Week 29: Parts of a Plant and What They Need

Objective: Student will identify and correctly use adjectives and categories in spoken and written sentences about Parts of a Plant and What They Need.

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 (Adjectives and categories) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Adjectives and categories in the context of Parts of a Plant and What They Need. 2) Guided practice applying adjectives and categories together. 3) Child attempts adjectives and categories with support, receiving feedback.

Practice: Child independently practices adjectives and categories, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates adjectives and categories correctly in at least 3 of 4 attempts.

Objective: Student will construct complete sentences that correctly apply adjectives and categories while talking about Parts of a Plant and What They Need.

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 (Adjectives and categories) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Adjectives and categories in the context of Parts of a Plant and What They Need. 2) Guided practice applying adjectives and categories together. 3) Child attempts adjectives and categories with support, receiving feedback.

Practice: Child independently practices adjectives and categories, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates adjectives and categories correctly in at least 3 of 4 attempts.

Objective: Student will compare correct and incorrect examples of adjectives and categories, 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 (Adjectives and categories) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Adjectives and categories in the context of Parts of a Plant and What They Need. 2) Guided practice applying adjectives and categories together. 3) Child attempts adjectives and categories with support, receiving feedback.

Practice: Child independently practices adjectives and categories, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates adjectives and categories correctly in at least 3 of 4 attempts.

Objective: Student will sort words and pictures related to Parts of a Plant and What They Need based on adjectives and categories.

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 (Adjectives and categories) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Adjectives and categories in the context of Parts of a Plant and What They Need. 2) Guided practice applying adjectives and categories together. 3) Child attempts adjectives and categories with support, receiving feedback.

Practice: Child independently practices adjectives and categories, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates adjectives and categories correctly in at least 3 of 4 attempts.

Objective: Student will independently demonstrate mastery of adjectives and categories by producing 3-4 original examples tied to Parts of a Plant and What They Need.

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 (Adjectives and categories) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Adjectives and categories in the context of Parts of a Plant and What They Need. 2) Guided practice applying adjectives and categories together. 3) Child attempts adjectives and categories with support, receiving feedback.

Practice: Child independently practices adjectives and categories, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates adjectives and categories correctly in at least 3 of 4 attempts.

Objective: Student will model and explain measuring plant height with nonstandard units; comparing measurements using hands-on manipulatives related to Parts of a Plant and What They Need.

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 (Measuring plant height with nonstandard units; comparing measurements) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Measuring plant height with nonstandard units; comparing measurements in the context of Parts of a Plant and What They Need. 2) Guided practice applying measuring plant height with nonstandard units; comparing measurements together. 3) Child attempts measuring plant height with nonstandard units; comparing measurements with support, receiving feedback.

Practice: Child independently practices measuring plant height with nonstandard units; comparing measurements, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates measuring plant height with nonstandard units; comparing measurements correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving measuring plant height with nonstandard units; comparing measurements, 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 (Measuring plant height with nonstandard units; comparing measurements) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Measuring plant height with nonstandard units; comparing measurements in the context of Parts of a Plant and What They Need. 2) Guided practice applying measuring plant height with nonstandard units; comparing measurements together. 3) Child attempts measuring plant height with nonstandard units; comparing measurements with support, receiving feedback.

Practice: Child independently practices measuring plant height with nonstandard units; comparing measurements, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates measuring plant height with nonstandard units; comparing measurements correctly in at least 3 of 4 attempts.

Objective: Student will apply measuring plant height with nonstandard units; comparing measurements to solve a themed word problem connected to Parts of a Plant and What They Need.

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 (Measuring plant height with nonstandard units; comparing measurements) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Measuring plant height with nonstandard units; comparing measurements in the context of Parts of a Plant and What They Need. 2) Guided practice applying measuring plant height with nonstandard units; comparing measurements together. 3) Child attempts measuring plant height with nonstandard units; comparing measurements with support, receiving feedback.

