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Learners practice Think, Triad, Share, retell key details about seeds and plants, and discuss what plants need to survive. Activities guide children to connect illustrations with text, explore vocabulary such as contain, nutrition, protect, scatter, and care, and use question words to seek additional plant information. 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They need light, water, and air to live and grow. |\n| --- | --- |\n| Unit Question | In what ways do people, animals and plants depend on and impact the environment? |\n| Guiding Questions | How do plants grow and change over time? What do plants need to survive? |\n| Content\u003Cbr>Objective | I can retell key details about seeds and plants by using the words and illustrations. (R.5. K,a, R.5. K. b, R.11. K.a, R.11. K.c) |\n| Language\u003Cbr>Objectives | I can ask questions that seek additional information about plants in a triad discussion. (L.1. K.c, SL.1. K.a)\u003Cbr>I can use key details to determine the meaning of unfamiliar words. (L.4. K) |\n| Vocabulary | contain: to have or hold within something\u003Cbr>nutrition: food to make us grow strong and healthy\u003Cbr>protect: to make sure something or someone is safe and not hurt scatter: to throw things all around in lots of different places\u003Cbr>care: to keep something or someone safe |\n| Materials and Preparation | ● From Seed to Plant, Gail Gibbons\u003Cbr>● From Seed to Plant vocabulary Cards\u003Cbr>● Think, Triad, Share chart, from Day 1\u003Cbr>● Triad groups and assigned numbers, written on whiteboard from Day 1\u003Cbr>● From Seed to Plant KWL chart, from Day 1 |\n\nRead Aloud U4 W1 D2  \nFocus on K2/K for ME | Boston Public Schools Early Childhood Department P-2/ Maine Department of Ed  \n\n| Opening\u003Cbr>1 minute | Introduce the text and set a purpose.\u003Cbr>Today we will reread the beginning pages of From Seed to Plant and record what we’ve learned about seeds.\u003Cbr>Then we will continue practicing our Think, Triad, Share routine.\u003Cbr>With our triads we’ll think about what we already know about plants and what we want to know about plants, before we read the next section of the text. |\n| --- | --- |\n| Text and Discussion\u003Cbr>12 minutes\u003Cbr>pages 1-4 | Read the text without stopping.\u003Cbr>What important information did you learn about seeds? Harvest 2-3 ideas and record them in the “Learned” column of the KWL chart.\u003Cbr>Invite children to move into their triads. Review the steps of Think, Triad, Share by referring to the anchor chart and reminding children of what went well in triads in the previous lesson.\u003Cbr>Number 3s will be the discussion starters today, and number 1s will report your ideas to the large group.\u003Cbr>What do you already know about plants?\u003Cbr>As the reporters share out, record 2-4 ideas on the chart in the “Know”column.\u003Cbr>What do you want to know about plants?\u003Cbr>As the reporters share out, record 2-4 ideas on the chart in the “Want to Know” column. |\n| page 5 | Gail Gibbons has drawn a really helpful labeled illustration! Read the text that explains each part of the flower. |\n| page 6 | Read the labels, highlighting pollen.\u003Cbr>As we keep reading, let’s listen for key details that help us understand what pollination is.\u003Cbr>Read pages 7-9 without stopping. |\n| page 9 | What is pollination? What makes you think that? Harvest 2-3 ideas; then return to page 7.\u003Cbr>How does this illustration show what pollination is? Harvest 2-3 ideas; then return to page 8.\u003Cbr>How does this illustration of the bee and the hummingbird show us what pollination is?\u003Cbr>If time permits, invite two children to act out being a bee or hummingbird pollinating a flower. |\n\nRead Aloud U4 W1 D2  \nFocus on K2/K for ME | Boston Public Schools Early Childhood Department P-2/ Maine Department of Ed  \n\n| Key Discussion and Activity\u003Cbr>6 minutes | Invite children to form their triads again, and assign discussion starter and reporter roles.\u003Cbr>What did you learn about seeds and plants? As the reporters share out, record ideas on the KWL chart.\u003Cbr>Gather children back into the whole group.\u003Cbr>What are you still wondering about seeds and plants? Harvest 2-3 questions and record them in the “W” column. |\n| --- | --- |\n| Closing\u003Cbr>1 minute | Tomorrow we’ll continue reading this book to see what happens after the s","cbCaikqDMPZgLSW5","https://ap.wps.com/l/cbCaikqDMPZgLSW5","pdf",273615,"English","# Unit 4: Our Earth\n## Week 1 Day 2: Read Aloud From Seed to Plant\n## Big Ideas and Unit Question\n## Opening (1 minute)\n## Text and Discussion (12 minutes)\n## Key Discussion and Activity (6 minutes)\n## Closing (1 minute)\n## Standards and Ongoing Assessment\n## Center Activities","[{\"question\":\"What do children learn to retell during the Read Aloud?\",\"answer\":\"Children retell key details about seeds and plants using words and illustrations, including how plants grow and change over time.\"},{\"question\":\"How does Think, Triad, Share work in this lesson?\",\"answer\":\"Children think about what they know and want to know, discuss in triads, then reporters share ideas with the whole group while the teacher records them on the KWL chart.\"},{\"question\":\"Which vocabulary words are included for the Seed to Plant read-aloud?\",\"answer\":\"The lesson highlights contain, nutrition, protect, scatter, and care, using their meanings to support understanding.\"}]","Read Aloud From Seed to Plant - Unit 4 Week 1 Day 2 | PDF",1790640738]