Project GLAD
Project GLAD
Willamette Educational Service District
Farmer to Consumer Grade 1
Shealon Cooper, North Santiam S.D.
Amy Erwin, North Santiam S. D.
IDEA PAGES
I. UNIT THEME
• Farms produce products that we rely upon everyday.
• Livestock is raised for the production of food, fiber, or labor
• Animals have certain characteristics that make them recognizable; offspring often share these characteristics
II. FOCUS/MOTIVATION
• Observation charts
• Teacher made big book
• Inquiry chart
• Farmer awards
• Picture file cards
• Realia
• Read aloud
• Cognitive Content Dictionary
III. CLOSURE
• Process charts and poems
• Team farm project
• Personal exploration free choice writing
• A letter home to families/evaluation of unit
• Build a model farm
IV. CONCEPTS-- Grade 1
• Humans depend on their natural and constructed environments.
• Plants and animals closely resemble their parents.
• Organisms have basic needs. For example, animals need air, water, and food. Organisms can survive only in environments in which their needs can be met.
• Animals are classified into different groups. Each classification has characteristics of its own that help us identify animals. Animal characteristics relate to growth, survival and reproduction.
SCIENCE--Oregon Standards--Grade 1
LIFE SCIENCE - ORGANISMS
CCG: Understand the characteristics, structure, and functions of organisms. Content Standard: Describe the characteristics, structure, and functions of organisms.
• Sort and classify collections using various features.
• Recognize that all living things have basic needs to survive.
LIFE SCIENCE - HEREDITY
CCG: Understand the transmission of traits in living things. Content Standard: Understand the transmission of traits in living things.
• Understand that all kinds of living things have offspring.
• All animals have offspring, usually with two parents involved.
LIFE SCIENCE – DIVERSITY/INTERDEPENDENCE
CCG: Understand the relationships among living things and between living things and their environments. Content Standard: Explain and analyze the interdependence of organisms in their natural environment.
• Know that some animals and plants are alike in the way they look and in the things they do and others are very different from one another.
• Understand that living things are found almost everywhere in the world. There are somewhat different kinds in different places.
SCIENTIFIC INQUIRY – FORMING A QUESTION OR HYPOTHESIS
CCG: Formulate and express scientific questions or hypotheses to be investigated. Content Standard: Make observations. Formulate and express scientific questions or hypotheses to be investigated based on the observations.
• Make observations.
• Describe and compare things in terms of their number, shape, texture, size, and color.
• Raise questions about the world around the students.
SOCIAL SCIENCE --Oregon Standards--Grade 1
ECONOMICS
CCG: Understand that resources are limited (e.g., scarcity). Content Standard: Understand the economic concept of scarcity.
• Identify goods that people use.
• Identify services that people do for each other. Describe how people in the school and community are both producers and consumers.
CCG: Understand how conditions in an economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government. Content Standard: Understand the concept of supply and demand
• Explain that people exchange goods to get what they want.
GEOGRAPHY
CCG: Understand the spatial concepts of location, distance, direction, scale, movement, and region. Content Standard: Understand and use spatial concepts of geography.
• Know that a map represents a real place.
CCG: Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and its effects (e.g., impact on physical and human systems). Content Standard: Understand the distribution and movement of people, ideas, and products.
• Extends and refines knowledge of the transportation used to move people, products, and ideas from place to place, their importance, and their advantages and disadvantages.
SOCIAL SCIENCE ANALYSIS
CCG: Identify and analyze an issue. Content Standard: Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon.
• Identify a problem in the environment.
V. VOCABULARY
Farmer
Agriculture
Product
Production
Goods
Services
Needs
Producer
Consumer
Crop
Buyer
Seller
Market
Barn
Pig
Piglet
Snout
Hog
Hoof
Sty
Chick
Chicken
Beak
Coop
Hen
Rooster
Goat
Kid
Nanny
Grazing
Billy
Horns
Cows
Milking Parlor
Dairy Farm
Processing Plant
Dairy
Pasteurization
Milk Truck
Factory
Homogenization
Livestock
Udder
Calf
Pasture
Goose
Webbed
Gosling
Feather
Wing
Nest
Egg
Bill
Sheep
Wool
Lamb
Shear
VI. ENGLISH LANGUAGE ARTS--Oregon Standards--Grade 1
READING
CCG: Concepts of Print: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.
