first, next, then, finally), applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) correctly in at least 3 of 4 attempts.
Thursday — Sorting and Categorizing: Extending toward independent mastery — Sequencing vocabulary (first, next, then, finally)
Objective: Student will sort words and pictures related to From Seed to Flower: Plant Life Cycles based on extending toward independent mastery — Sequencing vocabulary (first, next, then, finally).
Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)
Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Sequencing vocabulary (first, next, then, finally)) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) together. 3) Child attempts extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — Sequencing vocabulary (first, next, then, finally), applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) correctly in at least 3 of 4 attempts.
Friday — Weekly Language Review: Extending toward independent mastery — Sequencing vocabulary (first, next, then, finally)
Objective: Student will independently demonstrate mastery of extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) by producing 3-4 original examples tied to From Seed to Flower: Plant Life Cycles.
Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)
Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Sequencing vocabulary (first, next, then, finally)) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) together. 3) Child attempts extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — Sequencing vocabulary (first, next, then, finally), applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — Sequencing vocabulary (first, next, then, finally) correctly in at least 3 of 4 attempts.
Monday — Introducing: Ratios and simple proportional reasoning (grade 5 stretch)
Objective: Student will model and explain ratios and simple proportional reasoning (grade 5 stretch) using hands-on manipulatives related to From Seed to Flower: Plant Life Cycles.
Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)
Materials: Counters or small objects, number line or ten-frame, paper for recording
Warm-up: Quick warm-up connecting today's focus (Ratios and simple proportional reasoning (grade 5 stretch)) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Ratios and simple proportional reasoning (grade 5 stretch) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying ratios and simple proportional reasoning (grade 5 stretch) together. 3) Child attempts ratios and simple proportional reasoning (grade 5 stretch) with support, receiving feedback.
Practice: Child independently practices ratios and simple proportional reasoning (grade 5 stretch), applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates ratios and simple proportional reasoning (grade 5 stretch) correctly in at least 3 of 4 attempts.
Tuesday — Guided Practice: Ratios and simple proportional reasoning (grade 5 stretch)
Objective: Student will solve guided problems involving ratios and simple proportional reasoning (grade 5 stretch), explaining each step aloud.
Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)
Materials: Counters or small objects, number line or ten-frame, paper for recording
Warm-up: Quick warm-up connecting today's focus (Ratios and simple proportional reasoning (grade 5 stretch)) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Ratios and simple proportional reasoning (grade 5 stretch) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying ratios and simple proportional reasoning (grade 5 stretch) together. 3) Child attempts ratios and simple proportional reasoning (grade 5 stretch) with support, receiving feedback.
Practice: Child independently practices ratios and simple proportional reasoning (grade 5 stretch), applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates ratios and simple proportional reasoning (grade 5 stretch) correctly in at least 3 of 4 attempts.
Wednesday — Applying Ratios and simple proportional reasoning (grade 5 stretch) to Real Problems
Objective: Student will apply ratios and simple proportional reasoning (grade 5 stretch) to solve a themed word problem connected to From Seed to Flower: Plant Life Cycles.
Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)
Materials: Counters or small objects, number line or ten-frame, paper for recording
Warm-up: Quick warm-up connecting today's focus (Ratios and simple proportional reasoning (grade 5 stretch)) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Ratios and simple proportional reasoning (grade 5 stretch) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying ratios and simple proportional reasoning (grade 5 stretch) together. 3) Child attempts ratios and simple proportional reasoning (grade 5 stretch) with support, receiving feedback.
Practice: Child independently practices ratios and simple proportional reasoning (grade 5 stretch), applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates ratios and simple proportional reasoning (grade 5 stretch) correctly in at least 3 of 4 attempts.
Thursday — Checking and Comparing: Ratios and simple proportional reasoning (grade 5 stretch)
Objective: Student will check work and compare strategies for ratios and simple proportional reasoning (grade 5 stretch) with a partner or parent.
Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)
Materials: Counters or small objects, number line or ten-frame, paper for recording
Warm-up: Quick warm-up connecting today's focus (Ratios and simple proportional reasoning (grade 5 stretch)) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Ratios and simple proportional reasoning (grade 5 stretch) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying ratios and simple proportional reasoning (grade 5 stretch) together. 3) Child attempts ratios and simple proportional reasoning (grade 5 stretch) with support, receiving feedback.
