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Created by Jennifer Analla for the Sobrato Early Academic Literacy Program In collaboration with Raquel Fizz, Kristina Herrera, Heidi Holmoe, Laurie Olsen, Kerry Monterrubio Schmidt, and Jeanett Serrano

1 Plants and Animals on the Farm

HM Themes 8, 9, & 10/SEAL, GLAD, and CORE

Overview

Life Sciences 2. Different types of plants and animals inhabit the earth. As a basis for understanding this concept:

a. Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed‐bearing plants, birds, fish, insects). b. Students know stories sometimes give plants and animals attributes they do not really have. c. Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs).

Social Studies 3. Understand how people lived in earlier times and how their lives would be different today (e.g., getting water from a well, growing food, making clothing, having fun, forming organizations, living by rules and laws).

Language Arts Objectives (HM)

Phonemic Awareness: blending and segmenting phonemes, phoneme substitution (initial & final), syllables in spoken words

Phonics: sound for letters Xx, Ww, Yy, Jj; review sounds for letters f, h, k, n, s, t, b, c, d, j, l, w

Decoding: words with short o or short I, short e words, short u words

High‐Frequency words: said, the, play, she, are, he

Reading Strategies: monitor/clarify, question, summarize, evaluate, phonics/decoding, predict/infer

Comprehension Skills: fantasy/realism, noting important details; inferences: drawing conclusions; story structure: plot, characters, setting; beginning, middle, end; compare and contrast; sequence of events; categorize and classify

Vocabulary: naming words, rhyming words, exact naming words, comparisons, singular and plural naming words, action words, vocabulary expansion, order words, comparing information, animal names

Writing: story, using naming words, journals, friendly letter, class newsletter, writing with action words, article, rhyming words, writing a rhyme, class story, report, book report, directions

Listening/Speaking/Viewing: activities to support vocabulary expansion and writing

Key Vocabulary Tree Plant Crop Wheat Root Stem Vegetable Leaf Flower Bloom

Blossom Trunk Branch Mammal Bird Fish Reptile Vertebrate Amphibian Oviparous

Viviparous Classify Categorize Classification Realistic Fantasy Gills Scales Cold‐blooded Feathers




Beak Bill wings

legs fictional structure

attribute

Instructional Strategies

Awards

Observation Charts

Inquiry Chart

CCD/Picture Dictionary

4 Chants

Big Book: Farms Long Ago & Today

Pictorial: Classification of Living Things

Pictorial: Farm Plant & Animals

Narrative: The Animals of Farmer Jones

Narrative: The Enormous Turnip

Sentence Patterning Chart (animals)

Flip Chant

Process Grid: Plants

Process Grid: Animals

2 Cooperative Strip Paragraphs/Group Frames

Listen & Sketch

Writing Projects At least one writing project per week (tied to language objective)

Class book about zoo trip w/photos

Shared Writing: Class News re. Zoo trip (Unit 8, pg. T141)

Journal writing

Fantasy animal

2 Cooperative Strip paragraph/Group Frame (Write a Report (Unit 10, pg. T37)

Writer’s Workshop project: Ss produce a book with a variety of pages (e.g., farm, mammals, birds, reptiles, fish, plants, etc.)

Class Rhyme: “Cuatro patos tiene un gato, 1, 2, 3, 4” Ss create own stanza with their choice of animal

Farm book targeting high frequency words & Tier II/III vocabulary (e.g., On the farm, I see , , and . or I like to help the farmer the .)

Writing a Book Report (Unit 10, pg. T93 & T125)—do Class Story Map with lots of sketching with Ss as prewrite; emphasize order words (e.g., first, next, then, finally, etc.)

Interactive Writing (Unit 9, pg. T151): retell of narrative (summarize) or pictorial

Persona dolls Introduce jobs on the farm: dolls want to be a farmer, milk a cow, plant seeds, etc. Review what

they need to know for that job. What is your favorite job on the farm?

Talk about favorite farm animal, reptile, bird, mammal, etc.




What do you want to be when you grow up? Veterinarian, agricultural engineer, farmer, organic farmer, etc.

Tie gardener & migrant worker into unit

Talk about caring for animals, plants, crops, trees, etc.

Doll has a family member who lives/grew up on a farm. Talk about experiences.




