Week 5: Farm to Table: Where Food Comes From

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Categorizing farm-to-table vocabulary; question words about food sources) through a warm-up activity tied to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Categorizing farm-to-table vocabulary; question words about food sources. 2) Model the skill once with a concrete example tied to Farm to Table: Where Food Comes From. 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: Categorizing farm-to-table vocabulary; question words about food sources) through a hands-on or written activity connected to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Categorizing farm-to-table vocabulary; question words about food sources. 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: Categorizing farm-to-table vocabulary; question words about food sources) in a new context tied to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From. 2) Student compares or applies Oral/hands-on introduction: Categorizing farm-to-table vocabulary; question words about food sources to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Categorizing farm-to-table vocabulary; question words about food sources.

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

Objective: Student will organize or categorize information related to Farm to Table: Where Food Comes From using this week's skill (Oral/hands-on introduction: Categorizing farm-to-table vocabulary; question words about food sources).

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 Farm to Table: Where Food Comes From. 2) Student sorts/organizes them using Oral/hands-on introduction: Categorizing farm-to-table vocabulary; question words about food sources. 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: Categorizing farm-to-table vocabulary; question words about food sources) connected to Farm to Table: Where Food Comes From.

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: Categorizing farm-to-table vocabulary; question words about food sources) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Sorting by size and color) through a warm-up activity tied to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Sorting by size and color. 2) Model the skill once with a concrete example tied to Farm to Table: Where Food Comes From. 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 (Sorting by size and color) through a hands-on or written activity connected to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From. 2) Student works through 3-4 guided repetitions of Sorting by size and color. 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 (Sorting by size and color) in a new context tied to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From. 2) Student compares or applies Sorting by size and color to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Sorting by size and color.

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

Objective: Student will organize or categorize information related to Farm to Table: Where Food Comes From using this week's skill (Sorting by size and color).

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 Farm to Table: Where Food Comes From. 2) Student sorts/organizes them using Sorting by size and color. 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 (Sorting by size and color) connected to Farm to Table: Where Food Comes From.

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 (Sorting by size and color) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Where food comes from; plants people grow for food) through a warm-up activity tied to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Where food comes from; plants people grow for food. 2) Model the skill once with a concrete example tied to Farm to Table: Where Food Comes From. 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: Where food comes from; plants people grow for food) through a hands-on or written activity connected to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Where food comes from; plants people grow for 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: Where food comes from; plants people grow for food) in a new context tied to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From. 2) Student compares or applies Oral/hands-on introduction: Where food comes from; plants people grow for food to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Where food comes from; plants people grow for food.

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

Objective: Student will organize or categorize information related to Farm to Table: Where Food Comes From using this week's skill (Oral/hands-on introduction: Where food comes from; plants people grow for food).

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 Farm to Table: Where Food Comes From. 2) Student sorts/organizes them using Oral/hands-on introduction: Where food comes from; plants people grow for 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: Where food comes from; plants people grow for food) connected to Farm to Table: Where Food Comes From.

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: Where food comes from; plants people grow for food) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Where food comes from; farmers' role in the community) through a warm-up activity tied to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Where food comes from; farmers' role in the community. 2) Model the skill once with a concrete example tied to Farm to Table: Where Food Comes From. 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: Where food comes from; farmers' role in the community) through a hands-on or written activity connected to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Where food comes from; farmers' role in the community. 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: Where food comes from; farmers' role in the community) in a new context tied to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From. 2) Student compares or applies Oral/hands-on introduction: Where food comes from; farmers' role in the community to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Where food comes from; farmers' role in the community.

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

Objective: Student will organize or categorize information related to Farm to Table: Where Food Comes From using this week's skill (Oral/hands-on introduction: Where food comes from; farmers' role in the community).

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 Farm to Table: Where Food Comes From. 2) Student sorts/organizes them using Oral/hands-on introduction: Where food comes from; farmers' role in the community. 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: Where food comes from; farmers' role in the community) connected to Farm to Table: Where Food Comes From.

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: Where food comes from; farmers' role in the community) 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 farm-to-table nonfiction texts) through a warm-up activity tied to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Asking and answering questions about farm-to-table nonfiction texts. 2) Model the skill once with a concrete example tied to Farm to Table: Where Food Comes From. 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 farm-to-table nonfiction texts) through a hands-on or written activity connected to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Asking and answering questions about farm-to-table nonfiction texts. 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 farm-to-table nonfiction texts) in a new context tied to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From. 2) Student compares or applies Oral/hands-on introduction: Asking and answering questions about farm-to-table nonfiction texts 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 farm-to-table nonfiction texts.

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

Objective: Student will organize or categorize information related to Farm to Table: Where Food Comes From using this week's skill (Oral/hands-on introduction: Asking and answering questions about farm-to-table nonfiction texts).

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 Farm to Table: Where Food Comes From. 2) Student sorts/organizes them using Oral/hands-on introduction: Asking and answering questions about farm-to-table nonfiction texts. 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 farm-to-table nonfiction texts) connected to Farm to Table: Where Food Comes From.

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 farm-to-table nonfiction texts) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Letter recognition: Uu-Zz; beginning sounds) through a warm-up activity tied to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Letter recognition: Uu-Zz; beginning sounds. 2) Model the skill once with a concrete example tied to Farm to Table: Where Food Comes From. 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 recognition: Uu-Zz; beginning sounds) through a hands-on or written activity connected to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From. 2) Student works through 3-4 guided repetitions of Letter recognition: Uu-Zz; beginning sounds. 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 recognition: Uu-Zz; beginning sounds) in a new context tied to Farm to Table: Where Food Comes From.

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 Farm to Table: Where Food Comes From. 2) Student compares or applies Letter recognition: Uu-Zz; beginning sounds to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Letter recognition: Uu-Zz; beginning sounds.

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

Objective: Student will organize or categorize information related to Farm to Table: Where Food Comes From using this week's skill (Letter recognition: Uu-Zz; beginning sounds).

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 Farm to Table: Where Food Comes From. 2) Student sorts/organizes them using Letter recognition: Uu-Zz; beginning sounds. 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 recognition: Uu-Zz; beginning sounds) connected to Farm to Table: Where Food Comes From.

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 recognition: Uu-Zz; beginning sounds) independently, meeting the weekly goal.