Practice: Child independently practices measuring plant height with nonstandard units; comparing measurements, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates measuring plant height with nonstandard units; comparing measurements correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for measuring plant height with nonstandard units; comparing measurements 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 (Measuring plant height with nonstandard units; comparing measurements) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Measuring plant height with nonstandard units; comparing measurements in the context of Parts of a Plant and What They Need. 2) Guided practice applying measuring plant height with nonstandard units; comparing measurements together. 3) Child attempts measuring plant height with nonstandard units; comparing measurements with support, receiving feedback.

Practice: Child independently practices measuring plant height with nonstandard units; comparing measurements, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates measuring plant height with nonstandard units; comparing measurements correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating measuring plant height with nonstandard units; comparing measurements.

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 (Measuring plant height with nonstandard units; comparing measurements) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Measuring plant height with nonstandard units; comparing measurements in the context of Parts of a Plant and What They Need. 2) Guided practice applying measuring plant height with nonstandard units; comparing measurements together. 3) Child attempts measuring plant height with nonstandard units; comparing measurements with support, receiving feedback.

Practice: Child independently practices measuring plant height with nonstandard units; comparing measurements, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates measuring plant height with nonstandard units; comparing measurements correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to detailed study of roots in the context of Parts of a Plant and What They Need.

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 (Detailed study of roots) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Detailed study of roots in the context of Parts of a Plant and What They Need. 2) Guided practice applying detailed study of roots together. 3) Child attempts detailed study of roots with support, receiving feedback.

Practice: Child independently practices detailed study of roots, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates detailed study of roots correctly in at least 3 of 4 attempts.

Objective: Student will conduct a simple hands-on investigation to explore stems.

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 (stems) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review stems in the context of Parts of a Plant and What They Need. 2) Guided practice applying stems together. 3) Child attempts stems with support, receiving feedback.

Practice: Child independently practices stems, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates stems correctly in at least 3 of 4 attempts.

Objective: Student will explain cause-and-effect relationships involving leaves and their specific jobs.

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 (leaves and their specific jobs) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review leaves and their specific jobs in the context of Parts of a Plant and What They Need. 2) Guided practice applying leaves and their specific jobs together. 3) Child attempts leaves and their specific jobs with support, receiving feedback.

Practice: Child independently practices leaves and their specific jobs, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates leaves and their specific jobs correctly in at least 3 of 4 attempts.

Objective: Student will compare and classify examples related to detailed study of roots and Parts of a Plant and What They Need.

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 (Detailed study of roots) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Detailed study of roots in the context of Parts of a Plant and What They Need. 2) Guided practice applying detailed study of roots together. 3) Child attempts detailed study of roots with support, receiving feedback.

Practice: Child independently practices detailed study of roots, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates detailed study of roots correctly in at least 3 of 4 attempts.

Objective: Student will summarize and share what was learned this week about detailed study of roots.

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 (Detailed study of roots) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Detailed study of roots in the context of Parts of a Plant and What They Need. 2) Guided practice applying detailed study of roots together. 3) Child attempts detailed study of roots with support, receiving feedback.

Practice: Child independently practices detailed study of roots, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates detailed study of roots correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss comparing rural and urban ways people grow and access food as it relates to Parts of a Plant and What They Need.

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 (Comparing rural and urban ways people grow and access food) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Comparing rural and urban ways people grow and access food in the context of Parts of a Plant and What They Need. 2) Guided practice applying comparing rural and urban ways people grow and access food together. 3) Child attempts comparing rural and urban ways people grow and access food with support, receiving feedback.

Practice: Child independently practices comparing rural and urban ways people grow and access food, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates comparing rural and urban ways people grow and access food correctly in at least 3 of 4 attempts.

Objective: Student will identify roles and responsibilities connected to comparing rural and urban ways people grow and access food.

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 (Comparing rural and urban ways people grow and access food) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Comparing rural and urban ways people grow and access food in the context of Parts of a Plant and What They Need. 2) Guided practice applying comparing rural and urban ways people grow and access food together. 3) Child attempts comparing rural and urban ways people grow and access food with support, receiving feedback.