Music (GITC) **incorporate Tier II & Tier III vocabulary

Old MacDonald (Theme 8: pg. R4)—Week 1

Farmer in the Dell—Week 3

The Green Grass Grows

Vengan a ver mi granja

On a Farm (tune: London Bridge)

Art: 2 art projects per theme (i.e., minimum 6 projects total)

Directed drawing of a barn—emphasizing line & shape (e.g., horizontal, vertical, diagonal, square, rectangle, triangle, trapezoid

Mosaic Collage of a reptile—use multiple colored paper & other textural items

Sunflower painting—“Art in Action”

Watercolor fish

Torn paper farm animals

Watercolor with feathers (Unit 10, pg. T73)

Directed drawing of plant—emphasize lines (e.g., curved, straight, zigzag, wavy); label parts (roots, stem, leaves, blossom)

Hen Art: Photocopy a hen onto a page leaving room at the bottom of the page. Have the students color the hen, then glue hay underneath her to form her nest. Cutting: Make a sheet with about 3 ‐ 4 barns down the left side. Then put 3 ‐ 4 animals across from them on the right side. Draw a line from underneath each animal’s feet to the barn door. The first line should be straight, the next live a little "hilly", the next live could be zigzagged, etc. The idea is for the lines to get a little more difficult the further they go down the page. The directions will be to get each animal to the barn by cutting along the lines.

Above and Below Veggie Garden: Materials: 12x18" white paper, sharpie, crayons Bring in several root vegetables. Discuss the

textures and colors. Ask students to pretend they have a magical camera ‐ the camera is very thin, and you can slide it into the ground. Take a picture, and you can see what is going on below the surface.

Draw a horizon line and below it, draw the vegetables. Have students do a rubbing on a cement wall with brown crayon‐‐ on the bottom half ‐‐ to show dirt.

“Start with a Seed” Art 1. Glue a watermelon seed, pumpkin, or any kind of seed, onto paper. 2. Paint an imaginary plant with the roots growing FROM the seed UNDERGROUND. 3. Paint the leaves, and flowers or fruit of the plant above the ground level. Match the drawing of the flower/fruit to the kind of seed you have "planted."




Vegetable and Animal Farm Prints Use COOKIE CUTTERS of farm animals and make barnyard scenes on paper Make red APPLE prints from apples cut crossway. Press dried left over CORN COBS in paint and then roll them on paper. Make PEPPER PRINTS by cutting them crossway and dipping them in bright colors of paint.

Straw Painting (As in 'Farm Straw'; not a drinking straw) Materials: Straw, Paint Directions: Have children use pieces of straw for paint brushes. Use different colors and experiment with different looks and methods. Add the pieces of straw to the pictures, when the paintings are complete.

Chalk Pastel Flowers: Georgia O'Keefe had a long and varied career but is mostly famous for her oversized flower paintings.

1. Let each student choose from a collection of large flower photos, possibly from old calendars. Instruct them to first sketch their flower in pencil, large enough to go near or even off the edges of the paper. 2. Chalk pastels are colored and blended into the paper. Recommend that large areas be colored first, and fine details on top go last. The background looks nice when colored in with a contrasting or complementary color.

Farm Animals Pastels (substitute a farm animal for the elephant) Materials: Markers, Chalk Pastel, Construction Paper Objectives:

Learning how to draw an elephant with the characteristics that give it personality.

Learning how to follow step by step instruction for creating a strong contour drawing, with appropriate proportions.

Estimating the size of the drawing within the paper boundary.

Steps: 1. Discussed elephants as a species, including comparative size,

differences and similarities between African and Asian elephants, relationship to people in cities and farms, behavior of elephants in nature, etc.

2. Find a place to start the elephant by finding the middle of the paper, and walking non‐drawing‐hand finger over to the left side. Make a dot there to mark the spot. This dot then becomes the eye.

3. From the eye, work up to the top of the head and then down to the trunk. 4. From the trunk, skip across to the ear, which begins directly adjacent to the eye, drawing the line

down and up again in a curved semi‐circle. Children could add creases, wrinkles and frills to the ears.

5. After the ear, fill in the gap where the mouth and tusks are. 6. Skip back up to the top at the forehead and draw the long curved line of the back, continuing

down into the hind leg.




