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Project GLADFarmer to Consumer

Grade 1IDEA PAGES

I. UNIT THEME Farms produce products that we rely upon every day. Livestock is raised for the production of food, fiber, or labor Animals have certain characteristics that make them recognizable; offspring

often share these characteristics

II. FOCUS/MOTIVATION Observation Charts Teacher-Made Big Book Inquiry Chart Literacy Awards Picture File Cards Realia Read Aloud Cognitive Content Dictionary

III. CLOSURE Process charts and poems Team farm project Individual Portfolios and assessments Personal exploration free choice writing A letter home to families/evaluation of unit Build a model farm

IV. CONCEPTS-- Grade 1

Humans depend on their natural and constructed environments. Plants and animals closely resemble their parents. Organisms have basic needs. For example, animals need air, water, and food.

Organisms can survive only in environments in which their needs can be met. Animals are classified into different groups. Each classification has characteristics

of its own that help us identify animals. Animal characteristics relate to growth, survival and reproduction.

V. Common Core State Standards (CCSS) – Grade 1

English Language Arts Standards – Reading: Literature

Farmer To Consumer, Level 1, Project GLAD1

A.Erwin & S. Cooper, North Santiam School District, Willamette ESD Consortium, OR, 10/06Revised: J. Koons & Trapp Elementary 1st grade teachers, Rialto USD, CA, 06/09Revised: J. Koons, Caldwell School District, ID, 07/13

Key Ideas and Details

CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.

Craft and Structure

CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.CCSS.ELA-Literacy.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

English Language Arts Standards – Reading: Information Text

Key Ideas and Details

CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text.CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and StructureCCSS.ELA-Literacy.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.CCSS.ELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Integration of Knowledge and IdeasCCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas.Farmer To Consumer, Level 1, Project GLAD

2A.Erwin & S. Cooper, North Santiam School District, Willamette ESD Consortium, OR, 10/06Revised: J. Koons & Trapp Elementary 1st grade teachers, Rialto USD, CA, 06/09Revised: J. Koons, Caldwell School District, ID, 07/13

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CCSS.ELA-Literacy.RI.1.8 Identify the reasons an author gives to support points in a text.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.

English Language Arts Standards – Reading: Foundational Skills

Print ConceptsCCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print.CCSS.ELA-Literacy.RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Phonological AwarenessCCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).CCSS.ELA-Literacy.RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.CCSS.ELA-Literacy.RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word RecognitionCCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words.CCSS.ELA-Literacy.RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.

FluencyCCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.



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CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding.CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.CCSS.ELA-Literacy.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

English Language Arts Standards – Writing

Text Types and Purposes

CCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Production and Distribution of Writing

CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Research to Build and Present Knowledge

CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

English Language Arts Standards – Speaking and Listening

Comprehension and CollaborationCCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.CCSS.ELA-Literacy.SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).



http://www.corestandards.org/ELA-Literacy/SL/1/1/a/

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CCSS.ELA-Literacy.SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.CCSS.ELA-Literacy.SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.CCSS.ELA-Literacy.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Presentation of Knowledge and Ideas

CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.CCSS.ELA-Literacy.SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.)

English Language Arts Standards – Language

Conventions of Standard EnglishCCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-Literacy.L.1.1a Print all upper- and lowercase letters.CCSS.ELA-Literacy.L.1.1b Use common, proper, and possessive nouns.CCSS.ELA-Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).CCSS.ELA-Literacy.L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).CCSS.ELA-Literacy.L.1.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).CCSS.ELA-Literacy.L.1.1f Use frequently occurring adjectives.CCSS.ELA-Literacy.L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because).CCSS.ELA-Literacy.L.1.1h Use determiners (e.g., articles, demonstratives).CCSS.ELA-Literacy.L.1.1i Use frequently occurring prepositions (e.g., during, beyond, toward).CCSS.ELA-Literacy.L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.



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CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-Literacy.L.1.2a Capitalize dates and names of people.CCSS.ELA-Literacy.L.1.2b Use end punctuation for sentences.CCSS.ELA-Literacy.L.1.2c Use commas in dates and to separate single words in a series.CCSS.ELA-Literacy.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.CCSS.ELA-Literacy.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Vocabulary Acquisition and Use

CCSS.ELA-Literacy.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.CCSS.ELA-Literacy.L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase.CCSS.ELA-Literacy.L.1.4b Use frequently occurring affixes as a clue to the meaning of a word.CCSS.ELA-Literacy.L.1.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).CCSS.ELA-Literacy.L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.CCSS.ELA-Literacy.L.1.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).CCSS.ELA-Literacy.L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.CCSS.ELA-Literacy.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

VI. Common Core State Standards (CCSS)-Grade 1

Mathematics – Measurement and Data

Represent and Interpret Data

CCSS.Math.Content.1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.



http://www.corestandards.org/Math/Content/1/MD/C/4









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VII. SCIENCE--Idaho Standards--Grade 1

Standard 1 – Nature of ScienceGoal 1.2: Understand Concepts and Processes of Evidence, Models, and Explanations1.S.1.2.1 Make observations, collect data, and use data.Goal 1.6: Understand Scientific Inquiry and Develop Critical Thinking Skills1.S.1.6.1 Make and record observations.

Standard 3 – BiologyGoal 3.1: Understand the Theory of Biological Evolution1.S.3.1.2 Describe the life cycle of an animal (birth, development, reproduction, death).Goal 3.2: Understand the Relationship between Matter and Energy in Living Systems1.S.3.2.1 State that living things need food to survive.