Practice: Child independently practices ratios and simple proportional reasoning (grade 5 stretch), applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates ratios and simple proportional reasoning (grade 5 stretch) correctly in at least 3 of 4 attempts.
Friday — Weekly Math Challenge: Ratios and simple proportional reasoning (grade 5 stretch)
Objective: Student will independently complete a mixed-problem challenge demonstrating ratios and simple proportional reasoning (grade 5 stretch).
Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)
Materials: Counters or small objects, number line or ten-frame, paper for recording
Warm-up: Quick warm-up connecting today's focus (Ratios and simple proportional reasoning (grade 5 stretch)) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Ratios and simple proportional reasoning (grade 5 stretch) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying ratios and simple proportional reasoning (grade 5 stretch) together. 3) Child attempts ratios and simple proportional reasoning (grade 5 stretch) with support, receiving feedback.
Practice: Child independently practices ratios and simple proportional reasoning (grade 5 stretch), applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates ratios and simple proportional reasoning (grade 5 stretch) correctly in at least 3 of 4 attempts.
Monday — Observing: Extending toward independent mastery — Complete plant life cycle from seed to flower to seed again
Objective: Student will make and record observations related to extending toward independent mastery — Complete plant life cycle from seed to flower to seed again in the context of From Seed to Flower: Plant Life Cycles.
Standard: NGSS (observe, describe, and explain patterns in the natural world)
Materials: Theme-related picture cards or real objects, observation journal, crayons
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Complete plant life cycle from seed to flower to seed again) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — Complete plant life cycle from seed to flower to seed again in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — Complete plant life cycle from seed to flower to seed again together. 3) Child attempts extending toward independent mastery — Complete plant life cycle from seed to flower to seed again with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — Complete plant life cycle from seed to flower to seed again, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — Complete plant life cycle from seed to flower to seed again correctly in at least 3 of 4 attempts.
Tuesday — Investigating: Extending toward independent mastery — Complete plant life cycle from seed to flower to seed again
Objective: Student will conduct a simple hands-on investigation to explore extending toward independent mastery — Complete plant life cycle from seed to flower to seed again.
Standard: NGSS (observe, describe, and explain patterns in the natural world)
Materials: Theme-related picture cards or real objects, observation journal, crayons
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Complete plant life cycle from seed to flower to seed again) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — Complete plant life cycle from seed to flower to seed again in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — Complete plant life cycle from seed to flower to seed again together. 3) Child attempts extending toward independent mastery — Complete plant life cycle from seed to flower to seed again with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — Complete plant life cycle from seed to flower to seed again, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — Complete plant life cycle from seed to flower to seed again correctly in at least 3 of 4 attempts.
Wednesday — Explaining Cause and Effect: Extending toward independent mastery — Complete plant life cycle from seed to flower to seed again
Objective: Student will explain cause-and-effect relationships involving extending toward independent mastery — Complete plant life cycle from seed to flower to seed again.
Standard: NGSS (observe, describe, and explain patterns in the natural world)
Materials: Theme-related picture cards or real objects, observation journal, crayons
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Complete plant life cycle from seed to flower to seed again) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — Complete plant life cycle from seed to flower to seed again in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — Complete plant life cycle from seed to flower to seed again together. 3) Child attempts extending toward independent mastery — Complete plant life cycle from seed to flower to seed again with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — Complete plant life cycle from seed to flower to seed again, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — Complete plant life cycle from seed to flower to seed again correctly in at least 3 of 4 attempts.
Thursday — Comparing and Classifying: Extending toward independent mastery — Complete plant life cycle from seed to flower to seed again
Objective: Student will compare and classify examples related to extending toward independent mastery — Complete plant life cycle from seed to flower to seed again and From Seed to Flower: Plant Life Cycles.
Standard: NGSS (observe, describe, and explain patterns in the natural world)
Materials: Theme-related picture cards or real objects, observation journal, crayons
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Complete plant life cycle from seed to flower to seed again) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — Complete plant life cycle from seed to flower to seed again in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — Complete plant life cycle from seed to flower to seed again together. 3) Child attempts extending toward independent mastery — Complete plant life cycle from seed to flower to seed again with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — Complete plant life cycle from seed to flower to seed again, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — Complete plant life cycle from seed to flower to seed again correctly in at least 3 of 4 attempts.