7. Add the tail in the best place to make it look elephant‐like. 8. Add legs, both front and rear, and join them with a large belly. 9. Final details of the drawing include elephant toenails and other embellishments, tick‐birds, thorn

trees and grasses. 10. Use a light chalk rub into areas to lend some depth and tone.

Glue Fish Materials: Black construction paper (or poster paper), White glue (we used Crayola® School Glue, which dries clear), Oil pastels Steps:

1. Students draw the outline of a fish on large paper. Black poster paper works best.

2. Encourage them to add scales, fins and any other detail they would like.

3. Students then trace over their drawn lines with glue and allow the glue to dry (preferably overnight).

4. Students then color in the areas between the glue lines, with oil pastel. The brighter the better.

Dramatic Play Farmer/Barnyard (pg. T58, Unit 8): pretend to be a farmer, caring for animals, working on a farm Materials: plastic farm animals, toy tractor

Planting Seeds: plant seeds indoor, transplant in garden Materials: seeds, seed trays or egg cartons, soil

Popsicle Stick Farm Animals: children create popsicle stick farm animals and pretend, perhaps put on “puppet show” Materials: foam farm animals, popsicle sticks/tongue depressors

Puppet Shows: based on literature (e.g., Three Little Pigs, Henny Penny, The Little Red Hen, The Enormous Turnip, etc.) Materials: farm animal puppets, farmer puppet, wolf puppet, fox puppet

Zookeeper: design a zoo, classify animals Materials: blocks, plastic animals

Noteworthy HM Centers Unit 8, pg. T127: Science Center: Analysis chart (process grid), have children put a check mark next to

each

Animal Fur Feathers 4 legs 2 legs

Cows

Ducks

Pigs

Unit 8, T145: Science Center: PFCs, kids cut pics of food from farms they like to eat

Unit 9, T119: sort animals by size

Unit 9, T139: sort PFCs; students create categories

Unit 10, T89: Science Center: categorize animals based on body coverings (e.g., feathers, fur, skin, scales, shells)




Field Trip: Zoo What happens before the zoo? Focus on classification of animals at zoo Focus on plants/trees at zoo Create scavenger hunt (use Tier II/III vocabulary)

What happens at the zoo? Parents are provided cameras for scavenger hunt items only (for adult use only) Classes rotate through farmyard (children’s zoo) with list of “Must Finds” While not in farmyard, visit other related areas of zoo looking for scavenger hunt items

What happens after the zoo? Print pictures Ss make class book with one picture about what they saw at the zoo Picture sort—Ss (in groups) classify/categorize pictures




***Focus on the following for the entire 9‐week unit with all literature:***

Reading Strategies & Comprehension Skills

Monitor/Clarify‐ I don’t always understand what I read. Do you? When that happens, I can stop. I can go back and reread. Or I can look at the pictures. Make sure you understand what happens in a book.

Fantasy & Realism—Some books are about things that happen in real life and some are about make‐believe things. Knowing the difference is very important for readers.

Language Objectives and Sentence Frame Examples Language functions: clarify/question/summarize/description Comprehension skill: fantasy and realism 1. Students will ask other students about whether something is real or fantasy, using the complete two‐choice question format and following it with a question requesting supporting evidence:

Is it real or fantasy? How do you know?

2. Students will demonstrate their understanding of fantasy by and realism by using prepositional phrases “in real life” and “actually” and by providing supportive descriptive evidence.

In real life, ______s do not ___________. Actually, _____ do not really __________. It is just fantasy.

3. Students will use compound sentences with “because” and modals (“could”).

Because the ________ could/could not really happen, I know that it is fantasy/real. 4. Students will use complete sentences describing attributes, using “has/have/had” or “is/are/were” with nouns and adjectives.

The _____(noun)_ has ______adjective_________. I noticed that the ______ is __________.




Weeks 1 ‐ 3




Week Read Aloud Big Book Decodable Text Curriculum Link

1 The Animals of Farmer Jones by Richard Scarry ‐Narrative

The Little Red Hen

Dot Got a Big Pot Science: Who Lives on the Farm?

Reading Strategies & Comprehension Skills

Story Structure: Character & Setting—The setting is where the story takes place. Characters are the animals or people in the story.