Practice: Child independently practices comparing rural and urban ways people grow and access food, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates comparing rural and urban ways people grow and access food correctly in at least 3 of 4 attempts.

Objective: Student will connect comparing rural and urban ways people grow and access food 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 (Comparing rural and urban ways people grow and access food) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Comparing rural and urban ways people grow and access food in the context of Parts of a Plant and What They Need. 2) Guided practice applying comparing rural and urban ways people grow and access food together. 3) Child attempts comparing rural and urban ways people grow and access food with support, receiving feedback.

Practice: Child independently practices comparing rural and urban ways people grow and access food, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates comparing rural and urban ways people grow and access food correctly in at least 3 of 4 attempts.

Objective: Student will compare different perspectives or places related to comparing rural and urban ways people grow and access food.

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 (Comparing rural and urban ways people grow and access food) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Comparing rural and urban ways people grow and access food in the context of Parts of a Plant and What They Need. 2) Guided practice applying comparing rural and urban ways people grow and access food together. 3) Child attempts comparing rural and urban ways people grow and access food with support, receiving feedback.

Practice: Child independently practices comparing rural and urban ways people grow and access food, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates comparing rural and urban ways people grow and access food correctly in at least 3 of 4 attempts.

Objective: Student will reflect on and summarize what was learned about comparing rural and urban ways people grow and access food.

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 (Comparing rural and urban ways people grow and access food) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Comparing rural and urban ways people grow and access food in the context of Parts of a Plant and What They Need. 2) Guided practice applying comparing rural and urban ways people grow and access food together. 3) Child attempts comparing rural and urban ways people grow and access food with support, receiving feedback.

Practice: Child independently practices comparing rural and urban ways people grow and access food, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates comparing rural and urban ways people grow and access food correctly in at least 3 of 4 attempts.

Objective: Student will read a text connected to Parts of a Plant and What They Need and retell it while focusing on identifying key details in a nonfiction text.

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 (Identifying key details in a nonfiction text) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Identifying key details in a nonfiction text in the context of Parts of a Plant and What They Need. 2) Guided practice applying identifying key details in a nonfiction text together. 3) Child attempts identifying key details in a nonfiction text with support, receiving feedback.

Practice: Child independently practices identifying key details in a nonfiction text, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates identifying key details in a nonfiction text correctly in at least 3 of 4 attempts.

Objective: Student will identify key details in the text that relate to identifying key details in a nonfiction text.

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 (Identifying key details in a nonfiction text) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Identifying key details in a nonfiction text in the context of Parts of a Plant and What They Need. 2) Guided practice applying identifying key details in a nonfiction text together. 3) Child attempts identifying key details in a nonfiction text with support, receiving feedback.

Practice: Child independently practices identifying key details in a nonfiction text, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates identifying key details in a nonfiction text correctly in at least 3 of 4 attempts.

Objective: Student will ask and answer questions about the text using identifying key details in a nonfiction text.

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 (Identifying key details in a nonfiction text) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Identifying key details in a nonfiction text in the context of Parts of a Plant and What They Need. 2) Guided practice applying identifying key details in a nonfiction text together. 3) Child attempts identifying key details in a nonfiction text with support, receiving feedback.

Practice: Child independently practices identifying key details in a nonfiction text, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates identifying key details in a nonfiction text correctly in at least 3 of 4 attempts.

Objective: Student will compare two texts or passages related to Parts of a Plant and What They Need using identifying key details in a nonfiction text.

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 (Identifying key details in a nonfiction text) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Identifying key details in a nonfiction text in the context of Parts of a Plant and What They Need. 2) Guided practice applying identifying key details in a nonfiction text together. 3) Child attempts identifying key details in a nonfiction text with support, receiving feedback.

Practice: Child independently practices identifying key details in a nonfiction text, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates identifying key details in a nonfiction text correctly in at least 3 of 4 attempts.