Standard 5 – Personal and Social Perspectives; Technology Goal 5.1: Understand Common Environmental Quality Issues, Both Natural and Human Induced1.S.5.1.1 Identify the characteristics of local natural environments. (playground, backyard).

VIII. SOCIAL STUDIES--Idaho Standards--Grade 1

Standard 2 – GEOGRAPHYStudents in Grade 1 analyze the spatial organizations of people, places and environment on the earth’s surface and explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.Goal 2.2: Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.Objective(s): By the end of Grade 1, the student will be able to:

1.SS.2.2.1 Describe ways people adjust to their environment. 1.SS.2.2.2 Identify the ways people modify their environment.

Standard 3: EconomicsStudents in Grade 1 explain basic economic concepts and explain the concepts of good personal finance.Goal 3.1: Explain basic economic concepts.Objective(s): By the end of Grade 1, the student will be able to:

1.SS.3.1.1 Identify the basic needs of people such as food, clothing, and shelter.



1.SS.3.1.2 Identify ways people meet their needs by sharing, trading, and using money to buy goods and services.

1.SS.3.1.3 Name things that people may want but do not need and explain the difference.

Standard 4: Civics and GovernmentStudents in Grade 1 build an understanding of the foundational principles of the American political system, the organization and formation of the American system of government, and that all people in the United States rights and assume responsibilities.Goal 4.1: Build an understanding of the foundational principles of the American

political system.Objective(s): By the end of Grade 1, the student will be able to:

1.SS.4.1.1 Explain why rules are necessary at home and school. 1.SS.4.1.2 Create rules and explain why rules must be applied fairly. 1.SS.4.1.4 Identify personal traits, such as courage, honesty, and responsibility.

XI. English Language Development Standards

WIDA English Language Proficiency Standards – 2007 Edition -- IDAHO – Grades 1-2

Levels: 1-entering, 2-emerging, 3-developing, 4-expanding, 5-bridging

ELP Standard 1: Social and Instructional Language, Formative Framework-ListeningExample Topic: Following Directions1.) Follow oral directions according to simple commands using manipulatives or real-life objects (e.g., “Show me your paper.”)2.) Follow oral directions according to simple commands using manipulatives or real-life objects (e.g., Put the cubes in a row across the paper.”)3.) Follow oral directions by comparing them with visual cues, nonverbal cues or modeling (e.g., “Fold the paper in half. Then place it on your table the long way.”)4.) Follow oral directions without visual or nonverbal support and check with a peer (e.g., “Put your name on the top line of the paper.”)5.) Follow a series of oral directions without support (e.g., Put your name on the left-hand side of the paper. Then put the date on the right-hand side.”)

ELP Standard 1: Social and Instructional Language, Summative Framework-ReadingExample Topic: Sharing/Cooperation1.) Match illustrated words with a word bank about cooperation or sharing2.) Identify illustrated phrases reflective of cooperation or sharing (e.g., “I help.”)



3.) Find examples of cooperation or sharing in illustrated sentences (e.g., “I give her my book.”)4.) Select illustrated pairs of sentences reflective of cooperation or sharing (e.g., “I give her my book. She gives me hers.”)5.) Identify titles or main ideas illustrative of cooperation or sharing based on grade-level text.

ELP Standard 2: The Language of Language Arts, Formative Framework-SpeakingExample Topic: Story Telling1.) Repeat new language related to story pictures or wordless picture books modeled by teachers.2.) Describe people or places depicted in story pictures of wordless picture books in small groups or pairs.3.) State actions of characters or describe events depicted in story pictures or wordless picture books in small groups or pairs.4.) Tell stories from pictures or wordless picture books in small groups or pairs.5.) Create original stories from a series of pictures, wordless picture books or personal experiences.

ELP Standard 2: The Language of Language Arts, Formative Framework-ReadingExample Genre: Non-fiction (expository text)1.) Pair illustrated features or photographs of places or objects with icons in non-fiction books in small groups2.) Connect illustrated features or photographs of places or objects with descriptive words or phrases in non-fiction books in small groups3.) Compare/contrast illustrated features of places or objects using graphic organizers and phrases or short sentences in non-fiction books in small groups4.) Categorize illustrated features of places or objects using graphic organizers and sentences in non-fiction books in small groups5.) Summarize features of places or objects from multiple compound sentences in non-fiction books

ELP Standard 2: The Language of Language Arts, Formative Framework-ReadingExample Topic: Sequence of story1.) Sequence a series of pictures to tell stories2.) Match a series of pictures that tell stories with sequence words (e.g., “first,” “then,” “last”)3.) Select titles that correspond to a sequence of pictures4.) Sequence a series of sentences to related pictures5.) Sequence short paragraphs to tell stories



ELP Standard 2: The Language of Language Arts, Summative Framework-ListeningExample Topic: Sequence of story1.) Match pictures to sentences read aloud2.) Order pictures of related sentences read aloud that use sequential language (e.g., first, second, last; first, then, next)3.) Sequence pictures of stories read aloud by beginning, middle and end4.) Match story sequence read aloud to a series of pictures (e.g., “once upon a time…and they lived happily ever after.”)5.) Select logical outcomes or endings to stories read aloud

ELP Standard 2: The Language of Language Arts, Summative Framework-SpeakingExample Topic: Story Elements1.) Name persons (characters) or settings of stories from picture books2.) Describe characters r settings of stories from picture books3.) State main ideas or themes of stories, including characters or settings, from picture books or illustrated short stories4.) Narrate main events of plot sequences in given time frames of picture books or illustrated short stories5.) Re/tell stories using story elements from picture books or short stories