Story Structure: Plot—Among the important events in a story are usually the problem and the solution.

Story Structure: Beginning, Middle, End—Remembering when things happen in a story helps readers retell it.

Sequence of Events—Sometimes an author will use words like first, then, or last to describe what happens. It’s important to know this so that the reader can figure things out.

Launching the Theme: “Old MacDonald Had a Farm” (GTIC) & pg. xii, pg. R4 High Frequency Word: said Phonics: initial sound: t, k, n; short o Phonemic Awareness: blending and segmenting phonemes: initial substitution Concepts of Print: directionality; return sweep Day 1

GLAD Strategies Language Arts Literature

Observation Charts—model one whole class; then send Ss out in independent pairs

Read Aloud: The Animals of Farmer Jones by Richard Scarry ‐ Narrative

Inquiry Chart: What do we know about plants and animals on the farm? What do we want to know about plants and animals on the farm?

Chant: Animals—with moves

Day 2


Cognitive Content Dictionary (CCD): mammal The Little Red Hen

Pictorial Input: Classification of Living Things

Narrative Input: Ss act out holding picture cards

Chants: Born Alive Chant, Animals—with moves




Day 3


CCD: final definition: mammal The Little Red Hen

Pictorial Input: Classification of Living Things—reprocess with word cards

Narrative Input: reprocess with word cards

Chants: Classification Bugaloo, Born Alive Chant, Animals—with moves

Day 4


Cognitive Content Dictionary (CCD): oviparous Curriculum Link: Science: Who Lives on the Farm? pg. T94‐95 Pictorial Input: Plants & Animals on the Farm—black

& purple only (i.e., title, barn, meadow, scarecrow, pond, sun & birds—chicken, rooster & duck)

Narrative Input: reprocess with speech bubbles


Day 5


CCD: final meaning: oviparous Decodable Text: Dot Got a Big Pot pg. T49

Pictorial Input: Plants & Animals on the Farm—red domestic only (i.e., sheep, cow, horse, goat, pig, cat)

Narrative Input: Story Map






2 Henny Penny Russian Tale, the wind drops something on Henny Penny’s head and she jumps to the conclusion that the sky is falling. On her way to tell the king, she and her friends are enticed to Fox’s house for dinner. Realizing that they are the dinner, Henny Penny and company escape just in time. “jumping to conclusions”

Mouse’s Birthday Mouse’s farm friends bring him gifts, expanding his tiny home beyond its capacity. After the house bursts open, Mouse gets the best gift of all—a new home, big enough for all his friends “size, farm animals” rhyming

The Big, Big Box Social Studies: Ice Cream: From Cows to Kids

Reading Strategies & Comprehension Skills Noting Important Details‐‐I’ll pay special attention to the things that happen. This helps me know

more about the characters and about what happens in the story.

Summarize—Think about the important ideas and how they fit together. Continue with:

Story Structure: Character & Setting—The setting is where the story takes place. Characters are the animals or people in the story.

Story Structure: Plot—Among the important events in a story are usually the problem and the solution.

Story Structure: Beginning, Middle, End—Remembering when things happen in a story helps readers retell it.

Sequence of Events—Sometimes an author will use words like first, then, or last to describe what happens. It’s important to know this so that the reader can figure things out.

High Frequency Word: the Phonics: ending sound x; short o Phonemic Awareness: blending and segmenting phonemes: initial substitution Concepts of Print: directionality; return sweep Day 1


Cognitive Content Dictionary (CCD): stalk Read Aloud: Henny Penny pg. T118‐121 (Theme 10)

Pictorial Input: Plants & Animals on the Farm—brown (i.e., grains, wheat & corn, etc.), lime green (i.e., root vegetables) & dark green (i.e., trees)

Chant: Trees & Plants Chant—with moves




Day 2


CCD: final meaning: stalk Mouse’s Birthday T72‐73, T82‐86

Pictorial Input: Plants & Animals on the Farm—wild animals: orange (reptiles), blue (fish), & owl, crow (purple), fox, rat, mouse (red)

Inquiry Chart: revisit; correct any misinformation, answer any possible questions, add to it

