Week 30: From Seed to Flower: Plant Life Cycles

Objective: Student will identify and correctly use 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 (Sequencing vocabulary (first, next, then, finally)) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review Sequencing vocabulary (first, next, then, finally) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying sequencing vocabulary (first, next, then, finally) together. 3) Child attempts sequencing vocabulary (first, next, then, finally) with support, receiving feedback.

Practice: Child independently practices sequencing vocabulary (first, next, then, finally), applying it to one new example related to From Seed to Flower: Plant Life Cycles.

Assessment: Child demonstrates sequencing vocabulary (first, next, then, finally) correctly in at least 3 of 4 attempts.

Objective: Student will construct complete sentences that correctly apply 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 (Sequencing vocabulary (first, next, then, finally)) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review Sequencing vocabulary (first, next, then, finally) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying sequencing vocabulary (first, next, then, finally) together. 3) Child attempts sequencing vocabulary (first, next, then, finally) with support, receiving feedback.

Practice: Child independently practices sequencing vocabulary (first, next, then, finally), applying it to one new example related to From Seed to Flower: Plant Life Cycles.

Assessment: Child demonstrates sequencing vocabulary (first, next, then, finally) correctly in at least 3 of 4 attempts.

Objective: Student will compare correct and incorrect examples of 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 (Sequencing vocabulary (first, next, then, finally)) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review Sequencing vocabulary (first, next, then, finally) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying sequencing vocabulary (first, next, then, finally) together. 3) Child attempts sequencing vocabulary (first, next, then, finally) with support, receiving feedback.

Practice: Child independently practices sequencing vocabulary (first, next, then, finally), applying it to one new example related to From Seed to Flower: Plant Life Cycles.

Assessment: Child demonstrates sequencing vocabulary (first, next, then, finally) correctly in at least 3 of 4 attempts.

Objective: Student will sort words and pictures related to From Seed to Flower: Plant Life Cycles based on 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 (Sequencing vocabulary (first, next, then, finally)) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review Sequencing vocabulary (first, next, then, finally) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying sequencing vocabulary (first, next, then, finally) together. 3) Child attempts sequencing vocabulary (first, next, then, finally) with support, receiving feedback.

Practice: Child independently practices sequencing vocabulary (first, next, then, finally), applying it to one new example related to From Seed to Flower: Plant Life Cycles.

Assessment: Child demonstrates sequencing vocabulary (first, next, then, finally) correctly in at least 3 of 4 attempts.

Objective: Student will independently demonstrate mastery of 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 (Sequencing vocabulary (first, next, then, finally)) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review Sequencing vocabulary (first, next, then, finally) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying sequencing vocabulary (first, next, then, finally) together. 3) Child attempts sequencing vocabulary (first, next, then, finally) with support, receiving feedback.

Practice: Child independently practices sequencing vocabulary (first, next, then, finally), applying it to one new example related to From Seed to Flower: Plant Life Cycles.

Assessment: Child demonstrates sequencing vocabulary (first, next, then, finally) correctly in at least 3 of 4 attempts.

Objective: Student will model and explain sequencing numbers to 100; ordinal numbers (first, second, third) 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 (Sequencing numbers to 100; ordinal numbers (first, second, third)) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review Sequencing numbers to 100; ordinal numbers (first, second, third) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying sequencing numbers to 100; ordinal numbers (first, second, third) together. 3) Child attempts sequencing numbers to 100; ordinal numbers (first, second, third) with support, receiving feedback.

Practice: Child independently practices sequencing numbers to 100; ordinal numbers (first, second, third), applying it to one new example related to From Seed to Flower: Plant Life Cycles.

Assessment: Child demonstrates sequencing numbers to 100; ordinal numbers (first, second, third) correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving sequencing numbers to 100; ordinal numbers (first, second, third), 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 (Sequencing numbers to 100; ordinal numbers (first, second, third)) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review Sequencing numbers to 100; ordinal numbers (first, second, third) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying sequencing numbers to 100; ordinal numbers (first, second, third) together. 3) Child attempts sequencing numbers to 100; ordinal numbers (first, second, third) with support, receiving feedback.