ELP Standard 2: The Language of Science, Summative Framework-ReadingExample Topic: Living Organisms1.) Identifying living organisms from labeled diagrams, pictures in graphs or charts2.) Sort living organisms according to descriptions of their attributes using pictures and phrases with graphic organizers (e.g., T charts)3.) Transfer information on living organisms and their attributes using pictures and sentences to complete graphs or charts4.) Compare living organisms according to their attributes using illustrated graphs or charts and text5.) Interpret graphs or charts related to living organisms and their attributes using explicit grade-level text

ELP Standard 2: The Language of Social Studies, Summative Framework-WritingExample Topic: Products in the marketplace1.) Reproduce or label pictures of products in the marketplace from illustrated word banks2.) Describe products in the marketplace from illustrated examples3.) Compare attributes of two products in the marketplace from illustrated examples4.) State uses of products in the marketplace from illustrated examples5.) Evaluate usefulness of products in the marketplace and give reasons for choices or decisions



WIDA English Language Development Standards – 2012 Amplification -- IDAHO – Grade 1

Levels: 1-entering, 2-emerging, 3-developing, 4-expanding, 5-bridging

ELD Standard 1: Social and Instructional LanguageExample Topic: Recreational Classroom ActivitiesConnection: Common Core Standards for English Language Arts, Reading Standards for Informational Text, Craft and Structure, Integration of Knowledge and Ideas #6–7 (Grade 1): Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Use the illustrations and details in a text to describe its key ideas.Example Context for Language Use: Students gather information from a variety of illustrated texts about recreational activities to share with peers. Cognitive Function: Students at all levels of English language proficiency UNDERSTAND meaning in text.Level 1-Entering: Identify icons from illustrated texts related to games or activities with a partner.Level 2-Emerging: Identify labeled pictures from illustrated texts related to games or activities with a partner.Level 3-Developing: Identify key words in illustrated texts related to games or activities with a partner.Level 4-Expanding: Identify key phrases in illustrated texts related to games or activities with a partner.Level 5-Bridging: Identify short sentences in illustrated texts related to games or activities with a partner.Topic-Related Language: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: illustration, photo, fair

ELD Standard 2: The Language of Language ArtsExample Topic: Text ElementsConnection: Common Core Writing Standards #1–3 (Grade 1): Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.



Example Context for Language Arts: Student authors produce illustrated texts incorporating elements of different text types based on prompts (e.g., for opinions, “My favorite book is…”) to create displays for classroom or school events.Cognitive Function: Students at all levels of English language proficiency CREATE original texts.Level 1-Entering: Draw icons or symbols to represent ideas and text elements from models.Level 2-Emerging: Produce labeled illustrations to represent ideas and text elements from models (e.g., “I like the dog.”)Level 3-Developing: Provide details about ideas and text elements from models (e.g., “I like the funny cat.”)Level 4-Expanding: Connect ideas and text elements from models (e.g., “The dog plays in the park. I like the big park.”)Level 5-Bridging: Compose stories incorporating text elements (e.g., “First, the dog plays in the park. Then, he sees the cat. The dog and cat are friends.”)Topic-Related Language: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: favorite, book report, title.

ELD Standard 5: The Language of Social StudiesExample Topic: Neighborhoods/CommunitiesConnection: Common Core Standards Speaking and Listening Standards K–5 Comprehension and Collaboration #4 (Grade 1): Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.Example Context for Language Use: Students participate in role-play activities (e.g., with costumes/puppets) involving different members of their community using information from classroom guest speakers, field trips, videos, stories, or posters.Cognitive Function: Students at all levels of English language proficiency UNDERSTAND the roles of community members/workers.Level 1-Entering: Name community workers using word walls and realia that represent their roles in different settings.Level 2-Emerging: State the work of community workers using realia (e.g., “Firefighters put out fires.”).Level 3-Developing: Describe the work of community workers using realia (e.g., “Firefighters ride a truck and use a hose to fight fires.”).Level 4-Expanding: Describe in detail the work of community workers using realia (e.g., “Firefighters are brave and work as a team to put out fires.”).Level 5-Bridging: Discuss the work of community workers using realia (e.g., “The firefighters protect our community and save lives. For example…”).Topic-Related Language: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: community, neighborhood, safety.



English Language Development Standards-IDAHO-Grades K-2

Levels: B=Beginning, AB=Advanced Beginning, I=Intermediate, EF=Early Fluent, F=Fluent

ELD Standard 1-ListeningELD 1.1.2 Understand Social and Academic ConversationsB-Respond appropriately to brief, very simple social conversations on familiar topics

with contextual support.AB-Respond appropriately to simple social conversations on mostly familiar topics with

contextual support.I-Respond appropriately to social and simple classroom conversations on mostly

familiar, concrete topics.EF-Respond appropriately to classroom conversations on mostly concrete topics.F-Respond appropriately to classroom conversations on concrete and abstract topics.

ELD 1.1.3 Understand Key Ideas of Information Presented OrallyB-Identify a key idea of very brief, concrete information presented orally with visual support.AB-Identify a few key ideas of brief, mostly concrete information presented orally with visual support.I-Identify a few key ideas of concrete and some abstract information presented orally with some visual support.EF/F-Identify key ideas of information presented orally.

ELD Standard 2-SpeakingELD 2.1.1 Ask and Answer QuestionsB-Ask and answer familiar, very simple questions using gestures or words.AB-Ask and answer simple questions using a few words.I-Ask and answer questions using phrases or simple sentences.EF-Ask and answer questions using detailed sentences with some errors.F-Ask and answer questions using detailed sentences with few errors.

