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Teacher’s Guide for

Food From PlantsEarly ScienceIncludes:• Lesson Plans• Learning Masters• Pre- and Post-Test Assessments• Take-Home Book Masters

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Copyright ©2008 The Hampton-Brown Company, Inc., a wholly owned subsidiary of The National Geographic Society, publishing under the imprints National GeographicSchool Publishing and Hampton-Brown.

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by an information storage and retrieval system, without permission in writing from the Publisher.

National Geographic and the Yellow Border are registered trademarks of the NationalGeographic Society.

National Geographic School PublishingHampton-BrownP.O. Box 223220Carmel, California 93922www.NGSP.com

Printed in the United States of America.

ISBN 978-07362-57251

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Program Overview

About the Program . . . . . . . . . . . 2

Accessible Academic Content . . . 4

Flexible Use . . . . . . . . . . . . . . . . 6

Food From Plants Lessons

Lesson Overview . . . . . . . . . . . . . 8

Lesson 1 . . . . . . . . . . . . . . . . . 10

Lesson 2 . . . . . . . . . . . . . . . . . 12

Lesson 3 . . . . . . . . . . . . . . . . . 14

Lesson 4 . . . . . . . . . . . . . . . . . 16

Lesson 5 . . . . . . . . . . . . . . . . . 18

Learning Masters

What I Learned . . . . . . . . . . . . 22

How I Learned . . . . . . . . . . . . . 23

Theme Song . . . . . . . . . . . . . . . 24

Learning Masters . . . . . . . . . . . 25

Family Focus . . . . . . . . . . . . . . 29

Pre- and Post-TestAssessments

Instructions . . . . . . . . . . . . . . . 32

Answer Key . . . . . . . . . . . . . . . 33

Student Profile . . . . . . . . . . . . . 34

Class Profile . . . . . . . . . . . . . . 35

Pre-Test . . . . . . . . . . . . . . . . . . 36

Post-Test . . . . . . . . . . . . . . . . . 38

Take-Home Book Masters

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PROGRAM OVERVIEWAbout the Program

2

Content and Literacy Development for Diverse Language Learners

National Geographic’s Windows on Literacy: Language, Literacy & Vocabularyprogram is designed for today’s classroom—diverse, challenging, and complex.Many children come to school without the basic background knowledge andoral language development needed for academic success. Language, Literacy & Vocabulary provides the extra support young learners need to experience success from the start.

National Geographic’s Language, Literacy & Vocabulary program offers richopportunities for beginning learners to build background knowledge, developvocabulary and oral language, and learn grade-level content. Throughout the nation, teachers told us they needed materials that scaffolded the learning so that children from diverse language backgrounds, at-risk readers, and children with learning challenges would have opportunities to achieve theirfull potential. The Language, Literacy & Vocabulary program meets this need through:

• Thematic units built around essential key concepts in science, social studies, and math

• Academic vocabulary development

• Age-appropriate and engaging nonfiction texts

• Considerate text with strong picture-text match

• Scaffolded, multilevel instruction for students at different levels of language proficiency

• Springboards to related reading and writing

• Customized instruction for English language learners (ELLs)

• Research-based instructional strategies

• Rich and varied teacher support and tools


3

Abou

t the

Pro

gram

Consulting Author: Linda Hoyt

Linda Hoyt is an educational consultant who strives to help teachers and school districts implement bestpractices in literacy instruction. She has had a richarray of experiences in education, ranging from classroom teaching to working as a reading specialist,curriculum developer, Title 1 teacher, staff developer,and Title 1 District Coordinator. She is the author of numerous books, articles, and videos and conductspresentations and workshops on literacy throughoutthe country.

Program Advisor: Mary Hawley

Mary Hawley is an educational consultant who has worked with teachers, educators, and publishers to implement best practices for teaching students withdiverse language backgrounds. She has taught English as a Second Language in Mexico, worked with migrant and refugee children in Indiana, and studiedin Latin America. In recent years, she has been instrumental in developingSpanish reading programs and products for English language learners.

Program Reviewers

Susan Brandt, Director of Staff Development and Support Programs,Arlington Heights School District 25, Arlington Heights, Illinois

Theresa Castelan, English Language Development Resource Teacher, Clovis Unified School District, Clovis, California

Dr. Beverly Ann Chin, Professor of English, University of Montana

Danielle Clayton, Director of English Learners, Kings Canyon Unified School District, Reedley, California

Paula Olson, retired teacher, Fairfax County Public Schools, Fairfax, Virginia

Sheryl Powell, Pre-Kindergarten Teacher, Wells Branch Elementary School,Austin, Texas


4

Accessible Academic Content

Success From the Start!

Achieving academic success is essential for children to make adequate yearlyprogress and for continued academic growth. Conclusive data and researchshow that children who fall behind on their acquisition of academic contentand vocabulary during the K–2 years will fall further behind as they advancethrough the grade levels. To help children achieve success from the start andprevent them from falling behind, Windows on Literacy: Language, Literacy & Vocabulary gives children access to the core grade-level content they needfor standards-based academic success through these features:

• Explicit instruction in core academic content and vocabulary to build a foundation for future success

• Focused, targeted, standards-based content

• Alignment with TESOL standards

• Multiple exposures to and applications of academic vocabulary

• Carefully leveled developmental texts

• Picture glossaries of key content vocabulary

• Simple, engaging, and visually striking student book pages

• Strong picture-text match

• Familiar language and simple sentence structures

• Multiple opportunities for oral language development

• Theme Builders for building background and developing oral language

• Opportunities for writing and related reading

PROGRAM OVERVIEW


5

Acce

ssib

le A

cade

mic

Con

tent

One Program for Your Diverse Classroom

Windows on Literacy: Language, Literacy & Vocabulary recognizes that every classroom includes diverse language learners as well as children whose background knowledge and oral language require development. Teachers told us they wanted one program that they could use with English languagelearners, children with reading and vocabulary challenges, and children withlearning issues that affect their ability to acquire and process language. Withappropriate modifications for different needs, Language, Literacy & Vocabularygives teachers a sound, research-based instructional plan to meet the commonneeds among diverse language learners.