Chants: Born Alive Chant, Trees & Plants

Day 3


Cognitive Content Dictionary (CCD): viviparous Mouse’s Birthday T72‐73, T82‐86

Pictorial Input: Plants & Animals on the Farm—reprocess with word cards & picture file cards

Story Map: Mouse’s Birthday

Chants: Trees & Plants, Born Alive Chant, Animals—with moves

Day 4


CCD: final meaning: viviparous Social Studies: Ice Cream: From Cows to Kids, pg. T40‐41 Web: mammals

Process Grid: Add mammals

Chants: Classification Bugaloo, Born Alive Chant—with moves

Day 5


Cognitive Content Dictionary (CCD): classification Decodable Text: The Big, Big Box pg. T103

Web: birds

Process Grid: Add birds

Chants: Teacher selected‐‐ focus on high frequency words, phonics, phonemic awareness & CAP





3 Swimmy by Leo Lionni The Rainbow Fish by Marcus Pfister

A Pot for Dan Cat Science: Animals Called Fish

Reading Strategies & Comprehension Skills Predict/Infer‐‐ Before I read a book, I think about the title and the cover, and I guess what the

book may be about. I can figure things out by looking at the pictures to give me clues. While I’m reading, I think about whether my predictions were accurate.

Inferences: Drawing Conclusions—Good readers use what they know to figure out what happens in a story.

Evaluate—Readers often evaluate how they feel about a story when they’ve finished.

Language Objectives and Sentence Frame Examples Language functions: predict and infer 1. Students will use the future tense in sentences offering predictions, and provide supporting evidence.

I predict that _____ will happen next, because __________. 2. Students will ask others for their predictions using a variety of question formats.

What do you think will happen next? Why do you think that? I wonder what will happen next. What do you think?

High Frequency Word: the, said Phonics: beginning sounds: h, f, s; short o Phonemic Awareness: blending and segmenting phonemes: initial substitution Concepts of Print: directionality; return sweep Day 1


CCD: final meaning: classification Read Aloud: Swimmy by Leo Lionni


Web: reptiles

Process Grid: add reptiles





Day 2


CCD: scale The Rainbow Fish by Marcus Pfister

Web: fish

Process Grid: add fish


Day 3


CCD: final meaning: scale The Rainbow Fish by Marcus Pfister

Story Map: The Rainbow Fish


Day 4


CCD: vertebrate Science: Animals Called Fish by Bobbie Kalman **DO NOT READ THE ENTIRE BOOK** Only read the following pages: 4, 6‐8, 10‐11, 13, 22

Sentence Patterning Chart: animals


Day 5


CCD: final meaning: vertebrate Decodable Text: A Pot for Dan Cat

Sentence Patterning Chart: chant, Reading Game





Weeks 4 – 6




Week Read Aloud Big Book Decodable Text Extra Read Aloud

4 The Tale of the Three Little Pigs Three pigs leave home and build their own houses. The pigs get into trouble when a hungry wolf tries to catch them for his dinner. “important jobs are best done slowly and carefully”

Dora’s Eggs by Julie Sykes

Get Set! Play! I Love Animals by Flora McDonnell

Reading Strategies & Comprehension Skills Categorize & Classify

Compare & Contrast‐‐ Thinking about how things are alike and different helps readers make sense of what they read.

Continue with:

Predict/Infer‐‐ Before I read a book, I think about the title and the cover, and I guess what the book may be about. I can figure things out by looking at the pictures to give me clues. While I’m reading, I think about whether my predictions were accurate.

Inferences: Drawing Conclusions—Good readers use what they know to figure out what happens in a story.


Language Objectives and Sentence Frame Examples Language functions: compare and contrast, categorize and classify 1. Students will use simple sentences with present tense to describe and compare.

__________ and _____ both have/are __________. 2. Students will use sentences with subject/verb/adjectives to compare and contrast two things, using “‐er” or “est” endings.

A _______ is ________er than a ______________.

Language functions: predict and infer 1. Students will use the future tense in sentences offering predictions, and provide supporting evidence.

I predict that _____ will happen next, because __________. 2. Students will ask others for their predictions using a variety of question formats.

What do you think will happen next? Why do you think that? I wonder what will happen next. What do you think?