• E.01.1.A.1(2) Match oral words to printed words.
• E.01.1.A.1(1) Identify letters, words, and sentences.
CCG: Decoding and Word Recognition: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.
• E.01.1.C.1(8) Read aloud grade-level text with accuracy and comprehension in a manner that sounds like natural speech, using cues of punctuation to assist
CCG: Listen to and Read Informational and Narrative Text: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.
• E.01.1.D.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children's magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.
• E.01.1.D.1(2) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex text through discussions.
CCG: Vocabulary: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.
• E.01.1.E.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational text as well as student-read stories and informational text.
• E.01.1.E.1(3) Classify categories of words (e.g., concrete collections of animals, foods, toys).
CCG: Read to Perform a Task: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.
• E.01.1.F.1(5) Obtain information from print illustrations.
• E.01.1.F.1(6) Identify text that uses sequence or other logical order (explain how informational text is different from a story).
LITERATURE
CCG: Listen to and Read Literary Text: Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity.
• E.03.2.A.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to text and read text to make connections and respond to a wide variety of significant works of children's literature-including poetry, fiction, non-fiction, and drama-from a variety of cultures and time periods.
• E.03.2.A.1(2) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex literary text through discussions.
CCG: Literary Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level literary text.
• E.03.2.B.1(2) Distinguish the order of events or a specific event from a sequence of events.
WRITING
CCG: Planning, Evaluation, and Revision: Pre-write, draft, revise, edit, and publish across the subject areas.
• E.01.3.A.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) With guidance, discuss ideas and select a focus when writing.
• E.01.3.A.1(2) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) With assistance, compose fairly readable first drafts using some parts of the writing process such as planning, drafting, rereading for meaning, and some self-correction.
CCG: Writing: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest ; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs ; and use precise words and fluent sentence structures that support meaning.
• E.01.3.B.1(1) With assistance, write for different purposes and to a specific audience or person.
• E.01.3.B.1(2) Develop an idea with an identifiable beginning, middle and end.
• E.01.3.B.1(3) Sequence two or more events.
• E.01.3.B.1(4) Use descriptive words when writing.
CCG: Writing Applications: Expository Writing (K-3): Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.
• E.01.3.J.1(1) Write simple expository descriptions of a real object, person, place, or event using words that help the reader to see, feel, smell, taste, and hear what is being described
SPEAKING AND LISTENING
CCG: Speaking: Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose ; organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements ; use language appropriate to topic, context, audience, and purpose ; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other non-verbal techniques.
• E.01.4.A.1(1) Recite poems, rhymes, songs, and stories.
• E.01.4.A.1(3) Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.
• E.01.4.A.1(5) With guidance, use descriptive words when speaking about people, places, things, and events.
ELP STANDARDS: Reading GRADE 1
LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT
|2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative (story) text across the subject areas at school and |
|on own, applying comprehension strategies as needed. |
|Profici|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|ency | | | | | | |
|Level | | | | | | |
|Descrip| | | | | | |
|tors | | | | | | |
| |Students demonstrate |Students demonstrate |Students demonstrate |Students demonstrate |Students comprehend|English Language Arts |
| |minimal comprehension|increased |good comprehension of|consistent |general and implied|Foundations |
| |of general meaning; |comprehension of |general meaning and |comprehension of |meaning, including | |
| |gain familiarity with|general meaning and |increased |general meaning and |idiomatic and | |
| |the sounds, rhythms |some specific |comprehension of |good understanding of|figurative | |
| |and patterns of |meaning. They use |specific meaning. |implied meaning. |language. Students | |
| |English. Early stages|routine expressions |They respond in more |They sustain |initiate and | |
| |show no verbal |independently and |complex sentences |conversation, respond|negotiate using | |
| |responses while in |respond using phrases|with more detail |with detail in |appropriate | |
| |later stages one or |and simple sentences,|using newly acquired |compound and complex |discourse, varied | |
| |two word responses |which include a |vocabulary to |sentences, actively |grammatical | |
| |are expected. |subject and |experiment and form |participate using |structures and | |
| |Students respond in |predicate. Students |messages. (The brown |more extensive |vocabulary, use | |
| |single words and |show basic errors in |bear lived with his |vocabulary, use |conventions for | |
| |phrases, which may |speech. (The bear is |family in the |standard grammar with|formal and informal| |
| |include subject or a |brown. He is eating.)|forest.) |few random errors. |language. (Would | |
| |predicate. Many | | |(Can bears live in |you like me to | |
| |speech errors are | | |the forest if they |bring pictures of | |
| |observed. (bear, | | |find food there?) |the bear that I saw| |
| |brown) | | | |last summer?) | |
|1 |Listens to familiar |Chorally reads |Listens to, reads, |Listens to, reads |Listens to, reads, |Listen to, read, and |
| |stories or text. |familiar stories, |and understands |grade level texts, |and understands a |understand a wide variety of |
| | |text or poetry. |narrative, |children’s |wide variety of |grade-level informational and|
| | | |informational text |newspapers, |grade level |narrative (story) text |
| | | |using picture clues |children’s magazines.|informational and |including children’s |
| | | |and or visual | |or narrative text. |magazines and newspapers, |
| | | |organizers. | | |dictionaries, other reference|
| | | | | | |materials, online |
| | | | | | |information, classic and |
| | | | | | |contemporary literature, and |
| | | | | | |poetry. |
ELP STANDARDS: Reading GRADE 1
LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.)
| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|2 |Demonstrates literal |Using picture cues |Responds to inferential|Responds to literal |Demonstrates literal |Demonstrate literal and |
| |listening |retells or answers |questions about a |and inferential |and inferential |inferential listening |
| |comprehension by |questions about |familiar story with |questions of simple |listening |comprehension of more complex |
| |sequencing pictures |stories using single|short phrases and |unfamiliar text |comprehension of |text through discussions. |
| |of story (e.g., |words/ phrases. |sentences. |using more complex |unfamiliar text | |
| |beginning, middle and| | |sentence structure. |through discussions. | |
| |end). | | | | | |
|3 |Uses pictures to |Uses pictures to |Uses visual cues to |Uses context clues |Self-corrects when |Monitor own reading and |
| |preview story and/or |monitor |self-correct with |to self- correct. |using phonics, word |self-correct when an |
| |attach meaning to |understanding during|teacher support. |Uses context clues |meaning and visual |incorrectly identified word |
| |print. |shared reading. | |to self-correct with|cues with teacher |does not fit with cues provided|
| | | | |teacher support. |support. |by the letters in the word or |
| | | | | | |the context surrounding the |
| | | | | | |word. |
|4 |Uses story pictures |Identifies words and|Identifies words and |Identifies |Notices difficulties |Notice when difficulties are |
| |to identify |phrases not |phrases not understood |difficulties |in understanding |encountered in understanding |
| |difficulties of |understood in short |in longer familiar |encountered in short|longer unfamiliar |text. |
| |understanding through|familiar passage of |passages of text. |unfamiliar text. |text. | |
| |gestures. Uses |text. | | | | |
| |gestures (hand | | | | | |
| |raising, pointing) | | | | | |
| |when difficulties are| | | | | |
| |encountered in | | | | | |
| |understanding text. | | | | | |
ELP STANDARDS: Reading GRADE 1
VOCABULARY
|3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge or word|
|origins, word relationships, and context clues; verify the meaning of news words; and use those new words accurately across the subject areas |
|(similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”). |
|Profici|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|ency | | | | | | |
|Level | | | | | | |
|Descrip| | | | | | |
|tors | | | | | | |
| |Students demonstrate|Students demonstrate |Students demonstrate |Students demonstrate |Students comprehend|English Language Arts |
| |minimal |increased comprehension |good comprehension of |consistent |general and implied|Foundations |
| |comprehension of |of general meaning and |general meaning and |comprehension of |meaning, including | |
| |general meaning; |some specific meaning. |increased |general meaning and |idiomatic and | |
| |gain familiarity |They use routine |comprehension of |good understanding of|figurative | |
| |with the sounds, |expressions |specific meaning. |implied meaning. |language. Students | |
| |rhythms and patterns|independently and |They respond in more |They sustain |initiate and | |
| |of English. Early |respond using phrases |complex sentences with|conversation, respond|negotiate using | |
| |stages show no |and simple sentences, |more detail using |with detail in |appropriate | |
| |verbal responses |which include a subject |newly acquired |compound and complex |discourse, varied | |
| |while in later |and predicate. Students |vocabulary to |sentences, actively |grammatical | |
| |stages one or two |show basic errors in |experiment and form |participate using |structures and | |
| |word responses are |speech. (The bear is |messages. (The brown |more extensive |vocabulary, use | |
| |expected. Students |brown. He is eating.) |bear lived with his |vocabulary, use |conventions for | |
| |respond in single | |family in the forest.)|standard grammar with|formal and informal| |
| |words and phrases, | | |few random errors. |language. (Would | |
| |which may include | | |(Can bears live in |you like me to | |
| |subject or a | | |the forest if they |bring pictures of | |
| |predicate. Many | | |find food there?) |the bear that I saw| |
| |speech errors are | | | |last summer?) | |
| |observed. (bear, | | | | | |
| |brown) | | | | | |
|1 |Choral reads stories|Understands and learns |Understands, learns, |Uses knowledge of |Understands and |Understand, learn, and use |