ELD 2.1.3 Retell Stories or ExperiencesB-Respond to prompting about an experience or story using gestures and words.AB-Tell a brief experience or story in response to prompts using words and phrases.I-Tell an experience or story in a logical sequence with some prompting, using phrases and simple sentences.EF-Tell an experience or story in a logical sequence using simple sentences without prompting.



F-Tell an experience or story in a logical sequence using detailed sentences without prompting.

ELD Standard 3: Reading ProcessELD 3.1.7 Read With FluencyB-Read a few familiar, high frequency words fluently.AB-Read familiar high frequency words fluently.I-Read regular and irregular sight words fluently. EF-Read grade-level text at near grade-level fluency. [N/A for K]F-Read grade-level text at grade-level fluency. [N/A for K]

ELD Standard 3: Reading ComprehensionELD 3.2.3 Describe Characters, Settings, and PlotsB-Identify the characters and main event of a story with picture clues, using gestures or words in response to prompting.AB-Identify the characters, setting, and main event of a story with picture clues, using words or phrases orally in response to prompting.I-Identify the characters, setting, and beginning, middle, and end of a story with picture clues, using simple sentences orally in response to prompting.EF/F-Identify and describe the characters, identify the setting, and retell the basic plot in a story.

ELD Standard 4: Writing ApplicationsELD 4.2.2 Write ReportsB-Draw and label a picture and respond to oral prompts about observations of real objects, persons, places, events, or processes using words or phrases.AB-Draw and label a series of pictures and respond to oral prompts about observations of real objects, persons, places, events, or processes using phrases.I-Write brief explanations of observations of real objects, persons, places, events, or processes using a sentence starter template with prompting. [N/A for K]EF-Write brief explanations of observations of real objects, persons, places, events, or processes, using a few simple sentences. [N/A for K]F-Write brief explanations of observations of real objects, persons, places, events, or processes, using more detailed sentences. [N/A for K]



X. VOCABULARY

FarmerAgricultureProductProductionGoodsServicesNeedsProducerConsumerCropBuyerSellerMarketBarnPigPigletSnoutHogHoof

StyChickChickenBeakCoopHenRoosterGoatKidNannyGrazingBillyHornsCowsMilking ParlorDairy FarmProcessing PlantDairyPasteurization

Milk TruckFactoryHomogenizationLivestockUdderCalfPasture GooseWebbedGoslingFeatherWingNestEggBillSheepWoolLambShear



XI. RESOURCES/MATERIALS

BOOKSNon FictionAll Pig’s are Beautiful: Read and Wonder Dick King-Smith 2001Animal Babies on the Farm Editors of Kingfisher 2005Extra Cheese, Please!: Mozzarella’s Journey from Cow to Pizza Chris Peterson 2004Farm Animals (Watch Me Grow) DK Publishing 2005Farm Crops (Let’s See Library) Jennifer Blizin Gillis 2004Farmer’s (Community Helpers) Dee Ready 2005Farmer’s Market: Families Working Together Marcie R. Rendon, et al 2001Farming Gail Gibbons 1990Follow the Crop: From the Farmer’s Field to Our Grocery Store Scott R. Welvaert 2003From Egg to Chicken (Start to Finish) Robin Nelson 2003Hooray for Sheep Farming! Bobbie Kalman 1997If It Weren’t for Farmers Alan Fowler 1993Life on a Cattle Farm (Life on a Farm) Judy Wolfman 2001Life on a Crop Farm (Life on a Farm) 2001Milk from Cow to Carton Aliki 1999My Goats My Farm Heather Miller 2000On the Farm Diane James 2000Out and About at the Dairy Farm Andy Murphy Dick King-Smith 2002Pig Jules Older 2004Pig’s Have Piglets (Animals and Their Young) Lynn M Stone 2000Sheep (Farm Animals) Rachel Bell 2003Tractor (Machines at Work) 2004

FictionAll the Places to Love Patricia MacLachlan 1994Beatrice’s Goat Page McBrier 2004Carlos and the Squash Plant Jan Romero Stevens 1995The Farmer Mark Ludy 1999Raising Yoder’s Barn Jane Yolen 2002The Rusty, Trusty Tractor Joy Cowley 2000

Teacher ResourcesBridges in Mathematics (Grade 1) Math Learning Center

ONLINE RESOURCEShttp://www.wisagclassroom.org/Books.htmhttp://www.dairyfarmersor.com/http://www.alpenrose.com/dairyd.htmhttp://www.tillamookcheese.com/Education/http://www.ageducate.org/links/links2.htmlhttp://www.moomilk.com/tours/tour1-4.htmhttp://www.agr.state.il.us/kidspage/milkstry.html

http://www.beef.org/http://www.poultryegg.org/Resources/index.htmlhttp://www.missionmill.org/index.htmlhttp://www.n4hccs.org/shop/products.