PROGRAM OVERVIEW

6

Flexible Use

Windows on Literacy: Language, Literacy & Vocabulary is designed to be usedin a variety of classroom situations. This flexibility allows you to custom fit the program to match your scheduling and program needs.

Regular Classrooms

The chart below shows the suggested pacing for use in the regular classroom.Each theme can be completed in five days.

Day 5 • Lesson 5

Day 1 • Lesson 1

Day 3 • Lesson 3

Rereading and AssessmentGuided WritingOptional ReadingHome ConnectionAdminister Post-Test

Administer Pre-TestRead Concept BookIntroduce Concepts and VocabularyModel the Reading

Read First Related Nonfiction BookDevelop Concepts and VocabularySmall Group ReadingPractice Comprehension StrategyShared Writing

Day 2 • Lesson 2 Reread Concept BookDevelop Concepts and VocabularyIntroduce Comprehension StrategySmall Group Reading Modeled Writing

Day 4 • Lesson 4 Read Second Related Nonfiction BookReview Concepts and VocabularySmall Group ReadingApply Comprehension StrategyGuided Writing

Pacing Guide:One Week for One Theme


7

Flex

ible

UseAfter-School Programs

Language, Literacy & Vocabulary works within a variety of after-school programs.Whether your after-school program meets every day or only three days a week, the program can easily be adjusted to meet your scheduling needs.

• For programs that meet every day, one theme can be completed each week of the program.Use the Pacing Guide on page 6.

• For programs that meet three times per week, one theme can be completed every two weeks. Use the suggested plan shown below.

Summer School Programs

Language, Literacy & Vocabulary is the perfect fit for your summer school program.When time is short and results matter, your class time must be productive. The five-daylesson plan allows you to complete one theme during each week of your summerschool program. Whether your summer school plan includes a four-, five-, or six-week program, you can select developmentally appropriate themes that focus on thecontent areas of math, science, and social studies while developing strong literacy skills.

Four-Week Program

Choose four themes.

Five-Week Program

Choose five themes.

Six-Week Program

Choose six themes.

Week 1 • Day 1 • Lesson 1

Pre-TestRead Concept BookIntroduce Concepts and VocabularyModel the Reading


Reread Concept BookDevelop Concepts and VocabularyIntroduce Comprehension StrategySmall Group ReadingModeled Writing


Read First Related Nonfiction BookDevelop Concepts and VocabularySmall Group ReadingPractice Comprehension StrategyShared Writing

Week 2 • Day 3 • Complete Lesson 5

Complete Guided WritingOptional ReadingHome ConnectionPost-Test

Week 2 • Day 2 • Begin Lesson 5

Assess and ExtendRereading and AssessmentBegin Guided Writing


Read Second Related Nonfiction BookReview Concepts and VocabularySmall Group ReadingApply Comprehension Strategy

Pacing Guide:Two Weeks for One Theme


Overview Food From Plants

8

<None>

ACADEMIC LANGUAGE/ELD•Use academic vocabulary related to

the study of plants

•Use appropriate language forms to describe food from plants and to make inferences

•Develop fluency in reading, writing,listening to, and speaking English

SCIENCE•Understand that plants provide food

for people

•Know that some plants grow from seeds

•Comprehend that people eat someparts of plants

READING/LANGUAGE ARTS• Learn and apply the comprehension

strategy: Making Inferences

•Use the text features: Index and InsetPhotos/Close-Ups

•Write about plant parts

• Learn and use vocabulary related to plants

To compare progress before and afterteaching this theme, use the Pre-Test andPost-Test Assessments, pages 32–39.

Before Theme Assessment

STANDARDS Theme Materials

Optional Reading

Windows on LiteracyContent-Based FictionStrawberry Pie Level 9

Mr. Greg’s Garden Level 10

Windows on LiteracyNonfictionWhat Plant Is This? Level 2

How Does My Garden Grow?Level 9

Hairy Harry Level 10

My Bean Plant Level 14


Audiolesson on CD

Theme Builder Learning Masters

Concept Book Nonfiction Books

✁

Food From Plants

by

Level 10

Level 10


Instructional HighlightsKey Concepts

• Plants provide food for people.

• Some plants grow from seeds.

• People eat some parts of plants.

Comprehension StrategyMaking Inferences

Key Concept Wordsbush rootsflower seedgrow stemleaf/leaves treeplant vine

Text FeaturesIndexInset Photos/Close-Ups`

Lesson 1*

Teacher’s Guide pp. 10–11

Read Food From Plants

• Administer Pre-Test, p. 36

• Introduce Concepts and Vocabulary

• Model the Reading

Lesson 2Teacher’s Guide pp. 12–13

Reread Food From Plants

• Develop Concepts and Vocabulary

• Introduce theComprehension Strategy:Making Inferences

• Small Group Reading

• Modeled Writing


Read Plants on My Plate

• Develop Concepts and Vocabulary


• Practice the Comprehension Strategy:Making Inferences

• Shared Writing


Read Seeds Grow Into Plants

• Review Concepts and Vocabulary


• Apply the Comprehension Strategy:Making Inferences

• Guided Writing


Assessand Extend

• Administer Post-Test, p. 38

• Rereading

• Guided Writing

• Assessment Tools

• Optional Reading

• Home Connection

Theme Planner

9


10

•Understand that plants provide foodfor people

• Learn and use vocabulary related todiscussing plant parts that people eat

•Use photos to predict vocabulary

•Use text features, such as inset photos,to comprehend text

Realia: salad containing spinach leaves,broccoli, celery, carrots, corn, and tomatoes; houseplant, flowers,pumpkin seeds

Theme Builder

Food From Plants

Learning Masters page 24

Audiolesson 6

Materials

OBJECTIVES

Introduce Theme QuestionAsk children: What foods do you eatthat contain plant parts? What are thevarious plant parts that these foodscontain? Explain that children willlearn about different plant parts thatpeople eat and the language to usewhen discussing food that comesfrom plants.Show children a salad with thefollowing ingredients: spinachleaves, broccoli, celery, carrots, corn,and tomatoes. Have children namethe various plant parts in the salad.For example, celery is a stem.

