Week 5: Farm to Table: Where Food Comes From

Objective: Student will identify and correctly use categorizing farm-to-table vocabulary; question words in spoken and written sentences about Farm to Table: Where Food Comes From.

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 (Categorizing farm-to-table vocabulary; question words) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Categorizing farm-to-table vocabulary; question words in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying categorizing farm-to-table vocabulary; question words together. 3) Child attempts categorizing farm-to-table vocabulary; question words with support, receiving feedback.

Practice: Child independently practices categorizing farm-to-table vocabulary; question words, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates categorizing farm-to-table vocabulary; question words correctly in at least 3 of 4 attempts.

Objective: Student will construct complete sentences that correctly apply categorizing farm-to-table vocabulary; question words while talking about Farm to Table: Where Food Comes From.

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 (Categorizing farm-to-table vocabulary; question words) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Categorizing farm-to-table vocabulary; question words in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying categorizing farm-to-table vocabulary; question words together. 3) Child attempts categorizing farm-to-table vocabulary; question words with support, receiving feedback.

Practice: Child independently practices categorizing farm-to-table vocabulary; question words, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates categorizing farm-to-table vocabulary; question words correctly in at least 3 of 4 attempts.

Objective: Student will compare correct and incorrect examples of categorizing farm-to-table vocabulary; question words, 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 (Categorizing farm-to-table vocabulary; question words) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Categorizing farm-to-table vocabulary; question words in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying categorizing farm-to-table vocabulary; question words together. 3) Child attempts categorizing farm-to-table vocabulary; question words with support, receiving feedback.

Practice: Child independently practices categorizing farm-to-table vocabulary; question words, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates categorizing farm-to-table vocabulary; question words correctly in at least 3 of 4 attempts.

Objective: Student will sort words and pictures related to Farm to Table: Where Food Comes From based on categorizing farm-to-table vocabulary; question words.

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 (Categorizing farm-to-table vocabulary; question words) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Categorizing farm-to-table vocabulary; question words in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying categorizing farm-to-table vocabulary; question words together. 3) Child attempts categorizing farm-to-table vocabulary; question words with support, receiving feedback.

Practice: Child independently practices categorizing farm-to-table vocabulary; question words, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates categorizing farm-to-table vocabulary; question words correctly in at least 3 of 4 attempts.

Objective: Student will independently demonstrate mastery of categorizing farm-to-table vocabulary; question words by producing 3-4 original examples tied to Farm to Table: Where Food Comes From.

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 (Categorizing farm-to-table vocabulary; question words) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Categorizing farm-to-table vocabulary; question words in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying categorizing farm-to-table vocabulary; question words together. 3) Child attempts categorizing farm-to-table vocabulary; question words with support, receiving feedback.

Practice: Child independently practices categorizing farm-to-table vocabulary; question words, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates categorizing farm-to-table vocabulary; question words correctly in at least 3 of 4 attempts.

Objective: Student will model and explain addition and subtraction within 10; simple word problems using hands-on manipulatives related to Farm to Table: Where Food Comes From.

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 (Addition and subtraction within 10; simple word problems) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Addition and subtraction within 10; simple word problems in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying addition and subtraction within 10; simple word problems together. 3) Child attempts addition and subtraction within 10; simple word problems with support, receiving feedback.

Practice: Child independently practices addition and subtraction within 10; simple word problems, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates addition and subtraction within 10; simple word problems correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving addition and subtraction within 10; simple word problems, 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 (Addition and subtraction within 10; simple word problems) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Addition and subtraction within 10; simple word problems in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying addition and subtraction within 10; simple word problems together. 3) Child attempts addition and subtraction within 10; simple word problems with support, receiving feedback.

Practice: Child independently practices addition and subtraction within 10; simple word problems, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates addition and subtraction within 10; simple word problems correctly in at least 3 of 4 attempts.

Objective: Student will apply addition and subtraction within 10; simple word problems to solve a themed word problem connected to Farm to Table: Where Food Comes From.

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 (Addition and subtraction within 10; simple word problems) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Addition and subtraction within 10; simple word problems in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying addition and subtraction within 10; simple word problems together. 3) Child attempts addition and subtraction within 10; simple word problems with support, receiving feedback.

Practice: Child independently practices addition and subtraction within 10; simple word problems, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates addition and subtraction within 10; simple word problems correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for addition and subtraction within 10; simple word problems 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 (Addition and subtraction within 10; simple word problems) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Addition and subtraction within 10; simple word problems in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying addition and subtraction within 10; simple word problems together. 3) Child attempts addition and subtraction within 10; simple word problems with support, receiving feedback.