High Frequency Word: play Phonics: beginning sound: w




Phonemic Awareness: syllables in spoken words; phoneme substitution (final) Concepts of Print: letters vs. words vs. sentences; first and last letter in a word Day 1



Read Aloud: The Tale of the Three Little Pigs pg. T62‐65 (Theme 10)

Cooperative Strip Paragraph: We have learned many scientific facts about animals

Chants: Teacher selected—highlight & sketch; focus on high frequency words, phonics, phonemic awareness & CAP

Day 2


CCD: straw (hay) Dora’s Eggs by Julie Sykes

Cooperative Strip Paragraph: Revise & Edit

Chants: Teacher selected‐‐ highlight & sketch; focus on high frequency words, phonics, phonemic awareness & CAP

Day 3


CCD: final meaning: straw Dora’s Eggs by Julie Sykes


Day 4


CCD: bray Extra Read Aloud: I Love Animals by Flora McDonnell Guess My Category: animals





Day 5


CCD: final meaning: bray Decodable Text: Get Set! Play! pg. T51

Process Grid: Add new information, especially for last two columns (Interesting Facts & Fictional Attributes)






5 The Carrot Seed by Ruth Krauss The Tiny Seed by Eric Carle/ Soy Una Semilla by Jean Marzollo

Ben Science: How a Seed Grows by Helene J. Jordan & Loretta Krupinski

Reading Strategies & Comprehension Skills Continue with:

Categorize & Classify

Compare & Contrast‐‐ Thinking about how things are alike and different helps readers make sense of what they read.




A _______ is ________er than a ______________. High Frequency Word: she Phonics: beginning sound: y Phonemic Awareness: syllables in spoken words; phoneme substitution (final) Concepts of Print: letters vs. words vs. sentences; first and last letter in a word Day 1



Read Aloud: The Carrot Seed by Ruth Krauss

Web: Root Vegetables

Process Grid: Add Root Vegetables

Chants: Trees & Plants Chant: give Ss copy of chant to reinforce ELS concepts (e.g., find initial sound y; CAP skills, etc.) & illustrate

Day 2


CCD: seed The Tiny Seed by Eric Carle/ Soy Una Semilla by Jean Marzollo Web: Grains




Process Grid: Add Grains

Day 3


CCD: final meaning: seed The Tiny Seed by Eric Carle/ Soy Una Semilla by Jean Marzollo

Day 4


CCD: soil Curriculum Link: Science: How a Seed Grows by Helene J. Jordan & Loretta Krupinski **DO NOT READ THE ENTIRE BOOK** Skip pages: 9‐27 Follow “Listen & Sketch” procedure Then reread later.

Listen & Sketch with How a Seed Grows


Day 5


CCD: final meaning: soil Decodable Text: Ben pg. T105







6 The Enormous Turnip ‐ Narrative A farmer grows a turnip so large that he can’t pull it up even with the help of his wife, granddaughter, cat and dog. Finally, a mouse agrees to help, and together they pull up the turnip. “Teamwork”

Big Red Barn by Margaret Wise Brown

Pig Can Get Wet Social Studies: Farms Long Ago & Today (Teacher Made Big Book)

Reading Strategies & Comprehension Skills Question—If I don’t understand something that happens in a story, I can ask myself a question.

The answer might be in the words or in the pictures. Continue with:

Compare & Contrast‐‐ Thinking about how things are alike and different helps readers make sense of what they read



A _______ is ________er than a ______________.

High Frequency Word: she, play Phonics: beginning sound: y, w Phonemic Awareness: syllables in spoken words; phoneme substitution (final) Concepts of Print: letters vs. words vs. sentences; first and last letter in a word Day 1



Read Aloud: The Enormous Turnip ‐ Narrative

Narrative: The Enormous Turnip




Day 2


CCD: weather vane Big Red Barn by Margaret Wise Brown

Narrative: Ss act out holding picture cards

Day 3


CCD: final meaning: seed Big Red Barn by Margaret Wise Brown

Narrative: add word cards

Chants: Animals‐‐ give Ss copy of chant to reinforce ELA concepts (e.g., find initial sound y, w; CAP skills, etc.) & illustrate

Day 4


CCD: soil Curriculum Link: Social Studies: Farms Long Ago & Today (Teacher Made Big Book) Narrative: add speech bubbles

Flip Chant (follow Here, There frame to create class poem using Sentence Patterning Chart)

Day 5


CCD: final meaning: soil Decodable Text: Pig Can Get Wet

Narrative: Story Map




Weeks 7 – 10





7 A Visit to the Apple Orchard by Patricia J. Murphy

Apple Farmer Annie by Monica Wellington

Ken and Jen Science: It’s an Apple Tree by Elisa Peters

Reading Strategies & Comprehension Skills Continue with:

Question—If I don’t understand something that happens in a story, I can ask myself a question. The answer might be in the words or in the pictures.