Develop Oral LanguageDisplay a small houseplant. Modela sentence using plant: This plant is green.

Next, display a bunch of real orsilk flowers. Model a sentenceusing flowers: These are flowers.Then model a sentence usingleaves: The plant has leaves.

Show children the pumpkin seeds.Point out that seeds grow intoplants. Model a sentence using seeds:These are pumpkin seeds. Then ask:What will happen if I plant the seeds?

Have partners talk together aboutthe plant realia. Encourage themto use the language forms: The (salad) has (different plant parts). The (carrots) are (roots).The (broccoli) is (green).

Introduce the Theme SongDisplay the Theme Song on theTheme Builder (tune: “There’s aHole in the Bucket”). Sing thesong, holding up a leaf. Invitechildren to discuss their experiences

eating leaves, such as salad. Havepairs of children use LearningMasters page 24 to practice usingthe language of discussing foodfrom plants.

Introduce Key VocabularyUse the Think and Discuss sceneto teach Key Concept Words andmodel language forms.When seeds are planted, they grow intoplants with many parts.

People eat parts of some plants, suchas leaves, roots, and stems.

Model sentences using flowers,leaves, and seeds. As you introducewords, jot them down on chartpaper. Display this Word Bankthroughout the theme. Invitepartners to practice using wordsand language forms for describing.

Build BackgroundDisplay the Think and Discussscene on the Theme Builder again. Ask children to describe what theysee. Ask what they know aboutvarious plants. As children shareobservations, guide them to usenatural language forms. Then havepartners talk about the scene andpractice using the language formsfor describing:The (vine) is (long).

The (corn) is (tall).

Introduce Concepts and Vocabulary

Theme Builder (Scene)

Theme Builder (Song)

Lesson 1 Read Food From Plants

bush plant stem

flower roots tree

grow seed vine

leaf/leaves


11

Model the Reading

Newcomers/Beginning Have children respond to simple commands, suchas: “Show me a stem.” “Show me some leaves.”

Developing Ask questions that require simple answers, such as: “What aresome parts of plants?” “Which plant parts can we eat?”

Expanding/Bridging Have children describe foods from plants that peopleeat, using details and naming appropriate parts of the plants.

Customize Instruction for ELLs

Customize the ReadingChildren read and talk about Food From Plants on their own to build fluency.

• Children who are not yet able toread the book can look at thebook and identify plant parts: fruit,stem, flower, leaf.

• Children who need extra supportcan reread the book whilelistening to the audiolesson.

• Children who can read the bookmight read independently or aloudwith partners.

Learning Masters/page 24

Name

Theme Song

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Oh, what am I eating?

Yes, chewing?

And eating?


I’m eating a .

Sing to the tune of“There’s a Hole in the Bucket.”

plant leaf

root seed

✁

Preview the BookDistribute copies of Food FromPlants. Read aloud the title and theauthor’s name. As you pagethrough the book, point out:

• Most pages are about plant partswe can eat.

• The pictures show how plantsgive us food.

• The captions tell which parts ofdifferent plants we eat.

Predict VocabularyEncourage children to use picturesto predict vocabulary: Which wordsdo you expect to see in this book?

Display a page and cover thewords: Which words do you expect to see on this page?

Children might want to name thefruits and vegetables in thepictures—beans, blueberries,tomatoes, peaches, cauliflower,asparagus, lettuce, sweet potatoes,watermelon, and corn. Add thesewords to the Word Bank. Drawchildren’s attention to the WordBank, prompting them to identifyflowers, leaves, and seeds.

Read AloudInvite children to follow along asyou read Food From Plants aloud. As you read, pause to think aloud.Encourage children to ask questionsand make observations.

Pages 4–5Think Aloud This is like the Think andDiscuss scene on the Theme Builder.I see that this is a garden. I know thatsome gardens are for growing food. Thislooks like that kind of garden. So I knowthat I am looking at plants that are usedfor food.

Pages 8–9Think Aloud I notice that these pagesshow different kinds of plants. Theheading asks, “Which plants providefood?” The pictures and highlightedwords help me figure out that bushes,vines, and trees provide food.

Pages 10–13Think Aloud The text tells me I will readabout parts of plants that we eat. I findout that the part of cauliflower thatpeople eat is really a flower! I also learnthat the part of corn that we eat is theseed. I learn what the plants look like asfood from the inset, or smaller, photos.

Pages 14–15Think Aloud The picture on these pagesshows a city garden. I notice that someof the words on the right tell about whatparts of plants we eat. I notice thepicture shows different kinds of plants. I think I’ll try to find examples of thedifferent plant parts in the picture.

Reread for FluencyHave children reread the entirebook independently to buildfluency. See Customize the Reading.


12

•Understand that the fruit andvegetables we eat are parts of plants

•Use vocabulary to describe the plantparts that people eat

• Learn the comprehension strategy:Making Inferences

•Write about food from plants

Realia: small garden salad or fruit salad

Theme Builder

Food From Plants

Learning Masters pages 25 and 26

Audiolesson 6

Materials

OBJECTIVES

Lesson 2

Develop Oral LanguageDisplay a salad. Ask children to point out the different plantsand plant parts that are in thesalad. Encourage children to talkabout salad ingredients as plants by using plant-related words insentences. Encourage children touse these language forms:The will grow into plants.

