Week 31: Gardens and Growing Our Own Food

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Vocabulary and categories for gardening tools and growing food) through a warm-up activity tied to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: oral language, vocabulary, and listening comprehension

Materials: Picture/vocabulary cards related to this week's theme, paper, writing tools

Warm-up: Short discussion or activity introducing Gardens and Growing Our Own Food, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Vocabulary and categories for gardening tools and growing food. 2) Model the skill once with a concrete example tied to Gardens and Growing Our Own Food. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Oral/hands-on introduction: Vocabulary and categories for gardening tools and growing food) through a hands-on or written activity connected to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: oral language, vocabulary, and listening comprehension

Materials: Picture/vocabulary cards related to this week's theme, paper, writing tools

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Gardens and Growing Our Own Food. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Vocabulary and categories for gardening tools and growing food. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Oral/hands-on introduction: Vocabulary and categories for gardening tools and growing food) in a new context tied to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: oral language, vocabulary, and listening comprehension

Materials: Picture/vocabulary cards related to this week's theme, paper, writing tools

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Gardens and Growing Our Own Food. 2) Student compares or applies Oral/hands-on introduction: Vocabulary and categories for gardening tools and growing food to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Vocabulary and categories for gardening tools and growing food.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Gardens and Growing Our Own Food using this week's skill (Oral/hands-on introduction: Vocabulary and categories for gardening tools and growing food).

Standard: Early Learning Guidelines: oral language, vocabulary, and listening comprehension

Materials: Picture/vocabulary cards related to this week's theme, paper, writing tools

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Gardens and Growing Our Own Food. 2) Student sorts/organizes them using Oral/hands-on introduction: Vocabulary and categories for gardening tools and growing food. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Oral/hands-on introduction: Vocabulary and categories for gardening tools and growing food) connected to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: oral language, vocabulary, and listening comprehension

Materials: Picture/vocabulary cards related to this week's theme, paper, writing tools

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Oral/hands-on introduction: Vocabulary and categories for gardening tools and growing food) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Counting vegetables in a garden set) through a warm-up activity tied to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: number sense, counting, and simple patterns

Materials: Manipulatives or counters, number line/place-value chart, paper for recording

Warm-up: Short discussion or activity introducing Gardens and Growing Our Own Food, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Counting vegetables in a garden set. 2) Model the skill once with a concrete example tied to Gardens and Growing Our Own Food. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Counting vegetables in a garden set) through a hands-on or written activity connected to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: number sense, counting, and simple patterns

Materials: Manipulatives or counters, number line/place-value chart, paper for recording

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Gardens and Growing Our Own Food. 2) Student works through 3-4 guided repetitions of Counting vegetables in a garden set. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Counting vegetables in a garden set) in a new context tied to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: number sense, counting, and simple patterns

Materials: Manipulatives or counters, number line/place-value chart, paper for recording

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Gardens and Growing Our Own Food. 2) Student compares or applies Counting vegetables in a garden set to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Counting vegetables in a garden set.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Gardens and Growing Our Own Food using this week's skill (Counting vegetables in a garden set).

Standard: Early Learning Guidelines: number sense, counting, and simple patterns

Materials: Manipulatives or counters, number line/place-value chart, paper for recording

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Gardens and Growing Our Own Food. 2) Student sorts/organizes them using Counting vegetables in a garden set. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Counting vegetables in a garden set) connected to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: number sense, counting, and simple patterns

Materials: Manipulatives or counters, number line/place-value chart, paper for recording

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Counting vegetables in a garden set) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Conditions for growing food; observing a simple garden over time) through a warm-up activity tied to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: observation, exploration, and the five senses

Materials: Theme-related materials or pictures, observation journal, writing tools

Warm-up: Short discussion or activity introducing Gardens and Growing Our Own Food, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Conditions for growing food; observing a simple garden over time. 2) Model the skill once with a concrete example tied to Gardens and Growing Our Own Food. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Oral/hands-on introduction: Conditions for growing food; observing a simple garden over time) through a hands-on or written activity connected to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: observation, exploration, and the five senses

Materials: Theme-related materials or pictures, observation journal, writing tools

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Gardens and Growing Our Own Food. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Conditions for growing food; observing a simple garden over time. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Oral/hands-on introduction: Conditions for growing food; observing a simple garden over time) in a new context tied to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: observation, exploration, and the five senses

Materials: Theme-related materials or pictures, observation journal, writing tools

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Gardens and Growing Our Own Food. 2) Student compares or applies Oral/hands-on introduction: Conditions for growing food; observing a simple garden over time to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Conditions for growing food; observing a simple garden over time.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Gardens and Growing Our Own Food using this week's skill (Oral/hands-on introduction: Conditions for growing food; observing a simple garden over time).

