Planting Seeds Guided Reading Plan

Standard:
NJSLSA.R10. Read and comprehend complex literary and informational texts independently
and proficiently with scaffolding as needed.

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical
inferences and relevant connections from it.

LS1.B: Growth and Development of Organisms

Objective: Students will read and discuss a narrative text and engage in discussion of key
concepts and vocabulary through the development of graphic organizers and designing their
own garden  to demonstrate comprehension at a level of (3) proficiency based on a 4-point
rubric scale.

I. Preparation for Reading

A. Activate/Build Prior Knowledge

First, read the cover to the students and the vocabulary words (bee, flowers, honey, hose,
pollen, seeds, shovel, and watering can) listed in the beginning of the story to have
students infer what the story could possibly be about. Review these words with students
to make sure they understand the meaning of each word before discussing what the main
idea of the story could possibly be. Reviewing the vocabulary words will help develop a
discussion with students about what they think the story will be about. Once students gain
an idea of what the main idea of the story is, discuss planting a garden, the process of
pollination, and problem-solving skills to allow students to continue to collaborate their
prior background knowledge with one another. Motivate students to share their
experiences about planting a garden and/or sharing anything they know about gardening.

B. Preview the text and make predictions

After activating and building prior knowledge with students it is very beneficial to take a
picture walk through the story to allow students to make predictions. For instance, some
predictions students should make is why pollination is important, what the next gardening
step will be, and how-to problem solve any situation that’s occur. When students get a
quick preview of the story before actually reading it, this helps them work on their
inferring and comprehension skills. Guide students to share what they think is happening
on each page and connect that information to what they described from the prior pages.
 Make sure to pause before flipping to the next page and give students the opportunity to
predict what they think is going to happen.

C. Teach Vocabulary

Have students pay close attention to the vocabulary words that were introduced while
building prior knowledge with the students. These vocab words are bee, flowers, honey,
hose, pollen, seeds, shovel, and watering can. During the picture walk see if students are
able to connect an object in the illustrations to the vocab words discussed. Whether or not
students are picking up on any vocabulary words make sure to pause and try and direct
students to the words. Also ask students if they see any words on the page that stick out
to them that they may already know. While reading make sure to give explanations of
these words again to really engrave them in their brain. Engage students in a vocabulary
activity such as having them draw a picture of the vocabulary word that is said aloud to
see what words they are and are not familiar with.

D. Set a Purpose to Begin Reading

In order for students to want to read they need to know that there is a purpose to the story
that will benefit and/or interest them. Encourage students to read the story and inform
them that there are many exciting steps when it comes to planting a garden.

II. Read Silently

Reading independently helps students build fluency and understanding. Before students share
their thoughts with one another they are to read the story independently. While students are
reading silently monitor the students to see how each student is doing individually. This is a
good time to take notes of students reading skills. If it seems that any students are struggling,
make sure to assist their individual needs.

III. Responding to Text

A. Revisit Purpose Setting Question

This is the time to develop discussion with the students before beginning the reading.
Students should have gained an understanding of the materials needed to grow a beautiful
garden. Discuss with students the different events occurring in the book and see if
students will have an idea of what the next step will be while creating a garden. A few of
these answers include getting the seeds, getting the shovel and water, digging a hole to
place the seeds, and properly watering the seeds. Having students relay this information
back while reading monitors their comprehension of the story.

B. Clarify Additional Concepts/Vocabulary

 Throughout the reading continue to develop discussion with students about the different
events occurring in the story. This is a good time to allow students to pick up on any
stumbling blocks when it comes to planting a garden. Guide students to point out any
mishaps that occur during the story that they can find a solution to. For instance, when
the mother and daughter are going to water the flowers and the watering can is too heavy.
Bringing this event up that happened in the book will guide them to think of a solution.
Also give students the opportunity to realize that building a garden takes teamwork and
ask them when they had to do something as a team with others before.

C. Supporting Comprehension of Structure

This is the time when students are encouraged to share their drawings of their own
gardens that they created from the information they learned in the story. When students
are able to draw or write the information that they gathered from the story it helps
solidifie the information they learned while reading. While students share their drawings
also give them the opportunity to take note of the different steps needed to successfully
plant a garden. Students will be provided a worksheet with a chart on it where they will
fill in all of the steps that they have learned to create the perfect garden. Show students
how to fill out this chart by allowing them to use the book to take note of step one, two,
three and so on.

D. Make Connections to Additional Sources

Students connect to the material they are learning best when they are constantly making
connections to themselves, other texts, and the world around them. While reading the
story tell students to think about different connections they make. After the story is read
to students give them an opportunity to share one of the connections they made while
listening. For example, a connection to text can be a non-fiction story about flowers like
the text, “Seed to Plant” that will give students a deeper meaning about what gardening
entails and how it benefits the environment. Having a book like this available for students
will assist them with their charts they have to complete about the chronological steps of
gardening.

E. Additional Discussion Purpose Setting Questions:

Motivate students to keep reading the story and to look out for any times the daughter and
mother find themselves in a situation where they are stuck and how they use problem
solving skills to find a solution. Also, students should be writing down the steps of
gardening stated in the story. While students make these observations, set aside a time in
the lesson where students can pause for discussion of their findings.

IV. Review/ Reread and Explore Strategies

Have students re read the story with a partner and have them create their charts they made into a
different type of graphic organizer or a written piece. Some examples of these types of activities
are to have students write about how to grow a garden and what they would have in their garden,
using hands on materials like different objects to create their garden, or have students use the
different vocabulary words to write their own story. These different types of activities will help
students work on their literacy skills and build fluency. Another great activity for students to do
to build fluency is doing a reader’s theatre in class or popcorn reading where students take turns
reading different scenes of the book. This will allow students to really be a part of the book and
build a deeper understanding.

V. Applying the Literature/ Extending Reading Across the Curriculum

This is the time where students will take what they learned in the text and apply it to other
related information. Students will learn the life cycle of plants and how a seed eventually turns
into a plant. Students can create a diagram of the life cycle of a plant by drawing pictures of each
step in the cycle and labeling what it is and why it is important. Students can work together to
request to the school to grow a garden outside that staff and students can enjoy working on as a
team. Students can use their drawings that they created of what they would want their garden to
look like to use for inspiration for the school’s garden.