Objective: Student will summarize the week's reading, demonstrating identifying key details in a nonfiction text.

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 (Identifying key details in a nonfiction text) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Identifying key details in a nonfiction text in the context of Parts of a Plant and What They Need. 2) Guided practice applying identifying key details in a nonfiction text together. 3) Child attempts identifying key details in a nonfiction text with support, receiving feedback.

Practice: Child independently practices identifying key details in a nonfiction text, applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates identifying key details in a nonfiction text correctly in at least 3 of 4 attempts.

Objective: Student will read, spell, and sort this week's words featuring vowel team "ee" continued and "y" as a vowel (baby, funny).

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 (Vowel team "ee" continued and "y" as a vowel (baby, funny)) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Vowel team "ee" continued and "y" as a vowel (baby, funny) in the context of Parts of a Plant and What They Need. 2) Guided practice applying vowel team "ee" continued and "y" as a vowel (baby, funny) together. 3) Child attempts vowel team "ee" continued and "y" as a vowel (baby, funny) with support, receiving feedback.

Practice: Child independently practices vowel team "ee" continued and "y" as a vowel (baby, funny), applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates vowel team "ee" continued and "y" as a vowel (baby, funny) correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using vowel team "ee" continued and "y" as a vowel (baby, funny) 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 (Vowel team "ee" continued and "y" as a vowel (baby, funny)) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Vowel team "ee" continued and "y" as a vowel (baby, funny) in the context of Parts of a Plant and What They Need. 2) Guided practice applying vowel team "ee" continued and "y" as a vowel (baby, funny) together. 3) Child attempts vowel team "ee" continued and "y" as a vowel (baby, funny) with support, receiving feedback.

Practice: Child independently practices vowel team "ee" continued and "y" as a vowel (baby, funny), applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates vowel team "ee" continued and "y" as a vowel (baby, funny) correctly in at least 3 of 4 attempts.

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 (Vowel team "ee" continued and "y" as a vowel (baby, funny)) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Vowel team "ee" continued and "y" as a vowel (baby, funny) in the context of Parts of a Plant and What They Need. 2) Guided practice applying vowel team "ee" continued and "y" as a vowel (baby, funny) together. 3) Child attempts vowel team "ee" continued and "y" as a vowel (baby, funny) with support, receiving feedback.

Practice: Child independently practices vowel team "ee" continued and "y" as a vowel (baby, funny), applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates vowel team "ee" continued and "y" as a vowel (baby, funny) correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their vowel team "ee" continued and "y" as a vowel (baby, funny) 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 (Vowel team "ee" continued and "y" as a vowel (baby, funny)) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Vowel team "ee" continued and "y" as a vowel (baby, funny) in the context of Parts of a Plant and What They Need. 2) Guided practice applying vowel team "ee" continued and "y" as a vowel (baby, funny) together. 3) Child attempts vowel team "ee" continued and "y" as a vowel (baby, funny) with support, receiving feedback.

Practice: Child independently practices vowel team "ee" continued and "y" as a vowel (baby, funny), applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates vowel team "ee" continued and "y" as a vowel (baby, funny) correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating vowel team "ee" continued and "y" as a vowel (baby, funny).

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 (Vowel team "ee" continued and "y" as a vowel (baby, funny)) back to Parts of a Plant and What They Need.

Main Activity: 1) Introduce/review Vowel team "ee" continued and "y" as a vowel (baby, funny) in the context of Parts of a Plant and What They Need. 2) Guided practice applying vowel team "ee" continued and "y" as a vowel (baby, funny) together. 3) Child attempts vowel team "ee" continued and "y" as a vowel (baby, funny) with support, receiving feedback.

Practice: Child independently practices vowel team "ee" continued and "y" as a vowel (baby, funny), applying it to one new example related to Parts of a Plant and What They Need.

Assessment: Child demonstrates vowel team "ee" continued and "y" as a vowel (baby, funny) correctly in at least 3 of 4 attempts.