Friday — Sharing Findings: Extending toward independent mastery — Complete plant life cycle from seed to flower to seed again
Objective: Student will summarize and share what was learned this week about extending toward independent mastery — Complete plant life cycle from seed to flower to seed again.
Standard: NGSS (observe, describe, and explain patterns in the natural world)
Materials: Theme-related picture cards or real objects, observation journal, crayons
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Complete plant life cycle from seed to flower to seed again) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — Complete plant life cycle from seed to flower to seed again in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — Complete plant life cycle from seed to flower to seed again together. 3) Child attempts extending toward independent mastery — Complete plant life cycle from seed to flower to seed again with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — Complete plant life cycle from seed to flower to seed again, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — Complete plant life cycle from seed to flower to seed again correctly in at least 3 of 4 attempts.
Monday — Exploring: Extending toward independent mastery — How farmers and gardeners plan and sequence their work
Objective: Student will describe and discuss extending toward independent mastery — How farmers and gardeners plan and sequence their work as it relates to From Seed to Flower: Plant Life Cycles.
Standard: C3 Framework D2 (civics, geography, and community relationships)
Materials: Theme-related picture cards, simple map or chart as needed, paper
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — How farmers and gardeners plan and sequence their work) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — How farmers and gardeners plan and sequence their work in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — How farmers and gardeners plan and sequence their work together. 3) Child attempts extending toward independent mastery — How farmers and gardeners plan and sequence their work with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — How farmers and gardeners plan and sequence their work, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — How farmers and gardeners plan and sequence their work correctly in at least 3 of 4 attempts.
Tuesday — Roles and Responsibilities: Extending toward independent mastery — How farmers and gardeners plan and sequence their work
Objective: Student will identify roles and responsibilities connected to extending toward independent mastery — How farmers and gardeners plan and sequence their work.
Standard: C3 Framework D2 (civics, geography, and community relationships)
Materials: Theme-related picture cards, simple map or chart as needed, paper
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — How farmers and gardeners plan and sequence their work) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — How farmers and gardeners plan and sequence their work in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — How farmers and gardeners plan and sequence their work together. 3) Child attempts extending toward independent mastery — How farmers and gardeners plan and sequence their work with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — How farmers and gardeners plan and sequence their work, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — How farmers and gardeners plan and sequence their work correctly in at least 3 of 4 attempts.
Wednesday — Connecting to Our Community: Extending toward independent mastery — How farmers and gardeners plan and sequence their work
Objective: Student will connect extending toward independent mastery — How farmers and gardeners plan and sequence their work to examples in our own community.
Standard: C3 Framework D2 (civics, geography, and community relationships)
Materials: Theme-related picture cards, simple map or chart as needed, paper
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — How farmers and gardeners plan and sequence their work) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — How farmers and gardeners plan and sequence their work in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — How farmers and gardeners plan and sequence their work together. 3) Child attempts extending toward independent mastery — How farmers and gardeners plan and sequence their work with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — How farmers and gardeners plan and sequence their work, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — How farmers and gardeners plan and sequence their work correctly in at least 3 of 4 attempts.
Thursday — Comparing Perspectives: Extending toward independent mastery — How farmers and gardeners plan and sequence their work
Objective: Student will compare different perspectives or places related to extending toward independent mastery — How farmers and gardeners plan and sequence their work.
Standard: C3 Framework D2 (civics, geography, and community relationships)
Materials: Theme-related picture cards, simple map or chart as needed, paper
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — How farmers and gardeners plan and sequence their work) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — How farmers and gardeners plan and sequence their work in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — How farmers and gardeners plan and sequence their work together. 3) Child attempts extending toward independent mastery — How farmers and gardeners plan and sequence their work with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — How farmers and gardeners plan and sequence their work, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — How farmers and gardeners plan and sequence their work correctly in at least 3 of 4 attempts.
Friday — Weekly Community Reflection: Extending toward independent mastery — How farmers and gardeners plan and sequence their work
Objective: Student will reflect on and summarize what was learned about extending toward independent mastery — How farmers and gardeners plan and sequence their work.