The plant will grow .

One plant part we can eat in a salad is .

Revisit the Theme Song Display thesong on the Theme Builder. Thistime, replace plant with leaf. Invitechildren to act out eating a salad asthey sing with you.

Build BackgroundDisplay the graphic organizer onthe Theme Builder with all of theboxes covered. Uncover the firstbox. Read the word. Have childrenuse the word in a sentence. Thenhave them name a kind of food thatcomes from that type of plant.Uncover the second box. Havechildren use the word in a sentenceand then name a flower that people eat.Continue in this way. Encouragechildren to use the words insentences using the language forms for describing.

Develop Concepts and Vocabulary

Introduce Making InferencesWhen children make inferences,they use clues a writer gives themand what they already know tofigure out the meaning of the text. By looking carefully at these clues,children can understand what they read even when the authordid not tell them everything theyneed to know.Think Aloud Today we are going to learnabout food from plants. I am going toshow you how I make inferences when Iread. As I read, I am going to stop andthink aloud about the inferences I make.

Model Making InferencesTurn to pages 8–9 and model the comprehension strategy and language forms for making inferences.The words tell me that some bushesand trees provide food.

The pictures show blueberries on abush and peaches on a tree.

I know that the bushes in front of myhouse have red berries that are not okayto eat.

I infer that people cannot eat all fruitsand berries because I know about someberries that are not okay to eat.

For additional practice in makinginferences, children can work withpartners on Learning Masterspage 25.

Introduce the Comprehension StrategyTheme Builder (Graphic Organizer)

Reread Food From Plants


13

Modeled Writing

Display the graphic organizer onthe Theme Builder. Model how towrite as children watch. First,decide what to write. Then draw athree-column chart on the boardand label the columns: What IRead, What I Know, What I Infer.Think Aloud I’m going to write aboutfood from plants. The graphic organizerhelps me remember important words Iread. In the first column of my chart, I’llwrite a sentence or sentences based onthe book. I can use our Word Bank list ifI need help.

People grow many plants for food. A bean seed grows beans.

Next I’ll write a sentence about what Ialready know.

I eat beans as food.

In the last column, I’ll write a sentence toshow the inference I made. I should usethoughts from my previous sentences.

A bean plant gives us food to eat.

Customize the ReadingChildren reread and talk about Food From Plants using one of thefollowing options:

• Look through the pages, namingand pointing to parts of plants thatpeople eat.

• Reread the book while followingalong with the audiolesson.

• Read independently or read aloudwith a partner.

Small Group ReadingLearning Masters/page 25

Name

Making Inferences

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Read pages 12–13 in Food From Plants.What inference can you make?Complete the sentence.

I infer

because


Name

Food From Plants

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Look at the pictures.Answer each question.Use the words below each picture.

1. What is a stem you can eat?

2. What can you drink that comes from plants?

3. What plant has seeds that are the only part of the plant

you can eat?

4. What food can you eat from a vine?

Write a sentence about food that comes from plants.

orange tomatoes asparagus cornjuice

Small Group ReadingAs children read, invite them to share what they notice. Usesome of the suggestions below toencourage observations and talkabout the book.

Pages 4–5Support Comprehension Explain that this garden shows differentkinds of plants we use for food.Point out that there are other kindsof gardens, such as flower gardens.

Pages 6–7Support Comprehension Drawchildren’s attention to the heading.Explain that it says what childrenwill read about. Point out that ittakes a while for the bean seed toturn into a plant with beans. Invitechildren to name the differentkinds of beans that they eat.

Pages 8–9Support Comprehension Point outthe word some. Tell children thatnot all bushes, vines, and treesprovide food that people can eat.

Pages 10–13Support Comprehension Invitechildren to make inferences aboutplant parts they have eaten based onthe examples given in the text. Can

they think of other plant flowers,leaves, stems, roots, fruit, or seedsthey have eaten? Encourage themto use the language form:I infer because .

Pages 14–15Check Understanding Children canuse this scene to apply what theyhave learned. Remind children touse the Word Bank to help themdiscuss parts of plants used for food.

Discuss the BookInvite children to share what theylearned. Have children use thewords in the Word Bank to retellwhat they read in Food From Plants.Can they describe plants thatpeople eat? Can they talk aboutparts of a plant, such as leaves,stems, and fruit?Children can complete LearningMasters page 26.



14

•Read to gain fluency in oral and silent reading

• Practice the comprehension strategy:Making Inferences

•Understand that there are many plantparts that people eat

•Use an index and other text features to comprehend text

•Use patterns to understand text

Realia: carrot, lettuce, broccoli

Photo: plant that includes root, stem,leaves, and flowers

Theme Builder

Plants on My Plate


Audiolesson 6

Materials

OBJECTIVES

Lesson 3

Develop Oral LanguageModel the Key Concept Wordsplant, flower, stem, roots, and leaves.For example, hold up a photo of aplant and point to the various parts.I see a plant.

One part of the plant is its roots.

Another part of the plant is its stem.

The plant also has leaves and flowers.

Have partners talk about the plant by naming its parts anddescribing them.Revisit the Theme Song Display thesong on the Theme Builder. Thistime, replace the word plant withroot. Invite children to act out eatinga carrot as they sing with you.

Build BackgroundDistribute copies of Plants on My Plate. Invite children to sharewhat they know about the foods shown on the cover.Explain that peas are a kind of foodand that peas come from a plant.Point out the open pea pod on thetitle page of Plants on My Plate.Display a carrot, lettuce, andbroccoli. Explain that these foodscome from plants, too, and thateach one comes from a differentplant part. Ask children to nameother foods they eat that comefrom plants.