Practice: Child independently practices addition and subtraction within 10; simple word problems, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates addition and subtraction within 10; simple word problems correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating addition and subtraction within 10; simple word problems.

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 (Addition and subtraction within 10; simple word problems) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Addition and subtraction within 10; simple word problems in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying addition and subtraction within 10; simple word problems together. 3) Child attempts addition and subtraction within 10; simple word problems with support, receiving feedback.

Practice: Child independently practices addition and subtraction within 10; simple word problems, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates addition and subtraction within 10; simple word problems correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to where food comes from; plants people grow in the context of Farm to Table: Where Food Comes From.

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 (Where food comes from; plants people grow) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Where food comes from; plants people grow in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying where food comes from; plants people grow together. 3) Child attempts where food comes from; plants people grow with support, receiving feedback.

Practice: Child independently practices where food comes from; plants people grow, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates where food comes from; plants people grow correctly in at least 3 of 4 attempts.

Objective: Student will conduct a simple hands-on investigation to explore where food comes from; plants people grow.

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 (Where food comes from; plants people grow) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Where food comes from; plants people grow in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying where food comes from; plants people grow together. 3) Child attempts where food comes from; plants people grow with support, receiving feedback.

Practice: Child independently practices where food comes from; plants people grow, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates where food comes from; plants people grow correctly in at least 3 of 4 attempts.

Objective: Student will explain cause-and-effect relationships involving where food comes from; plants people grow.

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 (Where food comes from; plants people grow) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Where food comes from; plants people grow in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying where food comes from; plants people grow together. 3) Child attempts where food comes from; plants people grow with support, receiving feedback.

Practice: Child independently practices where food comes from; plants people grow, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates where food comes from; plants people grow correctly in at least 3 of 4 attempts.

Objective: Student will compare and classify examples related to where food comes from; plants people grow and Farm to Table: Where Food Comes From.

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 (Where food comes from; plants people grow) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Where food comes from; plants people grow in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying where food comes from; plants people grow together. 3) Child attempts where food comes from; plants people grow with support, receiving feedback.

Practice: Child independently practices where food comes from; plants people grow, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates where food comes from; plants people grow correctly in at least 3 of 4 attempts.

Objective: Student will summarize and share what was learned this week about where food comes from; plants people grow.

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 (Where food comes from; plants people grow) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Where food comes from; plants people grow in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying where food comes from; plants people grow together. 3) Child attempts where food comes from; plants people grow with support, receiving feedback.

Practice: Child independently practices where food comes from; plants people grow, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates where food comes from; plants people grow correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss where food comes from; farmers' role in the community as it relates to Farm to Table: Where Food Comes From.

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 (Where food comes from; farmers' role in the community) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Where food comes from; farmers' role in the community in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying where food comes from; farmers' role in the community together. 3) Child attempts where food comes from; farmers' role in the community with support, receiving feedback.

Practice: Child independently practices where food comes from; farmers' role in the community, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates where food comes from; farmers' role in the community correctly in at least 3 of 4 attempts.

Objective: Student will identify roles and responsibilities connected to where food comes from; farmers' role in the 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 (Where food comes from; farmers' role in the community) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Where food comes from; farmers' role in the community in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying where food comes from; farmers' role in the community together. 3) Child attempts where food comes from; farmers' role in the community with support, receiving feedback.

Practice: Child independently practices where food comes from; farmers' role in the community, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates where food comes from; farmers' role in the community correctly in at least 3 of 4 attempts.

Objective: Student will connect where food comes from; farmers' role in the community 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 (Where food comes from; farmers' role in the community) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Where food comes from; farmers' role in the community in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying where food comes from; farmers' role in the community together. 3) Child attempts where food comes from; farmers' role in the community with support, receiving feedback.

Practice: Child independently practices where food comes from; farmers' role in the community, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates where food comes from; farmers' role in the community correctly in at least 3 of 4 attempts.

Objective: Student will compare different perspectives or places related to where food comes from; farmers' role in the 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 (Where food comes from; farmers' role in the community) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Where food comes from; farmers' role in the community in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying where food comes from; farmers' role in the community together. 3) Child attempts where food comes from; farmers' role in the community with support, receiving feedback.

Practice: Child independently practices where food comes from; farmers' role in the community, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates where food comes from; farmers' role in the community correctly in at least 3 of 4 attempts.

Objective: Student will reflect on and summarize what was learned about where food comes from; farmers' role in the 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 (Where food comes from; farmers' role in the community) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Where food comes from; farmers' role in the community in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying where food comes from; farmers' role in the community together. 3) Child attempts where food comes from; farmers' role in the community with support, receiving feedback.