Practice: Child independently practices sequencing numbers to 100; ordinal numbers (first, second, third), applying it to one new example related to From Seed to Flower: Plant Life Cycles.

Assessment: Child demonstrates sequencing numbers to 100; ordinal numbers (first, second, third) correctly in at least 3 of 4 attempts.

Objective: Student will apply sequencing numbers to 100; ordinal numbers (first, second, third) 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 (Sequencing numbers to 100; ordinal numbers (first, second, third)) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review Sequencing numbers to 100; ordinal numbers (first, second, third) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying sequencing numbers to 100; ordinal numbers (first, second, third) together. 3) Child attempts sequencing numbers to 100; ordinal numbers (first, second, third) with support, receiving feedback.

Practice: Child independently practices sequencing numbers to 100; ordinal numbers (first, second, third), applying it to one new example related to From Seed to Flower: Plant Life Cycles.

Assessment: Child demonstrates sequencing numbers to 100; ordinal numbers (first, second, third) correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for sequencing numbers to 100; ordinal numbers (first, second, third) 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 (Sequencing numbers to 100; ordinal numbers (first, second, third)) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review Sequencing numbers to 100; ordinal numbers (first, second, third) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying sequencing numbers to 100; ordinal numbers (first, second, third) together. 3) Child attempts sequencing numbers to 100; ordinal numbers (first, second, third) with support, receiving feedback.

Practice: Child independently practices sequencing numbers to 100; ordinal numbers (first, second, third), applying it to one new example related to From Seed to Flower: Plant Life Cycles.

Assessment: Child demonstrates sequencing numbers to 100; ordinal numbers (first, second, third) correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating sequencing numbers to 100; ordinal numbers (first, second, third).

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 (Sequencing numbers to 100; ordinal numbers (first, second, third)) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review Sequencing numbers to 100; ordinal numbers (first, second, third) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying sequencing numbers to 100; ordinal numbers (first, second, third) together. 3) Child attempts sequencing numbers to 100; ordinal numbers (first, second, third) with support, receiving feedback.

Practice: Child independently practices sequencing numbers to 100; ordinal numbers (first, second, third), applying it to one new example related to From Seed to Flower: Plant Life Cycles.

Assessment: Child demonstrates sequencing numbers to 100; ordinal numbers (first, second, third) correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to 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 (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 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 complete plant life cycle from seed to flower to seed again together. 3) Child attempts complete plant life cycle from seed to flower to seed again with support, receiving feedback.

Practice: Child independently practices 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 complete plant life cycle from seed to flower to seed again correctly in at least 3 of 4 attempts.

Objective: Student will conduct a simple hands-on investigation to explore 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 (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 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 complete plant life cycle from seed to flower to seed again together. 3) Child attempts complete plant life cycle from seed to flower to seed again with support, receiving feedback.

Practice: Child independently practices 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 complete plant life cycle from seed to flower to seed again correctly in at least 3 of 4 attempts.

Objective: Student will explain cause-and-effect relationships involving 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 (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 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 complete plant life cycle from seed to flower to seed again together. 3) Child attempts complete plant life cycle from seed to flower to seed again with support, receiving feedback.

Practice: Child independently practices 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 complete plant life cycle from seed to flower to seed again correctly in at least 3 of 4 attempts.

Objective: Student will compare and classify examples related to 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 (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 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 complete plant life cycle from seed to flower to seed again together. 3) Child attempts complete plant life cycle from seed to flower to seed again with support, receiving feedback.

Practice: Child independently practices 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 complete plant life cycle from seed to flower to seed again correctly in at least 3 of 4 attempts.

Objective: Student will summarize and share what was learned this week about 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 (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 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 complete plant life cycle from seed to flower to seed again together. 3) Child attempts complete plant life cycle from seed to flower to seed again with support, receiving feedback.