| |and informational |vocabulary through |and uses new |language structure, |uses new vocabulary|new vocabulary that is |
| |text. |graphs, charts, diagrams|vocabulary of familiar|and context clues to |that is taught |introduced and taught |
| | |and pictures. |text through visual |learn new vocabulary.|through clues. |directly through orally- |
| | | |cues. | |Orally reads |read stories and |
| | | | | |stories and |informational text as well |
| | | | | |informational text.|as student-read stories and|
| | | | | | |informational text. |
ELP STANDARDS: Reading GRADE 1
VOCABULARY (cont)
|2 |Develops vocabulary |Develops vocabulary |Develops vocabulary by|Develops vocabulary |Develops vocabulary|Develop vocabulary by |
| |by listening to |by listening to |listening and |by listening and |by listening and |listening and discussing |
| |familiar literary |simple familiar text |discussing simple or |discussing simple or |discussing short |both familiar and |
| |text and demonstrates|and discussing |modified text using |modified short |conceptually |conceptually challenging |
| |by drawings or |familiar words and |short phrases or |conceptually text |challenging |selections read aloud. |
| |actions with teacher |phrases with teacher |sentences with teacher|using more complex |selections in | |
| |support. |support. |support. |phrases and sentences|small-guided | |
| | | | |with teacher support.|groups. | |
|3 |Sorts pictures by |Sorts words with |Classifies words in |Classifies words by |Classifies |Classify categories of |
| |concrete |pictures by concrete |simple semantic |inflectional endings |categories of |words (e.g., concrete |
| |classifications |classifications |categories (e.g., |(e.g., -s, -es, -ed, |simple words (e.g.,|collections of animals, |
| |(e.g., foods, |(e.g., foods, |plural/singular). |-ing). |colors, numbers, |foods, toys |
| |animals, toys). |animals). | | |shapes, animals). | |
|4 |None available |None available |None available |Uses prior knowledge |Looks for known |Use context to understand |
| | | | |to understand word |words and picture |word and sentence meanings.|
| | | | |meaning and sentence |clues to determine | |
| | | | |meaning from |meaning. | |
| | | | |non-print features, | | |
| | | | |illustrations, | | |
| | | | |graphs, and maps. | | |
ELP STANDARDS: Reading GRADE 1
INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING
|5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal |
|comprehension”). |
|Profici|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|ency | | | | | | |
|Level | | | | | | |
|Descrip| | | | | | |
|tors | | | | | | |
| |Students demonstrate|Students demonstrate |Students demonstrate|Students demonstrate|Students comprehend |English Language Arts |
| |minimal |increased comprehension |good comprehension |consistent |general and implied |Foundations |
| |comprehension of |of general meaning and |of general meaning |comprehension of |meaning, including | |
| |general meaning; |some specific meaning. |and increased |general meaning and |idiomatic and | |
| |gain familiarity |They use routine |comprehension of |good understanding |figurative language.| |
| |with the sounds, |expressions |specific meaning. |of implied meaning. |Students initiate | |
| |rhythms and patterns|independently and |They respond in more|They sustain |and negotiate using | |
| |of English. Early |respond using phrases |complex sentences |conversation, |appropriate | |
| |stages show no |and simple sentences, |with more detail |respond with detail |discourse, varied | |
| |verbal responses |which include a subject |using newly acquired|in compound and |grammatical | |
| |while in later |and predicate. Students |vocabulary to |complex sentences, |structures and | |
| |stages one or two |show basic errors in |experiment and form |actively participate|vocabulary, use | |
| |word responses are |speech. (The bear is |messages. (The brown|using more extensive|conventions for | |
| |expected. Students |brown. He is eating.) |bear lived with his |vocabulary, use |formal and informal | |
| |respond in single | |family in the |standard grammar |language. (Would you| |
| |words and phrases, | |forest.) |with few random |like me to bring | |
| |which may include | | |errors. (Can bears |pictures of the bear| |
| |subject or a | | |live in the forest |that I saw last | |
| |predicate. Many | | |if they find food |summer?) | |
| |speech errors are | | |there?) | | |
| |observed. (bear, | | | | | |
| |brown) | | | | | |