Practice: Child independently practices where food comes from; farmers' role in the community, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates where food comes from; farmers' role in the community correctly in at least 3 of 4 attempts.

Objective: Student will read a text connected to Farm to Table: Where Food Comes From and retell it while focusing on asking and answering questions.

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 (Asking and answering questions) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Asking and answering questions in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying asking and answering questions together. 3) Child attempts asking and answering questions with support, receiving feedback.

Practice: Child independently practices asking and answering questions, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates asking and answering questions correctly in at least 3 of 4 attempts.

Objective: Student will identify key details in the text that relate to asking and answering questions.

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 (Asking and answering questions) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Asking and answering questions in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying asking and answering questions together. 3) Child attempts asking and answering questions with support, receiving feedback.

Practice: Child independently practices asking and answering questions, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates asking and answering questions correctly in at least 3 of 4 attempts.

Objective: Student will ask and answer questions about the text using asking and answering questions.

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 (Asking and answering questions) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Asking and answering questions in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying asking and answering questions together. 3) Child attempts asking and answering questions with support, receiving feedback.

Practice: Child independently practices asking and answering questions, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates asking and answering questions correctly in at least 3 of 4 attempts.

Objective: Student will compare two texts or passages related to Farm to Table: Where Food Comes From using asking and answering questions.

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 (Asking and answering questions) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Asking and answering questions in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying asking and answering questions together. 3) Child attempts asking and answering questions with support, receiving feedback.

Practice: Child independently practices asking and answering questions, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates asking and answering questions correctly in at least 3 of 4 attempts.

Objective: Student will summarize the week's reading, demonstrating asking and answering questions.

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 (Asking and answering questions) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Asking and answering questions in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying asking and answering questions together. 3) Child attempts asking and answering questions with support, receiving feedback.

Practice: Child independently practices asking and answering questions, applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates asking and answering questions correctly in at least 3 of 4 attempts.

Objective: Student will read, spell, and sort this week's words featuring beginning consonant blends; sight words (bl, cl, fl).

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 (Beginning consonant blends; sight words (bl, cl, fl)) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Beginning consonant blends; sight words (bl, cl, fl) in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying beginning consonant blends; sight words (bl, cl, fl) together. 3) Child attempts beginning consonant blends; sight words (bl, cl, fl) with support, receiving feedback.

Practice: Child independently practices beginning consonant blends; sight words (bl, cl, fl), applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates beginning consonant blends; sight words (bl, cl, fl) correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using beginning consonant blends; sight words (bl, cl, fl) 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 (Beginning consonant blends; sight words (bl, cl, fl)) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Beginning consonant blends; sight words (bl, cl, fl) in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying beginning consonant blends; sight words (bl, cl, fl) together. 3) Child attempts beginning consonant blends; sight words (bl, cl, fl) with support, receiving feedback.

Practice: Child independently practices beginning consonant blends; sight words (bl, cl, fl), applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates beginning consonant blends; sight words (bl, cl, fl) 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 (Beginning consonant blends; sight words (bl, cl, fl)) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Beginning consonant blends; sight words (bl, cl, fl) in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying beginning consonant blends; sight words (bl, cl, fl) together. 3) Child attempts beginning consonant blends; sight words (bl, cl, fl) with support, receiving feedback.

Practice: Child independently practices beginning consonant blends; sight words (bl, cl, fl), applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates beginning consonant blends; sight words (bl, cl, fl) correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their beginning consonant blends; sight words (bl, cl, fl) 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 (Beginning consonant blends; sight words (bl, cl, fl)) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Beginning consonant blends; sight words (bl, cl, fl) in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying beginning consonant blends; sight words (bl, cl, fl) together. 3) Child attempts beginning consonant blends; sight words (bl, cl, fl) with support, receiving feedback.

Practice: Child independently practices beginning consonant blends; sight words (bl, cl, fl), applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates beginning consonant blends; sight words (bl, cl, fl) correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating beginning consonant blends; sight words (bl, cl, fl).

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 (Beginning consonant blends; sight words (bl, cl, fl)) back to Farm to Table: Where Food Comes From.

Main Activity: 1) Introduce/review Beginning consonant blends; sight words (bl, cl, fl) in the context of Farm to Table: Where Food Comes From. 2) Guided practice applying beginning consonant blends; sight words (bl, cl, fl) together. 3) Child attempts beginning consonant blends; sight words (bl, cl, fl) with support, receiving feedback.

Practice: Child independently practices beginning consonant blends; sight words (bl, cl, fl), applying it to one new example related to Farm to Table: Where Food Comes From.

Assessment: Child demonstrates beginning consonant blends; sight words (bl, cl, fl) correctly in at least 3 of 4 attempts.