Recipes/Projectshttp://www.woolfestival.com/articles/koolaid.htm - Dye Wool Yarnhttp://www.microsoft.com/education/icecreamscience.mspx -Make Ice Creamhttp://www.educationworld.com/a_lesson/showbiz_science/showbiz_science047.shtml -Make cottage cheesehttp://www.educationworld.com/a_lesson/showbiz_science/showbiz_science015.shtml - Make Butterhttp://www.clover.okstate.edu/fourh/aitc/lessons/intermed/cheese.pdf - Make Cheesehttp://www.wisc.edu/foodsafety/mozzarellacheese.pdf - Make Mozzarella Cheesehttp://www.educationworld.com/a_lesson/showbiz_science/showbiz_science014.shtml - Make Mayonnaise http://www.energyquest.ca.gov/projects/solardogs.html - Solar Hot Dog Cooker


Grade 1UNIT PLANNING PAGES

I. FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Visit a Dairy Farm Teacher Made Big Book Observation Charts Inquiry Chart Picture File Cards Realia Literacy Awards

II. INPUT Graphic Organizer 6 Kingdoms of Life Pictorial Input with 10/2-Dairy Cow to Milk Carton Comparative: Cow and Sheep Narrative –The Very Needy Grocer Read Aloud

III. GUIDED ORAL PRACTICE T-graph for Social Skills Poetry /Chants Picture File Card Activities Sentence Patterning Chart Personal Interaction Team Tasks Expert Groups Mind Map Process Grid

IV. READING/WRITINGTotal Group

Cooperative Strip Paragraph with responding, revising, and editing Story Map Poetry Frame and Flip Chant Highlighting and Sketching Chants Interactive Writing

Flexible Group Team Tasks

o Flip Chanto Strip Booko ABC Booko Pocket Poetryo Process Grido Focused Readingo Input Charts: Creating and Labeling

ELD Review Expert Groups Ear to Ear Reading Flexible Group Reading-leveled and heterogeneous

Individual Learning Log Interactive Journals Listen and Sketch Team Tasks Taken to Individual Task Readers Writers Choice Home-School Connection Individual Tasks

Writer’s Workshop Mini-lesson Writing Conferences Authors Chair

Extended Activities Die wool yarn with Kool-Aid Field Trip to Grocery Store Act Out Narrative Math Farm Unit Art Guest Speakers

- Veterinarian- High School Students-Future Farmers of America (FFA)- 4H Raising Pigs- Leather Worker- Artisan Cheese Maker

Cooking

XII. CLOSURE Process Charts Guess My Category Assessment of Skills in Group Frames and Learning Logs Unit Folders Containing Individual Tasks Teacher and Student Made Quizzes


Grade 1SAMPLE DAILY LESSON PLANS

DAY 1FOCUS/MOTIVATION

Literacy Awards-3 Personal Standards Cognitive Content Dictionary with Signal Word/Interactive Writing Observation Charts Inquiry Chart Big Book- Important Book About Farms (Shared Reading) Poetry/Chant

INPUT Graphic Organizer-Six Kingdoms of Living Things

- 10/2 Primary Language- ELD Review- Learning Log

GUIDED ORAL PRACTICE T-graph for Social Skills-Team Points Picture File Activity

-Free exploration-Classify/categorize

Exploration Report-Modeled Writing Poetry/Chant

INPUT Pictorial Input –Dairy Cow to Milk Carton


Read Aloud- Farmers Market: Families Working Together

READING/WRITING Reading/Writing Choice with Journals/Teacher Models Alphabet Book

CLOSURE Process Inquiry Chart Home/School Connection


Cognitive Content Dictionary with Signal Word/Interactive Writing Process Home School Connection Review Graphic Organizer with Word Cards Review Input Chart with Word Cards Read Aloud

INPUT Narrative Input Chart


GUIDED ORAL PRACTICE Poetry/ Chant-Highlighting

INPUT Comparative: Cow and Sheep


READING/WRITING Alphabet Book

INPUT Read Aloud Extra Cheese, Please: Mozzarellas Journey From Cow to Pizza

- Learning Log-Text/You

READING/ WRITING Flexible Grouping

- Expert Group- Team Tasks

Phonemic Awareness Chant Reading/Writing Choice

- Journals/Teacher Models

CLOSURE Process Inquiry Home/School Connection


Cognitive Content Dictionary with Signal Word Process Home School Connection Review Input Chart with Word Cards Act Out/ Review Narrative with Word Cards/Conversation Bubbles Highlight Poetry/Chants

GUIDED ORAL PRACTICE Sentence Patterning Chart

- Reading Game- Trading Game- Flip Chant

Mind Map

READING/WRITING Alphabet Book Flexible Grouping

- Expert Groups- Team Tasks

Read Aloud

GUIDED ORAL PRACTICE Process Grid Poetry/Chants

READING/WRITING Cooperative Strip Paragraph/Group Frame

- Respond- Revise- Edit

Reading/Writing Choice- Pocket Poetry, Retelling of Narrative, etc.- Authors Chair

CLOSURE Process Inquiry Home/School Connection


Cognitive Content Dictionary with Signal Word Process Home School Connection Process Charts Poetry/Chants

INPUT Narrative Story Map

READING/WRITING Flexible Grouping-Leveled Groups

- ELD Retell-Group Frame- Team Tasks

GUIDED ORAL PRACTICE Poetry/Chant Strip Book-Farms are…

READING/WRITING Listen and Sketch: If It Weren’t For Farmers Reading/Writing Choice

- Journals- Authors Chair

CLOSURE Process Inquiry Home/School Connection Poetry/Chants

Day 5FOCUS/MOTIVATION

Cognitive Content Dictionary with Stumper Word Process Home School Connection Highlight Poetry/Chants

READING/WRITING Flexible Grouping-Leveled Groups

- At or Above Grade Level from Class Group Frame- Struggling /Emergent –Small Here, There Poetry Booklet- Team Tasks

Cloze Reading Activity Ear to Ear Reading Read Aloud

GUIDED ORAL PRACTICE Poetry/Chants

INPUT Guess My Category Introduce Social Action Plan: Recycling Chicken Feathers

- Letter To Dr Walter F Schmidt how can we help increase recycling

READING/WRITING Focused Reading with Personal Cognitive Content Dictionary/Picture Dictionary Read Aloud- All the Places to Love