Standard: Early Learning Guidelines: observation, exploration, and the five senses

Materials: Theme-related materials or pictures, observation journal, writing tools

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Gardens and Growing Our Own Food. 2) Student sorts/organizes them using Oral/hands-on introduction: Conditions for growing food; observing a simple garden over time. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Oral/hands-on introduction: Conditions for growing food; observing a simple garden over time) connected to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: observation, exploration, and the five senses

Materials: Theme-related materials or pictures, observation journal, writing tools

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Oral/hands-on introduction: Conditions for growing food; observing a simple garden over time) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: School and community gardens; cooperative work to grow food) through a warm-up activity tied to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: self, family, and community awareness

Materials: Theme-related picture cards or reference materials, map/chart as needed, paper

Warm-up: Short discussion or activity introducing Gardens and Growing Our Own Food, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: School and community gardens; cooperative work to grow food. 2) Model the skill once with a concrete example tied to Gardens and Growing Our Own Food. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Oral/hands-on introduction: School and community gardens; cooperative work to grow food) through a hands-on or written activity connected to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: self, family, and community awareness

Materials: Theme-related picture cards or reference materials, map/chart as needed, paper

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Gardens and Growing Our Own Food. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: School and community gardens; cooperative work to grow food. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Oral/hands-on introduction: School and community gardens; cooperative work to grow food) in a new context tied to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: self, family, and community awareness

Materials: Theme-related picture cards or reference materials, map/chart as needed, paper

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Gardens and Growing Our Own Food. 2) Student compares or applies Oral/hands-on introduction: School and community gardens; cooperative work to grow food to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: School and community gardens; cooperative work to grow food.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Gardens and Growing Our Own Food using this week's skill (Oral/hands-on introduction: School and community gardens; cooperative work to grow food).

Standard: Early Learning Guidelines: self, family, and community awareness

Materials: Theme-related picture cards or reference materials, map/chart as needed, paper

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Gardens and Growing Our Own Food. 2) Student sorts/organizes them using Oral/hands-on introduction: School and community gardens; cooperative work to grow food. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Oral/hands-on introduction: School and community gardens; cooperative work to grow food) connected to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: self, family, and community awareness

Materials: Theme-related picture cards or reference materials, map/chart as needed, paper

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Oral/hands-on introduction: School and community gardens; cooperative work to grow food) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Asking and answering questions about a gardening nonfiction text) through a warm-up activity tied to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: print awareness and story listening comprehension

Materials: A book or passage related to this week's theme, graphic organizer

Warm-up: Short discussion or activity introducing Gardens and Growing Our Own Food, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Asking and answering questions about a gardening nonfiction text. 2) Model the skill once with a concrete example tied to Gardens and Growing Our Own Food. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Oral/hands-on introduction: Asking and answering questions about a gardening nonfiction text) through a hands-on or written activity connected to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: print awareness and story listening comprehension

Materials: A book or passage related to this week's theme, graphic organizer

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Gardens and Growing Our Own Food. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Asking and answering questions about a gardening nonfiction text. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Oral/hands-on introduction: Asking and answering questions about a gardening nonfiction text) in a new context tied to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: print awareness and story listening comprehension

Materials: A book or passage related to this week's theme, graphic organizer

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Gardens and Growing Our Own Food. 2) Student compares or applies Oral/hands-on introduction: Asking and answering questions about a gardening nonfiction text to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Asking and answering questions about a gardening nonfiction text.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Gardens and Growing Our Own Food using this week's skill (Oral/hands-on introduction: Asking and answering questions about a gardening nonfiction text).

Standard: Early Learning Guidelines: print awareness and story listening comprehension

Materials: A book or passage related to this week's theme, graphic organizer

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Gardens and Growing Our Own Food. 2) Student sorts/organizes them using Oral/hands-on introduction: Asking and answering questions about a gardening nonfiction text. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Oral/hands-on introduction: Asking and answering questions about a gardening nonfiction text) connected to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: print awareness and story listening comprehension

Materials: A book or passage related to this week's theme, graphic organizer

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Oral/hands-on introduction: Asking and answering questions about a gardening nonfiction text) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Letter-sound match for garden words) through a warm-up activity tied to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: letter recognition and phonological awareness

Materials: Word list for the week, letter tiles or whiteboard, paper

Warm-up: Short discussion or activity introducing Gardens and Growing Our Own Food, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Letter-sound match for garden words. 2) Model the skill once with a concrete example tied to Gardens and Growing Our Own Food. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Letter-sound match for garden words) through a hands-on or written activity connected to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: letter recognition and phonological awareness

Materials: Word list for the week, letter tiles or whiteboard, paper

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Gardens and Growing Our Own Food. 2) Student works through 3-4 guided repetitions of Letter-sound match for garden words. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Letter-sound match for garden words) in a new context tied to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: letter recognition and phonological awareness

Materials: Word list for the week, letter tiles or whiteboard, paper

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Gardens and Growing Our Own Food. 2) Student compares or applies Letter-sound match for garden words to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Letter-sound match for garden words.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Gardens and Growing Our Own Food using this week's skill (Letter-sound match for garden words).

Standard: Early Learning Guidelines: letter recognition and phonological awareness

Materials: Word list for the week, letter tiles or whiteboard, paper

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Gardens and Growing Our Own Food. 2) Student sorts/organizes them using Letter-sound match for garden words. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Letter-sound match for garden words) connected to Gardens and Growing Our Own Food.

Standard: Early Learning Guidelines: letter recognition and phonological awareness

Materials: Word list for the week, letter tiles or whiteboard, paper

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Letter-sound match for garden words) independently, meeting the weekly goal.