|1 |Draws pictures or |Uses single words or |Demonstrates new |Recalls facts from |Describes new |Describe new information |
| |uses gestures to |short phrases and |knowledge from |informational text |information gained |gained from text in own |
| |convey message. |pictures to convey |simple known text |with teacher |from text in own |words. |
| | |message with teacher |using short phrases |support. |words. | |
| | |support. |or sentences and | | | |
| | | |illustrations with | | | |
| | | |teacher support. | | | |
|2 |Draws picture to |Draws pictures and |Answers simple oral |Answers simple |Answers simple |Answer simple written |
| |show understanding |labels to show |or written |written |written |comprehension questions based|
| |of simple oral |understanding of simple |comprehension |comprehension |comprehension |on material read. |
| |comprehension |oral comprehension |questions with |questions using |questions. | |
| |questions (e.g., |questions (e.g., |teacher support. |phrases, sentences, | | |
| |character, setting) |character, setting). | |and/or visual | | |
| |with teacher | | |organizers with | | |
| |support. | | |teacher support. | | |
ELP STANDARDS: Reading GRADE 1
INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION
|6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate |
|inferential comprehension”). |
|Profic|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|iency | | | | | | |
|Level | | | | | | |
|Descri| | | | | | |
|ptors | | | | | | |
| |Students demonstrate |Students demonstrate|Students demonstrate |Students demonstrate|Students comprehend |English Language |
| |minimal comprehension|increased |good comprehension of |consistent |general and implied |Arts Foundations |
| |of general meaning; |comprehension of |general meaning and |comprehension of |meaning, including | |
| |gain familiarity with|general meaning and |increased |general meaning and |idiomatic and | |
| |the sounds, rhythms |some specific |comprehension of |good understanding |figurative language. | |
| |and patterns of |meaning. They use |specific meaning. |of implied meaning. |Students initiate and | |
| |English. Early stages|routine expressions |They respond in more |They sustain |negotiate using | |
| |show no verbal |independently and |complex sentences with|conversation, |appropriate discourse,| |
| |responses while in |respond using |more detail using |respond with detail |varied grammatical | |
| |later stages one or |phrases and simple |newly acquired |in compound and |structures and | |
| |two word responses |sentences, which |vocabulary to |complex sentences, |vocabulary, use | |
| |are expected. |include a subject |experiment and form |actively participate|conventions for formal| |
| |Students respond in |and predicate. |messages. (The brown |using more extensive|and informal language.| |
| |single words and |Students show basic |bear lived with his |vocabulary, use |(Would you like me to | |
| |phrases, which may |errors in speech. |family in the forest.)|standard grammar |bring pictures of the | |
| |include subject or a |(The bear is brown. | |with few random |bear that I saw last | |
| |predicate. Many |He is eating.) | |errors. (Can bears |summer?) | |
| |speech errors are | | |live in the forest | | |
| |observed. (bear, | | |if they find food | | |
| |brown) | | |there?) | | |
|1 |Listens to a variety |Uses pictures or |Expresses prior |Connects prior |Makes connections and |Make connections |
| |of informational |drawings to express |knowledge through |knowledge to text |discusses prior |and discuss prior |
| |text. |prior knowledge of |language, experience, |with teacher |knowledge of topics in|knowledge of |
| | |topic. |and activities. |support. |informational text. |topics in |
| | | | | | |informational |
| | | | | | |texts |
|2 |Shows “what if” |Answers how, why, |Answers how, why, and |Discusses how, why, |Discusses how, why, |Discuss how, why, |
| |changes to |and what if |what if questions with|and what if |and what if questions |and what-if |
| |informational topics |questions with one |short phrases or |questions on known |on new topics with |questions in |
| |through pictures, |or two words and/or |sentences on known |topics with teacher |teacher support. |sharing |
| |gestures, and actions|nonverbal responses |topic with teacher |support. | |informational |
| |with teacher support.|with teacher |support. | | |texts. |
| | |support. | | | | |
ELP STANDARDS WRITING GRADE 1
WRITING