Develop Concepts and Vocabulary

Small Group ReadingGet Ready to ReadPreview the Book Read aloud thetitle, the author’s name, and theThink and Discuss question on theback cover: What plants would youput on your plate? Page throughthe book and do the following:

• Point out text features, such asthe index and close-up photos.

• Talk about the photos. Invitechildren to describe the plants.

• Ask children to predict what theywill learn.

Predict Vocabulary Encouragechildren to use photos to predictvocabulary: Which words do youexpect to see in this book?

Display a page and cover thewords: Which words do you expect to see on this page?

List the words that childrenmention. Add Key Concept Words in the book that children do not mention.

Text Feature: Index

Introduce Display the index onpage 12. Point to the words on the left and the correspondingpage numbers: These words tell me about ideas that are in the book.These numbers tell me where to findinformation about the words on the left.

Model I want to find information aboutseeds. I find the word seeds in the index.I trace my finger from the word to thepage number. It tells me that the booktalks about seeds on pages 2 and 3.

Practice Have children use theindex to locate other topics in the book.

Read Plants on My Plate


15

Shared Writing

Suggest a topic for writing, such asmaking a vegetable soup. Havechildren suggest ingredients. Thenmodel writing with input from thechildren. You might providesentence frames. For example:We add (carrots) to our soup. A (carrot) is a (root).

Then model how to:

• Refer to the Word Bank forwords and spellings.

• Use the names of vegetables insentences related to the topic.

Newcomers/Beginning Have children point to plants and plant parts fromPlants on My Plate to use in the soup.

Developing Ask questions, such as: “I want to add something to the soupthat is a flower bud. What can I add?”

Expanding/Bridging Have children suggest complete sentences that tellabout the ingredients in the soup.


Customize the ReadingChildren reread and talk about Plants on My Plate using one of the following options:

• Look through the pages, pointingout examples of stems, leaves,roots, and flower buds.


• Read independently or aloud witha partner.


Name

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Complete the sentences.Use words from the Word Bank. seeds roots

leaves stems

Word Bank

When I eat celery, I eat

.

When I eat peas, I eat

.

When I eat lettuce, I eat

.

When I eat carrots, I eat

.

Read the BookAs children read, invite them to share what they notice. Usesome of the suggestions below toencourage observations and talkabout the book.

Pages 2–3Support Comprehension Explain thatpeas grow inside pods on plants.Mention that the peas we eat areactually seeds. Pea plants growfrom seeds.

Pages 4–5

Practice the Comprehension Strategy

Encourage children to MakeInferences about the ideas onpages 4–5.The text says that the girl is eatingleaves. It also says the leaves come froma spinach plant. What does this tell youabout spinach leaves?

Lead children to understand thatmaking inferences can help thembetter understand what they read.

Pages 6–7

Support Comprehension

Think Aloud Now I see celery plantsand a girl eating celery. So I infer thatcelery is another food from plants.

Pages 8–9

Support Comprehension Askchildren what each set of pages has in common. Tell children that patterns can help them followthe ideas in the book.Check Understanding What part of thecarrot plant do people eat? (the root)

Discuss the BookInvite children to share what theylearned. Have children use thewords in the Word Bank to retellwhat they read in Plants on MyPlate. Which plant parts have theyeaten? How many foods fromplants can they think of?Use Learning Masters page 27.



16

•Read to gain fluency in oral and silent reading

• Apply the comprehension strategy:Making Inferences

•Understand that different types of plants grow from different types of seeds

•Use close-up photos and other textfeatures to comprehend text

•Use photos and labels to make logical guesses

Realia: variety of seeds and beans(including peas), small plant, carrot,apple, celery stalk, artificial or actualplant vine

Theme Builder

Seeds Grow Into Plants


Take-Home Book Masters: Food From Plants

Audiolesson 6

Materials

OBJECTIVES

Lesson 4

Develop Oral LanguageModel the Key Concept Wordsplant, root, vine, seeds, and stem. Forexample, hold up the plant: This is aplant. Hold up the carrot: The carrotis the root of the carrot plant. Holdseeds in your hand: These are seeds.Plants grow from seeds.

Invite children to describe thedifferent seeds.Have partners discuss plants they have eaten. Encourage themto use the following language formto talk about the seeds that grewinto the plants they know.Farmers plant (pumpkin) seeds to grow (pumpkins).

Then have partners talk abouttheir favorite plant foods. Invitethem to share their ideas.Revisit the Theme Song Display thesong on the Theme Builder. Thistime, replace plant with seed. Invitechildren to point to the seeds inthe pea pod as they sing with you.

Build BackgroundDistribute copies of Seeds GrowInto Plants. Invite children to share what they know about plantseeds. Have children shareexperiences with growing plantsfrom seeds.

Review Concepts and Vocabulary

Small Group ReadingGet Ready to ReadPreview the Book Read aloud thetitle, the author’s name, and theThink and Discuss questions onthe back cover: What kind of aplant does a pumpkin grow on? A bush, a tree, or a vine?Page through the book and invitechildren to share what they notice.

• Point out close-up photos. Havechildren describe the details.

• Talk about the photos. Askchildren to note the differencesbetween the seeds shown.

• Ask children to predict what theywill learn.

Predict Vocabulary Encouragechildren to use photos to predictvocabulary: Which words do youexpect to see in this book?

Display a page and cover thewords: Which words do you expect tosee on this page?

List words that children mention.Add Key Concept Words in thebook that children do not mention.

Text Feature: Close-Up Photos

Introduce Explain that close-upphotos can show important details.A close-up photo can show what is toosmall to see in a bigger photo. It canalso focus you on details discussed bythe author.

Model Point to the seeds on page 3:Close-up photos help me see somedifferences between seeds. Apple seedsare darker and bigger than wheat seeds.

Practice Children can look at otherclose-up photos in the book anddescribe the details they see.