- Learning Log Reading/Writing Choice

- Big Book Tasks- Model-Total Class- Students-Write, Respond, Edit, Art

CLOSURE Team Presentations Process Inquiry Framed Letter Home Evaluation of the Week Home/School Connection

- Take Portfolios Home and Share Work With Parents

Prediction/Reaction Guide

Name____________________________

BEFORE AFTERFarm animals produce products for people. True or False True or False

Meat and eggs from chickens are called poultry. True or False True or False

Eggs are a goat product. True or False True or False

A cow has an udder that produces milk. True or False True or False

Chickens and goats have a live birth. True or False True or False

Prediction/Reaction Guide

Name____________________________

BEFORE AFTERFarm animals produce products for people. True or False True or False

Meat and eggs from chickens are called poultry. True or False True or False

Eggs are a goat product. True or False True or False

A cow has an udder that produces milk. True or False True or False

Chickens and goats have a live birth. True or False True or False

Literacy Awards

Farms produce products that we rely upon every day.Sketch and label two products on the back.

Chickens are omnivores. Omnivores eat both plants and other animals. Sketch and label some of the food in a chicken’s diet.

Cows drink water, but they produce milk. On the back, sketch and write other products produced by cows.

THE IMPORTANT THING ABOUT FARMSby Amy Erwin and Shealon Cooper

The important thing about farms is they provide products for us to use.

Cattle are raised for many reasons including dairy and beef products. A female is called a cow, a male is called a bull and a baby is called a calf.

But, the most important thing about farms is they provide products for us to use.


Chickens are raised for many reasons including egg and poultry products. A female chicken is called a hen, a male chicken is called a rooster and a baby chicken is called a chick.



Sheep are raised for many reasons including wool and meat products. A female is called an ewe, a male sheep is called a ram and a baby sheep is called a lamb.



Pigs are raised for many reasons including pork products. A female pig is called a sow, a male pig is called a boar, and a baby pig is called a piglet.



Goats are raised for many reasons including milk and meat products. A female goat is called a doe or nanny, a male goat is called a buck or billy, and a baby goat is called a kid.


Dairy Cow to Milk Carton

Dairy Cow to Milk CartonPictorial Input

Categories

Physical Characteristics- 4 legs, hooves, ears, eyes, tail, mouth and an udder (add udder after calf is on

chart)

Diet- A cow grazes on grass, grain, hay and drinks water.

Life Cycle- A cow gives live birth to a calf. - After she gives birth to the calf the cow’s udder fills with milk to feed the calf.- The udder is a bag with 4 teats that the calf sucks on for milk. As the calf gets

older it also eats grass, grain, and hay.

Product- On a dairy farm the milk a cow produces becomes a product for us.- The cow is taken to a milking parlor. The milking machine is attached to the

cow’s teats on the udder. - The milk then goes through pipes to a cold storage tanks. - A special truck that keeps the milk cold takes the milk from the milking tanks and

transports it to the dairy plant.- At the dairy plant the milk is pasteurized to kill the bacteria and then packaged.

Some milk is packed in cartons like the milk we have in the school cafeteria. - The milk can also be used to make cheese, ice cream, and pudding.

Dairy Cow to Milk Carton

ELD Questions

Point to/Locate/Show me1. Point to the cow’s young.2. Show me the part of the cow that fills with milk.3. Trace the path of the milk from the cow to the bottle.

Yes/No1. Is this the calf?2. Does this part of the cow feed her calf?3. Does the milk need to be refrigerated in this process?

Either/Or1. Is the young of a cow called a baby or a calf?2. Does the calf feed from the cow’s udder or the cow’s mouth?3. Does the milk go through pipes straight to the store or through refrigerated tanks?

Open-Ended1. What is the young of a cow called?2. Describe what a cow’s udder does?3. Explain the process of getting the milk from the cow to the store shelf.

Comparative Input

Physical Characteristics-Class Mamalia

Physical Characteristics-Class Mamalia

Life Cycle-live birth-Young=calf (calves)-1 calf per year (2-3 average)-Udders produce milk for calf-female-cow-male-bull-male/female-cattle, bovine

Diet-Herbivores-grass, grain, hay-Kids nurse 2-3 months

Diet-Herbivores-leaves, bark of trees, shrubs, plants, grass-Kids nurse a few months

Life Cycle-live birth-Young=kid (kids)-2-4 kids average-Udders produce milk for kid-female-doe or nanny-male-billy or buck-male/female-goats

THE VERY NEEDY GROCER(Narrative Input Text)

Story Adapted From King Bidgoods In the BathtubBy Amy Erwin and Shealon Cooper

“Help! Help!” cried the grocer when the sun came up. My customers are in the store and there is no bacon! “Oh, who knows what to do?”

“I do!” cried the farmer when the sun came up.“You can buy my pigs for 100 bucks.”

“Help! Help!” cried the grocer when the sun got hot. My customers are in the store and there are no eggs! “Oh, who knows what to do?”

“I do!” cried the farmer when the sun got hot.“You can gather my hen’s eggs for not a lot.” “Help! Help!” cried the grocer when the sun went down. My customers are in the store and there is no milk! “Oh, who knows what to do?”

I do!” cried the farmer when the sun went down.“You can milk my cows, do not frown.”

“Snore! Snore!” went the grocer when the moon shown bright, the grocery store was closed and all was right.

NarrativeThe Very Needy Grocer

ELD Questions

Point to/Locate/Show mePoint to the person who works at the store.Show me where the farmer milks the cow.Locate the farm animal that lays eggs.