Practice: Child independently practices 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 complete plant life cycle from seed to flower to seed again correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss 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 (How farmers and gardeners plan and sequence their work) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review How farmers and gardeners plan and sequence their work in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying how farmers and gardeners plan and sequence their work together. 3) Child attempts how farmers and gardeners plan and sequence their work with support, receiving feedback.

Practice: Child independently practices 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 how farmers and gardeners plan and sequence their work correctly in at least 3 of 4 attempts.

Objective: Student will identify roles and responsibilities connected to 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 (How farmers and gardeners plan and sequence their work) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review How farmers and gardeners plan and sequence their work in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying how farmers and gardeners plan and sequence their work together. 3) Child attempts how farmers and gardeners plan and sequence their work with support, receiving feedback.

Practice: Child independently practices 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 how farmers and gardeners plan and sequence their work correctly in at least 3 of 4 attempts.

Objective: Student will connect 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 (How farmers and gardeners plan and sequence their work) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review How farmers and gardeners plan and sequence their work in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying how farmers and gardeners plan and sequence their work together. 3) Child attempts how farmers and gardeners plan and sequence their work with support, receiving feedback.

Practice: Child independently practices 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 how farmers and gardeners plan and sequence their work correctly in at least 3 of 4 attempts.

Objective: Student will compare different perspectives or places related to 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 (How farmers and gardeners plan and sequence their work) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review How farmers and gardeners plan and sequence their work in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying how farmers and gardeners plan and sequence their work together. 3) Child attempts how farmers and gardeners plan and sequence their work with support, receiving feedback.

Practice: Child independently practices 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 how farmers and gardeners plan and sequence their work correctly in at least 3 of 4 attempts.

Objective: Student will reflect on and summarize what was learned about 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 (How farmers and gardeners plan and sequence their work) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review How farmers and gardeners plan and sequence their work in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying how farmers and gardeners plan and sequence their work together. 3) Child attempts how farmers and gardeners plan and sequence their work with support, receiving feedback.

Practice: Child independently practices 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 how farmers and gardeners plan and sequence their work correctly in at least 3 of 4 attempts.

Objective: Student will read a text connected to From Seed to Flower: Plant Life Cycles and retell it while focusing on 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 (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 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 sequencing life-cycle events in a story using ordinal/time words together. 3) Child attempts sequencing life-cycle events in a story using ordinal/time words with support, receiving feedback.

Practice: Child independently practices 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 sequencing life-cycle events in a story using ordinal/time words correctly in at least 3 of 4 attempts.

Objective: Student will identify key details in the text that relate to 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 (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 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 sequencing life-cycle events in a story using ordinal/time words together. 3) Child attempts sequencing life-cycle events in a story using ordinal/time words with support, receiving feedback.

Practice: Child independently practices 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 sequencing life-cycle events in a story using ordinal/time words correctly in at least 3 of 4 attempts.

Objective: Student will ask and answer questions about the text using 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 (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 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 sequencing life-cycle events in a story using ordinal/time words together. 3) Child attempts sequencing life-cycle events in a story using ordinal/time words with support, receiving feedback.

Practice: Child independently practices 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 sequencing life-cycle events in a story using ordinal/time words correctly in at least 3 of 4 attempts.

Objective: Student will compare two texts or passages related to From Seed to Flower: Plant Life Cycles using 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 (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 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 sequencing life-cycle events in a story using ordinal/time words together. 3) Child attempts sequencing life-cycle events in a story using ordinal/time words with support, receiving feedback.

Practice: Child independently practices 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 sequencing life-cycle events in a story using ordinal/time words correctly in at least 3 of 4 attempts.

Objective: Student will summarize the week's reading, demonstrating 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 (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 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 sequencing life-cycle events in a story using ordinal/time words together. 3) Child attempts sequencing life-cycle events in a story using ordinal/time words with support, receiving feedback.