Read Seeds Grow Into Plants


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Guided Writing

Distribute copies of the Take-Home Book Masters. Read the titleand page through the book.Explain that the children are theauthors. They will write booksabout plant parts that people eat.Work with children to:

• Read the Contents and the pageheadings.

• Name the foods and tell whatplant parts they come from.

• Share writing ideas for each setof pages.

Record children’s writing ideas forthe pages of their books on chartpaper. Then have children beginwriting. Display the Word Bankfor spelling reference. Provideadditional support as needed.


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Look at the pictures.Use a word from the Word Bank to finish each sentence.

1. Bean seeds grow into bean .

2. Wheat seeds grow into wheat .

3. Pumpkin seeds grow into pumpkin .

4. Apple seeds grow into apple .

trees bushes

stalks vines

Word Bank

Customize the ReadingChildren reread and talk about Seeds Grow Into Plants using one of the following options:

• Look through the pages, pointing toexamples of plants that are grownfrom seeds.


• Read independently or aloud witha partner.

Read the BookAs children read, invite them to share what they notice. Usesome of the suggestions below toencourage observations and talkabout the book.

Pages 2–3

Key Concept Words seed, grow, plantSupport Comprehension Point outthe question on page 2. Explainthat children can guess the answerby looking at the photos and labels.

Pages 4–5

Key Concept Word vineSupport Comprehension Drawchildren’s attention to the pumpkinvines. Have children describe thevines in the picture. Lead them tounderstand that vines are long andcurvy and that they spread alongthe ground. What does the close-up photo show them?

Pages 6–7

Key Concept Word bushSupport Comprehension Drawchildren’s attention to the beanbush. Lead children to understandthat bushes are thick and roundand stand upright.

Pages 8–9Support Comprehension Tellchildren that wheat seeds areground into flour to make a varietyof foods. Encourage children tothink of some examples such asbread, pasta, and tortillas. Alsopoint out that stalks is anotherword for stems.

Pages 10–11Support Comprehension Point outthat many kinds of plants can growfrom seeds, including vines,bushes, and trees.

Page 12

Apply the Comprehension Strategy

Encourage children to MakeInferences and use this languageform: I infer because .

Discuss the BookInvite children to share what theyhave learned. Have children usethe words in the Word Bank toretell what they read in Seeds GrowInto Plants. What are some kinds ofplants they have read about?Use Learning Masters page 28.



18

•Use Key Concepts and Key ConceptWords in writing

•Demonstrate oral language proficiency

•Demonstrate comprehension of theme selections

•Read related titles to reinforce Key Concepts and vocabulary

Take-Home Book Masters: Food From Plants

Learning Masters pages 22–23, 29–30

Materials

OBJECTIVES

Lesson 5 Assess and Extend

Guided Writing

Children continue writing theTake-Home Books they began inLesson 4. Review the group list of writing ideas. Also display theWord Bank. Page through the theme books toreview the text features, includingthe index and close-up photos.Talk about text features thatchildren could add to their Take-Home Books. For instance, theymight label the edible part of someplants, such as the leaves or stem. Point out that good writers:

• Check their words carefully.Remind children to use theWord Bank to check spellings.

• Think about word choice.Remind children to use KeyConcept Words in their writing.

• Use words that describe. Remindchildren to use descriptivelanguage in their writing.

Have children complete thePicture Glossary and About theAuthor last. Remind children thatthey are the authors. For help withwriting this page, ask suchquestions as:

• What fruits and vegetables haveyou eaten?

• Where do fruits and vegetablescome from?

• Are your favorite vegetablesroots, stems, leaves, or flowers?

As children write, circulate tocoach and support individuals.Then have partners share theirfinished books. Challenge them toidentify text features and facts ineach other’s books.

Newcomers/Beginning Have children draw and label close-up pictures ofdifferent plants or plant parts.

Developing Provide sentence frames such as: The (vine) is (long). Havechildren write sentences describing plants and plant parts that people eat.

Expanding/Bridging Have children write complete sentences on their own.Challenge them to compare and contrast two plant seeds or plant types.



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Food From Plants

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Allow time for children toindependently reread the themeselections. Display the Word Bankfor children’s reference as they read.

As children reread, meet withindividuals. Use the Post-Test onpages 38–39 to evaluate children’sprogress and to update theirrecords.

Rereading and Assessments


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Assessment ToolsSelf-AssessmentAllow children to reflect and assesstheir own learning by completingLearning Masters pages 22–23.

• What I Learned, page 22

• How I Learned, page 23

ReadingIn addition to the Pre-Test andPost-Test Assessments, thefollowing assessment tools,available online, can help youevaluate and record children’sprogress in reading.

• Retelling Guide and Scoring Rubric

• Fluency Scoring Guide

• Oral Reading Record

WritingUse the completed Take-HomeBooks available online and thefollowing tools to assess children’sdevelopment as writers.

• Writing Rubric

• Developmental Checklist,

Content AssessmentProvide children with severalphotos of plants at different stages. Ask children to put thephotos in the order that shows howplants grow and change. Invitethem to describe each photo usingthe words and language forms theyhave learned.

Vocabulary and Oral LanguageUse the following resources,available online, in addition to theThink and Discuss scene on theTheme Builder, to assess orallanguage development.

• Content Vocabulary Checklist

• Oral Language DevelopmentalChecklist

Optional ReadingReading related titles allowschildren to explore concepts andvocabulary at different levels. Italso allows them to use readingstrategies in different types oftexts. Encourage children tocompare the theme books to thebooks listed in the next column.

Optional TitlesThese related Windows on Literacytitles reinforce Key Concepts ofthe Food From Plants theme.