Standard: C3 Framework D2 (civics, geography, and community relationships)
Materials: Theme-related picture cards, simple map or chart as needed, paper
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — How farmers and gardeners plan and sequence their work) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — How farmers and gardeners plan and sequence their work in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — How farmers and gardeners plan and sequence their work together. 3) Child attempts extending toward independent mastery — How farmers and gardeners plan and sequence their work with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — How farmers and gardeners plan and sequence their work, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — How farmers and gardeners plan and sequence their work correctly in at least 3 of 4 attempts.
Monday — Reading and Retelling: Extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words
Objective: Student will read a text connected to From Seed to Flower: Plant Life Cycles and retell it while focusing on extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words.
Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)
Materials: A picture book or short passage related to this week's theme, sequencing cards
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words together. 3) Child attempts extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words correctly in at least 3 of 4 attempts.
Tuesday — Digging into Details: Extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words
Objective: Student will identify key details in the text that relate to extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words.
Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)
Materials: A picture book or short passage related to this week's theme, sequencing cards
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words together. 3) Child attempts extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words correctly in at least 3 of 4 attempts.
Wednesday — Asking and Answering Questions: Extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words
Objective: Student will ask and answer questions about the text using extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words.
Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)
Materials: A picture book or short passage related to this week's theme, sequencing cards
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words together. 3) Child attempts extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words correctly in at least 3 of 4 attempts.
Thursday — Comparing Texts: Extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words
Objective: Student will compare two texts or passages related to From Seed to Flower: Plant Life Cycles using extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words.
Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)
Materials: A picture book or short passage related to this week's theme, sequencing cards
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words together. 3) Child attempts extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words correctly in at least 3 of 4 attempts.
Friday — Weekly Reading Reflection: Extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words
Objective: Student will summarize the week's reading, demonstrating extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words.
Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)
Materials: A picture book or short passage related to this week's theme, sequencing cards
Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words together. 3) Child attempts extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words with support, receiving feedback.
Practice: Child independently practices extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates extending toward independent mastery — Sequencing life-cycle events in a story using ordinal/time words correctly in at least 3 of 4 attempts.
Monday — Introducing This Week's Words: Spelling patterns
Objective: Student will read, spell, and sort this week's words featuring spelling patterns.
Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)
Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list
Warm-up: Quick warm-up connecting today's focus (Spelling patterns) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Spelling patterns in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying spelling patterns together. 3) Child attempts spelling patterns with support, receiving feedback.
Practice: Child independently practices spelling patterns, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates spelling patterns correctly in at least 3 of 4 attempts.
Tuesday — Building and Writing: Spelling patterns
Objective: Student will build and write words using spelling patterns with letter tiles or handwriting practice.
Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)
Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list
Warm-up: Quick warm-up connecting today's focus (Spelling patterns) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Spelling patterns in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying spelling patterns together. 3) Child attempts spelling patterns with support, receiving feedback.
Practice: Child independently practices spelling patterns, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates spelling patterns correctly in at least 3 of 4 attempts.
Wednesday — Using Words in Sentences: Spelling patterns
Objective: Student will use this week's spelling words correctly in original sentences.
Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)
Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list
Warm-up: Quick warm-up connecting today's focus (Spelling patterns) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Spelling patterns in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying spelling patterns together. 3) Child attempts spelling patterns with support, receiving feedback.
Practice: Child independently practices spelling patterns, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates spelling patterns correctly in at least 3 of 4 attempts.
Thursday — Word Sort and Pattern Practice: Spelling patterns
Objective: Student will sort and categorize words by their spelling patterns pattern.
Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)
Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list
Warm-up: Quick warm-up connecting today's focus (Spelling patterns) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Spelling patterns in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying spelling patterns together. 3) Child attempts spelling patterns with support, receiving feedback.
Practice: Child independently practices spelling patterns, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates spelling patterns correctly in at least 3 of 4 attempts.
Friday — Friday Spelling Check: Spelling patterns
Objective: Student will complete a mini dictation/spelling check demonstrating spelling patterns.
Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)
Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list
Warm-up: Quick warm-up connecting today's focus (Spelling patterns) back to From Seed to Flower: Plant Life Cycles.
Main Activity: 1) Introduce/review Spelling patterns in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying spelling patterns together. 3) Child attempts spelling patterns with support, receiving feedback.
Practice: Child independently practices spelling patterns, applying it to one new example related to From Seed to Flower: Plant Life Cycles.
Assessment: Child demonstrates spelling patterns correctly in at least 3 of 4 attempts.