Practice: Child independently practices 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 sequencing life-cycle events in a story using ordinal/time words correctly in at least 3 of 4 attempts.

Objective: Student will read, spell, and sort this week's words featuring compound words building on root vocabulary (sunflower, raindrop, flowerpot).

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 (Compound words building on root vocabulary (sunflower, raindrop, flowerpot)) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review Compound words building on root vocabulary (sunflower, raindrop, flowerpot) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying compound words building on root vocabulary (sunflower, raindrop, flowerpot) together. 3) Child attempts compound words building on root vocabulary (sunflower, raindrop, flowerpot) with support, receiving feedback.

Practice: Child independently practices compound words building on root vocabulary (sunflower, raindrop, flowerpot), applying it to one new example related to From Seed to Flower: Plant Life Cycles.

Assessment: Child demonstrates compound words building on root vocabulary (sunflower, raindrop, flowerpot) correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using compound words building on root vocabulary (sunflower, raindrop, flowerpot) 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 (Compound words building on root vocabulary (sunflower, raindrop, flowerpot)) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review Compound words building on root vocabulary (sunflower, raindrop, flowerpot) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying compound words building on root vocabulary (sunflower, raindrop, flowerpot) together. 3) Child attempts compound words building on root vocabulary (sunflower, raindrop, flowerpot) with support, receiving feedback.

Practice: Child independently practices compound words building on root vocabulary (sunflower, raindrop, flowerpot), applying it to one new example related to From Seed to Flower: Plant Life Cycles.

Assessment: Child demonstrates compound words building on root vocabulary (sunflower, raindrop, flowerpot) 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 (Compound words building on root vocabulary (sunflower, raindrop, flowerpot)) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review Compound words building on root vocabulary (sunflower, raindrop, flowerpot) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying compound words building on root vocabulary (sunflower, raindrop, flowerpot) together. 3) Child attempts compound words building on root vocabulary (sunflower, raindrop, flowerpot) with support, receiving feedback.

Practice: Child independently practices compound words building on root vocabulary (sunflower, raindrop, flowerpot), applying it to one new example related to From Seed to Flower: Plant Life Cycles.

Assessment: Child demonstrates compound words building on root vocabulary (sunflower, raindrop, flowerpot) correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their compound words building on root vocabulary (sunflower, raindrop, flowerpot) 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 (Compound words building on root vocabulary (sunflower, raindrop, flowerpot)) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review Compound words building on root vocabulary (sunflower, raindrop, flowerpot) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying compound words building on root vocabulary (sunflower, raindrop, flowerpot) together. 3) Child attempts compound words building on root vocabulary (sunflower, raindrop, flowerpot) with support, receiving feedback.

Practice: Child independently practices compound words building on root vocabulary (sunflower, raindrop, flowerpot), applying it to one new example related to From Seed to Flower: Plant Life Cycles.

Assessment: Child demonstrates compound words building on root vocabulary (sunflower, raindrop, flowerpot) correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating compound words building on root vocabulary (sunflower, raindrop, flowerpot).

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 (Compound words building on root vocabulary (sunflower, raindrop, flowerpot)) back to From Seed to Flower: Plant Life Cycles.

Main Activity: 1) Introduce/review Compound words building on root vocabulary (sunflower, raindrop, flowerpot) in the context of From Seed to Flower: Plant Life Cycles. 2) Guided practice applying compound words building on root vocabulary (sunflower, raindrop, flowerpot) together. 3) Child attempts compound words building on root vocabulary (sunflower, raindrop, flowerpot) with support, receiving feedback.

Practice: Child independently practices compound words building on root vocabulary (sunflower, raindrop, flowerpot), applying it to one new example related to From Seed to Flower: Plant Life Cycles.

Assessment: Child demonstrates compound words building on root vocabulary (sunflower, raindrop, flowerpot) correctly in at least 3 of 4 attempts.