Nonfiction Titles

What Plant Is This? Level 2

How Does My Garden Grow? Level 9

Hairy Harry Level 10

My Bean Plant Level 14

Fiction Titles

Strawberry Pie Level 9

Mr. Greg’s Garden Level 10

Home ConnectionThe Family Focus letters onLearning Masters pages 29–30summarize key concepts aboutfood from plants. In the Share and

Learn activity, family memberslook at picnic scene and talk aboutfoods that come from plants.

Learning Masters/pages 22–23

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How I Learned

Good readers do these things when they read.Draw an X by the things you did when you read this text.

I made connections.

I thought about what would happen next.

I asked questions before I read.

I asked questions while I read.

I made pictures in my mind.

I picked out the most important ideas.

I figured things out without the author telling me.

Give advice to another reader.

Name

What I Learned

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What important things did you learn in this theme?

I learned that

I learned that

I learned that

Learning Masters/pages 29–30

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Enfoque en la familia

Estimada familia, Su escolar ha estado leyendo los libros Food From Plants (Lacomida de las plantas), Plants on My Plate (Las plantas en miplato) y Seeds Grow Into Plants (Las semillas crecen a serplantas) en nuestra unidad de estudio sobre la comida queproviene de las plantas. Favor de usar esta página para hablarcon su escolar sobre la comida que las personas reciben delas plantas.

Su escolar ha escrito un libro para llevar a la casa. Pídale a suescolar que le lea el libro. Use estas preguntas para discutirel libro juntos.

•¿De qué parte de la planta viene el apio?•Platícame sobre diferentes partes de la plantas que usamos

para comida.•¿Cuál es tu planta favorita para comer?

Ideas claveSu escolar ha estado aprendiendo estas ideasimportantes:

• Las plantas proveen comida para las personas.•Las plantas crecen de la semillas.• Las personas comen algunas partes de

las plantas.

Compartir y aprenderHable con su escolar sobre esta escena. Pídalea su escolar que use el Vocbulario mientrashablen sobre estas preguntas: ¿Qué está sobreesta mesa? ¿Cuáles son algunas plantes quepodemos comer? ¿Cuáles son algunas partes delas plantas que podemos comer?

Vocabulario

• arbol (tree)

• arbusto(bush)

• crecer(grow)

• flor (flower)

• hoja/hojas(leaf/leaves)

• planta(plant)

• raíces(roots)

• semilla(seed)

• tallo (stem)

• vid (vine)

Name

Family Focus

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Dear Family,Your child has been reading the books Food From Plants,Plants on My Plate, and Seeds Grow Into Plants in our unit ofstudy on food from plants. Please use this page to talk withyour child about foods people get from plants.

Your child has written a take-home book. Invite your child to read the book to you. Use these questions to discuss thebook together:

•What part of a plant is celery?•Tell me about the different plant parts that food comes from.•What is your favorite plant to eat?

Key ConceptsYour child has been learning these important ideas:

•Plants provide food for people.•Some plants grow from seeds.•People eat some parts of plants.

Share and Learn Talk about this scene with your child. Encourageyour child to use the Words to Know as you talkabout these questions: What is on this table?What are some plants we can eat? What plantparts do you see on the table?

Words to Know

• bush

• flower

• grow

• leaf/leaves

• plant

• roots

• seed

• stem

• tree

• vine

Related Fiction Titles


Learning MastersEarly: Food From Plants


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22 Food From Plants | Learning Masters

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What I Learned

What important things did you learn in this theme?

I learned that

I learned that

I learned that


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Learning Masters | Food From Plants 23

Name

How I Learned

Good readers do these things when they read.Draw an X by the things you did when you read this text.

I made connections.

I thought about what would happen next.

I asked questions before I read.

I asked questions while I read.

I made pictures in my mind.

I picked out the most important ideas.

I figured things out without the author telling me.

Give advice to another reader.


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Theme Song


Yes, chewing?

And eating?


I’m eating a .

Sing to the tune of“There’s a Hole in the Bucket.”

plant leaf

root seed

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Making Inferences

Read pages 12–13 in Food From Plants.What inference can you make?Complete the sentence.

I infer

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Food From Plants

Look at the pictures.Answer each question.Use the words below each picture.

1. What is a stem you can eat?

2. What can you drink that comes from plants?

3. What plant has seeds that are the only part of the plant

you can eat?

4. What food can you eat from a vine?

Write a sentence about food that comes from plants.

orange tomatoes asparagus cornjuice


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Plants on My Plate

Complete the sentences.Use words from the Word Bank. seeds roots

leaves stems

Word Bank

When I eat celery, I eat

.

When I eat peas, I eat

.

When I eat lettuce, I eat

.

When I eat carrots, I eat

.


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Look at the pictures.Use a word from the Word Bank to finish each sentence.

1. Bean seeds grow into bean .

2. Wheat seeds grow into wheat .

3. Pumpkin seeds grow into pumpkin .

4. Apple seeds grow into apple .

trees bushes

stalks vines

Word Bank


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Family Focus

Dear Family,Your child has been reading the books Food From Plants,Plants on My Plate, and Seeds Grow Into Plants in our unit ofstudy on food from plants. Please use this page to talk withyour child about foods people get from plants.

Your child has written a take-home book. Invite your child to read the book to you. Use these questions to discuss thebook together:

• What part of a plant is celery?• Tell me about the different plant parts that food comes from.• What is your favorite plant to eat?

Key ConceptsYour child has been learning these important ideas:

• Plants provide food for people.• Some plants grow from seeds.• People eat some parts of plants.

Share and Learn Talk about this scene with your child. Encourageyour child to use the Words to Know as you talkabout these questions: What is on this table?What are some plants we can eat? What plantparts do you see on the table?