Yes/NoIs it morning when there is no bacon?Does the farmer gather the hen’s eggs?At the end of the story, is the grocer snoring at night?

Either/OrIs it midday or sunset when the grocer is out of eggs?Does the farmer, grocer or customer gather the hen’s eggs?At sunset, is the grocer out of milk, eggs or bacon?

Open-EndedWhat happens first in the story?What is the problem the customers have in the story?How does the farmer help solve the problem at the grocery store?

Poetry Book

Name_______________________

FARMERS HERE, FARMERS THEREBy A. Erwin

Farmers here, farmers there,Farmers, farmers everywhere!

Busy farmers shearing,Happy farmers milking,Tired farmers gathering,And hungry farmers working.

Farmers in the field,Farmers by the milk parlor,Farmers on a tractor,And farmers around the farm.


Farmers! Farmers! Farmers!

GABBY’S FARMBy S. Cooper

This is the farm that Gabby built.

These are the sheepThat provide the woolOn the farm that Gabby built.

This is the sheep shearer,Who shears the sheep,That provide the woolOn the farm that Gabby built.

This is the wool room worker,Who washes and spins the wool.Taken from the sheep shearer,Who shears the sheep,That provide the woolOn the farm that Gabby built.

This is Gabby’s sister,Who knits a warm sweater,Using the wool she loves,Taken from the wool room worker Who washes and spins the wool.Taken from the sheep shearer,Who shears the sheep,That provide the woolOn the farm that Gabby built.

Farmyard BugalooS. Cooper & A. Erwin

I’m a farmer and I’m here to say, I work on my farm everyday.Raising livestock is what I like to do,Providing products for your family and you.

Livestock, farmers, equipment too,Doing the Farmyard Bugaloo!

Feeding calves and cows, there is milking to do,Mucking out stalls full of lots of poo.Gathering eggs from the chickens’ nests,Shearing the sheep, no time to rest.


Goats in a herd chewing their cud,Piglets in the pen wallowing in mudDifferent types of farmers working hard every day,Bringing important products to the market for their pay.


Expert Group ChickensPhysical Characteristics

Chickens are birds with two legs, two wings, a beak and bodies covered in feathers called plumage. Chickens have two wattles hanging under their chin and a comb on the top of their head.

Life CycleFemale chickens called hens lay eggs in nests. Hens keep the eggs warm by sitting on them. After 21 days the chick will hatch by breaking the shell apart. Chickens can live to be seven years old.

DietChickens are omnivores. Omnivores eat both plants and other animals. Chickens will eat insects, worms, slugs, and snails. They also eat corn, leaves, seeds and grains.

ProductsChickens are raised all over the world to produce meat and eggs. The meat and eggs from chickens are called poultry products. Some poultry products are: chicken nuggets and eggs.

Interesting FactsEven though chickens have wings they do not fly well. Today there are more chickens in the world than there are people

Expert Group SheepPhysical CharacteristicsSheep are mammals with a thick coat of hair called wool covering their body. Sheep have four legs and hooves. Female sheep have udders. Some sheep have horns that curve out from their head.

LifecycleFemale sheep called ewes usually give live birth to one or two lambs at a time. Sheep are considered full grown at approximately a year old. Sheep can live to be twenty years old.

DietSheep are herbivores. They do not eat other animals. Sheep are grazers eating grass hay and grain from the ground. Lambs drink their mother’s milk and at 4 months will also graze like their parents.

ProductsSheep are raised primarily for their wool and meat. The wool is sheared from the sheep like a haircut and then used to make clothes like sweaters and socks. Lamb chops and mutton are both meat products that come from sheep.

Interesting FactsSheep have many predators. To protect themselves they gather into large groups called flocks. Guardian dogs are used in many countries to protect the sheep from predators.

Expert Group PigsPhysical CharacteristicsPigs are mammals with four short legs, hooves, and a short tail. Pigs have snouts and thick skin that is partly covered in bristly hair.

Life CycleFemale pigs called sows give live birth to litters of 10 or more piglets. Pigs reach their adult size at about two years of age. Pigs can live from 9 to 15 years of age.

DietPigs are omnivores, eating both plants and other animals. Pigs eat what they can find including fruit, insects, mice, and worms. Piglets nurse their mother for approximately 4 weeks then they begin to eat solid food. On a farm they may be fed pig food, which contains grains and soy.

ProductsPigs are raised primarily to provide meat, which is called pork. Pork products include: bacon, pork chops and ham. The skin of the pig may be used for leather and the bristles are used for brushes.

Interesting FactsPigs are considered smarter than dogs. They learning very quickly and they make excellent pets.

Expert Group GoatsPhysical CharacteristicsGoats are mammals with a thick furry coat of hair, short upturned tail, four legs, and hooves. Both male and female goats grow beards from their chins and have pointed horns. A female goat has an udder.

LifecycleFemale goats called a nanny or doe give live birth to kids in the spring. The average number of kids a doe will birth is two, but they can give birth to as many as 5 kids. Goats can live 16 years.

DietGoats are herbivores; they eat only plants not other animals. Goats eat the leaves and bark of trees, shrubs, berry brambles, thistles and other plants and grass. Kids nurse their mother for a few months.

ProductsGoats are raised around the world primarily to provide food products. The milk from goats can be used to make cheese and other dairy products. Goat meat is often called chevon.

Interesting FactsGoats require little space and are often raised where cattle and sheep can’t be. Around the world people drink more goat milk than cow milk and goat meat is eaten more than chicken, beef, or pork.