Compare & Contrast‐‐ Thinking about how things are alike and different helps readers make sense of what they read

Monitor/Clarify‐ I don’t always understand what I read. Do you? When that happens, I can stop. I can go back and reread. Or I can look at the pictures. Make sure you understand what happens in a book.



A _______ is ________er than a ______________. High Frequency Word: are Phonics: beginning sound: j Phonemic Awareness: phoneme substitution (initial & final) Concepts of Print: Capital letter at beginning of sentence Day 1



Read Aloud: A Visit to the Apple Orchard by Patricia J. Murphy

Web: Tree

Process Grid: Add Tree

Day 2


CCD: weather vane Apple Farmer Annie by Monica Wellington





Day 3


CCD: final meaning: seed Apple Farmer Annie by Monica Wellington

Cooperative Strip Paragraph: We have learned many scientific facts about trees and plants.

Chants: Trees & Plants‐‐ give Ss copy of chant to reinforce ELA concepts (e.g., find initial sound y, w; CAP skills, etc.) & illustrate

Day 4


CCD: soil Curriculum Link: Science: It’s an Apple Tree by Elisa Peters Cooperative Strip Paragraph: Revise & Edit

Day 5


CCD: final meaning: soil Decodable Text: Ken and Jen

Chants: Animals‐‐ give Ss copy of chant to reinforce ELA concepts (e.g., find initial sound y, w; CAP skills, etc.) & illustrate





8 Rosie’s Walk by Pat Hutchins The Day Jimmy’s Boa Ate the Wash by Trinka Hakes Noble

It Can Fit ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Reading Strategies & Comprehension Skills Cause & Effect

Continue with:

Question—If I don’t understand something that happens in a story, I can ask myself a question. The answer might be in the words or in the pictures.

High Frequency Word: he Phonics: beginning sound: l, b, k Phonemic Awareness: phoneme substitution (initial & final) Concepts of Print: End of Sentence/End punctuation Day 1



Read Aloud: Rosie’s Walk by Pat Hutchins

Chants: find rhyming words (Unit 8, T71)

Day 2


CCD: The Day Jimmy’s Boa Ate the Wash by Trinka Hakes Noble Process Grid: Add new information, especially for last

two columns (Interesting Facts & Fictional Attributes)


Day 3


CCD: final meaning: The Day Jimmy’s Boa Ate the Wash by Trinka Hakes Noble

Vocabulary Expansion (Unit 8, T29): generate rhyming words with animals in story

Chants: Classification Bugaloo‐‐ give Ss copy of chant to reinforce ELA concepts (e.g., find initial sound l, b, k; end punctuation, etc.) & illustrate




Day 4


CCD:



Day 5


CCD: final meaning: Decodable Text: It Can Fit pg. T105






9 ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ The Bug Hut ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

High Frequency Word: he, are Phonics: beginning sound: d, j, n, w Phonemic Awareness: phoneme substitution (initial & final) Concepts of Print: Beginning and end of sentence/End punctuation Day 1



Vocabulary Expansion (Unit 8, T123): singular & plural animals

Day 2


CCD:

Vocabulary Expansion (Unit 10: T15): Exact Naming Words—wild animals vs. farm animals, natural plants vs. crops

Day 3


CCD: final meaning:

Vocabulary Expansion (Unit 8, T133): animal names/baby names Chants: Born Alive‐‐ give Ss copy of chant to reinforce ELA concepts & illustrate

Day 4


CCD:

Writing with Action Words (Unit 9): Ss use Farmer in the Dell to create/illustrate sentences

Day 5


CCD: final meaning: Decodable Text: The Bug Hut

Synonyms (Unit 9): Farmer in the Dell: generate synonyms for adjectives

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