Words to Know

• bush

• flower

• grow

• leaf/leaves

• plant

• roots

• seed

• stem

• tree

• vine

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Enfoque en la familia

Estimada familia, Su escolar ha estado leyendo los libros Food From Plants (Lacomida de las plantas), Plants on My Plate (Las plantas en miplato) y Seeds Grow Into Plants (Las semillas crecen a serplantas) en nuestra unidad de estudio sobre la comida queproviene de las plantas. Favor de usar esta página para hablarcon su escolar sobre la comida que las personas reciben delas plantas.

Su escolar ha escrito un libro para llevar a la casa. Pídale a suescolar que le lea el libro. Use estas preguntas para discutirel libro juntos:

• ¿De qué parte de la planta viene el apio?• Platícame sobre diferentes partes de la plantas que usamos

para comida.• ¿Cuál es tu planta favorita para comer?

Ideas claveSu escolar ha estado aprendiendo estas ideasimportantes:

• Las plantas proveen comida para las personas.• Las plantas crecen de la semillas.• Las personas comen algunas partes de

las plantas.

Compartir y aprenderHable con su escolar sobre esta escena. Pídalea su escolar que use el Vocbulario mientrashablen sobre estas preguntas: ¿Qué está sobreesta mesa? ¿Cuáles son algunas plantes quepodemos comer? ¿Cuáles son algunas partes deplantas que ves en la mesa?

Vocabulario

• arbol (tree)

• arbusto(bush)

• crecer(grow)

• flor (flower)

• hoja/hojas(leaf/leaves)

• planta(plant)

• raíces(roots)

• semilla(seed)

• tallo (stem)

• vid (vine)


AssessmentsEarly: Food From Plants


32 Food From Plants | Assessments

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About the Pre-Test and Post-TestThe Pre-Test and Post-Test measure students’ performance in four skilldomains:

• Concept Words• Key Concepts• Comprehension Strategies• Text Features

The Pre-Test gives information about each student’s baseline proficiencywith the theme of study. Analyzing student results will help you selectappropriate teaching strategies and target areas of need. The Post-Test,when compared with the Pre-Test data, captures students’ gains andserves as a useful tool in documenting student progress.

Administering the Test Before distributing the test, be sure that students have their Concept andRelated Nonfiction books accessible These texts are often referred toin both the Pre- and Post-Tests.

Distribute the test.

Look to make sure that each student is working on the correct page.Read all directions and test items out loud to students. Have studentswork individually on sections and allow a reasonable amount of timefor them to complete each item.

Collect all tests and score them using the Answer Key on page 33. 4

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Administering the Tests


Assessments | Food From Plants 33

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Answer Key

Scoring the Pre-Test and Post-TestEach item is worth one point. There are ten points total. Open-ended answers such asa drawing need to show an understanding of the key word or concept to receive thepoint. Do not penalize students for incorrect spelling or grammar.

Pre-Test

Post-TestConcept Words

(1–4)Key Concepts

(5 & 6)Comprehension

Strategy (7 & 8)Text Features

(9 & 10)1 point each 1 point each 1 point each 1 point each

1. (a) 5. (b) 7. Answers will vary. 9. 12

2. (c) 6. (a) 8. Answers will vary. 10. 8

3. (b)

4. (d)

Concept Words (1–4)

Key Concepts (5 & 6)

ComprehensionStrategy (7 & 8)

Text Features(9 & 10)

1 point each 1 point each 1 point each 1 point each

1. (b) 5. (a) 7. Answers will vary. 9. 10

2. (c) 6. (b) 8. Answers will vary. 10. 11

3. (d)

4. (a)



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Student Profile for Pre-Test and Post-Test

Name

Test & Date

ConceptWords

KeyConcepts

Compr.Strategy

TextFeatures

PointScore

PercentScore

Pre-Test

Date: ___ /4 /2 /2 /2 /10 %

Post-Test

Date: ___ /4 /2 /2 /2 /10 %



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Class Profile

Teacher Name

Student Name

Pre-TestDate:

Post-TestDate:

PointScore

PercentScore

PointScore

PercentScore

/10 % /10 %



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Pre-Test

Listen to the words. Draw a line to the correct picture.

1. leaves a.

2. tree b.

3. stem c.

4. bush d.

Circle the correct picture.

5. People eat the leaves of a. b.this plant.

6. Apple seeds grow into: a. b.

Key Concepts

Concept Words

Name ___________________________________________________ Date ____________________

57251_WOL_LLV_Early_FFP.qxd:Layout 1 4/3/08 1:32 PM Page 36


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Pre-Test

Read pages 10–11 in Food From Plants. What inferences can you make?

7. I infer

8. because

Below you see an Index that lists the page numbers where you can find parts of a plant. Look at the pictures and find what page they are on.

9. What page will I find 10. What page will I find

Text Features

Comprehension Strategy

Name ___________________________________________________ Date ____________________

Index

Bush . . . . 8Flowers . . 10Fruit . . . . 12Leaves. . . 11

Index flowers? leaves?



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Post-Test

Name ___________________________________________________ Date ____________________

Listen to the words. Draw a line to the correct picture.

1. seed a.

2. vine b.

3. stem c.

4. flower d.

Circle the correct picture.

5. People eat the roots a. b.of this plant.

6. Which tree provides food? a. b.

Key Concepts

Concept Words

Name ___________________________________________________ Date ____________________



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Post-Test

Read pages 8–9 in Food From Plants. What inferences can you make?

7. I infer

8. because

Below you see an Index that lists the page numbers where you can find parts of a plant. Look at the pictures and find what page they are on.

9. What page will I find 10. What page will I find

Text Features

Comprehension Strategy

Name ___________________________________________________ Date ____________________

Index

Bush . . . . 8Flowers . . 10Fruit . . . . 12Leaves. . . 11

Index fruit? a bush?


Take-Home Book MastersEarly: Food From Plants


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Contents

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Leaf 4

Stem 6

Roots 8

Eat! 10

Picture Glossary 12

Food

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EarlyThemes


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