Process Grid

AnimalPhysical Characteristics

Life Cycle Diet ProductInteresting

Facts

Cow

Chicken

Sheep

Pig

Goat

Guess My Category

Cow Sheep Goat

Pig Chicken

Guess My Category

CowMilkBeefCalf

Milk ParlorGraze on grass

SheepWoolLamb

Wool RoomShearEweRam

GoatNannyBeard

KidEats berry brambles

BillyMeat called chevon

Raised where there is little room for cattle

PigPork

Omnivore: eat worms and miceLitter of 10 or more piglets

BaconHam

Short legsSmarter than dogs

ChickenHens lay eggs

Has two wattlesWingsPoultryChick

Farms (1)-Alphabet Book

AgricultureBeefCowDoeEggFarmerGoatHenIce CreamJerkyKidLivestockMilkNannyOmlettePigQualRoosterSowTurkeyUdderVeilWoolFoX a predator of sheepYolkZoologist

Social Action Plan

Researcher, Dr. Walter F Schmidt, has found ways to recycle chicken feathers into diapers and other products.

Brainstorm ways we can help increase recycling.

Brainstorm ways we can help recycle.Pros + Cons –

1.

2.

3.

Choose one way we can help recycle and write a letter with your team.

Here, There Booklet

Project GLADBy Ms. Koons

Farmers here, farmers thereFarmers, farmers everywhere

Busy farmers shearing,

Happy farmers milking,

Farmers! Farmers! Farmers!

Farmers here, farmers thereFarmers, farmers everywhere

Tired farmers gathering,

And hungry farmers working.

Farmers in the field,

Farmers by the milk parlor,

Farmers on a tractor,

And farmers around the farm.

Pocket Poetry


Busy farmers shearing,Happy farmers milking,Tired farmers gathering,And hungry farmers working.Farmers in the field,Farmers by the milk parlor,Farmers on a tractor,And farmers around the farm.Farmers here, farmers there,Farmers, farmers everywhere!Farmers! Farmers! Farmers!

Home School Connection #1Farm Unit

Name: _____________________ Date: _____________

Talk to your family and find out what their favorite farm animal is. Sketch or write what your family shared.

Parent Signature: _______________________________


Name: _____________________ Date: _____________

Discuss with your family if they have ever been to a farm. Sketch or write what your family shared.



Name: _____________________ Date: _____________

Survey your family and find out what their favorite farm product is. Sketch or write their answer.



Name: _____________________ Date: _____________

Retell the narrative to someone in your family. What was their favorite part? Sketch or write their response.


Conexión de Casa y Escuela #1UNIDAD DE GRANJA

Nombre: _____________________ Fecha: _____________

Habla con tu familia acerca de cuál es su animal favorita de granja. Dibuja o escribe lo que compartieron.

Firma de padre_________________________


Nombre: _____________________ Fecha: _____________

Habla con tu familia para que se informe si han visitado una granja. Dibuja o escribe lo que compartieron.

Firma de padre_________________________


Nombre: _____________________ Fecha: _____________

Pregúntale a tu familia para informarte cuál es su producto de granja favorita. Dibuja o escribe sus respuestas.

Firma de padre_________________________


Nombre: _____________________ Fecha: _____________

Repite el cuento narrativo a alguien en tu familia. ¿Cuál era su parte favorita? Dibuja o escribe su respuesta.

Firma de padre_________________________

Graffitti Wall Questions

1. Sketch how milk is processed from cow to milk carton.

2. Chickens have a live birth. True or False (Please explain.)

3. List four cow products. Please sketch.

4. Choose the correct answer. The young of goats are called:

a. Babiesb. Kidsc. Goatletsd. Goaties

5. The meat and eggs from _____________ are called poultry.

6. Compare and contrast a cow and a sheep.

7. Describe the diet of a cow.

8. Describe farm products we wear.

Teacher-Made Test

Name_____________________Date______________________

1st Grade GLAD UnitFarmer to Consumer

Assessment

Speaking (ELL)/Writing (EO)Look at this picture and tell me everything you can about it.

Name__________________________Date___________________________

VocabularyCircle the picture that matches the sentence.

1. Which picture shows a consumer?

2. Which animal has an udder?

3. Which animal is wallowing?

4. Which picture shows a cow product?

Name______________________Date_______________________

Writing

Choose a farm animal we studied: cow, goat, pig, sheep, or chicken.Complete the sentences with as many facts as you can.

A _________________________ lives ____________________________________________

___________________________________________________________________________.

Its physical characteristics are __________________________________________________

___________________________________________________________________________.

Its diet includes ______________________________________________________________

____________________________________________________________________________.

Its products are ______________________________________________________________

____________________________________________________________________________.

An interesting fact is ___________________________________________________________

____________________________________________________________________________.

Name__________________________Date___________________________

Sketch and LabelA Farm Animal and its Products

Fold a piece of paper in half.

On one side, sketch a farm animal and its products. Label the parts.

On the other side, write complete sentences with academic vocabulary to describe the farm animal and its products.

Sketch and Label Write

Rubric Sample

Writing

Student Name: ________________________________________

CATEGORY 4 3 2 1Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Diagrams & Illustrations

Diagrams and illustrations are neat, accurate and add to the reader\'s understanding of the topic.

Diagrams and illustrations are accurate and add to the reader\'s understanding of the topic.

Diagrams and illustrations are neat and accurate and sometimes add to the reader\'s understanding of the topic.

Diagrams and illustrations are not accurate OR do not add to the reader\'s understanding of the topic.

Mechanics No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

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