|2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details |
|appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in |
|clear sequence, making connections and transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear |
|sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”). |
|Profici|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|ency | | | | | | |
|Level | | | | | | |
|Descrip| | | | | | |
|tors | | | | | | |
| |Students demonstrate|Students demonstrate |Students demonstrate|Students demonstrate|Students comprehend|English Language |
| |minimal |increased comprehension of|good comprehension |consistent |general and implied|Arts Foundations |
| |comprehension of |general meaning and some |of general meaning |comprehension of |meaning, including | |
| |general meaning; |specific meaning. They use|and increased |general meaning and |idiomatic and | |
| |gain familiarity |routine expressions |comprehension of |good understanding |figurative | |
| |with the sounds, |independently and respond |specific meaning. |of implied meaning. |language. Students | |
| |rhythms and patterns|using phrases and simple |They respond in more|They sustain |initiate and | |
| |of English. Early |sentences, which include a|complex sentences |conversation, |negotiate using | |
| |stages show no |subject and predicate. |with more detail |respond with detail |appropriate | |
| |verbal responses |Students show basic errors|using newly acquired|in compound and |discourse, varied | |
| |while in later |in speech. (The bear is |vocabulary to |complex sentences, |grammatical | |
| |stages one or two |brown. He is eating.) |experiment and form |actively participate|structures and | |
| |word responses are | |messages. (The brown|using more extensive|vocabulary, use | |
| |expected. Students | |bear lived with his |vocabulary, use |conventions for | |
| |respond in single | |family in the |standard grammar |formal and informal| |
| |words and phrases, | |forest.) |with few random |language. (Would | |
| |which may include | | |errors. (Can bears |you like me to | |
| |subject or a | | |live in the forest |bring pictures of | |
| |predicate. Many | | |if they find food |the bear that I saw| |
| |speech errors are | | |there?) |last summer?) | |
| |observed. (bear, | | | | | |
| |brown) | | | | | |
|1 |Participates using |Discusses focus and |Generates 1-3 word |Rereads |Rereads |With assistance, |
| |visual in |vocabulary with teacher |sentences (not |self-generated |self-generated |write for different|
| |class-generated |support. |grammatically |writing in order to |writing to teacher |purposes and to a |
| |model to demonstrate| |correct), with |generate more |or peers, with |specific audience |
| |writing purpose | |teacher support |details and further |teacher support. |or person. |
| |(style), with | |student. |ideas, with teacher | | |
| |teacher support. | | |support. | | |
ELP STANDARDS WRITING GRADE 1
Writing (cont.)
| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|2 |Participates in |Uses a graphic organizer to|Sequences |Rereads |Rereads |Develop an idea |
| |group activity where|delineate beginning, middle|self-generated |self-generated story|self-generated |with an |
| |teacher and students|and end, with teacher |sentences to create |and begins to |writing, clearly |identifiable |
| |discuss beginning, |support. |beginning, middle |identify beginning, |identifying |beginning, middle |
| |middle and end of | |and end. |middle and end. |beginning, middle |and end. |
| |story. | | | |and end. | |
|3 |Listens and |Generates meaningful |Underlines or |Adds descriptive |Verbally shares self|Use descriptive |
| |participates in |descriptive words with |identifies |words to already |generated |words when writing.|
| |group discussion, |teacher support. |descriptive words |created sentences |descriptive words | |
| |narrations or | |that have been added|with teacher |and begins to use | |
| |stories where | |to teacher created |support. |descriptive words | |
| |descriptive words | |sentences. | |when writing. | |
| |are generated and | | | | | |
| |reinforced. | | | | | |
|4 |Writes familiar or |Writes phrases or simple |Writes in simple |Reads sentences to |Shares with teacher |Write in complete |
| |commonly used words |sentences. |sentences. |teacher and/or |and peers sentences |sentences and |
| |or phrases. | | |peers. |to see if they make |distinguish whether|
| | | | | |sense. |simple sentences |
| | | | | | |are incomplete or |
| | | | | | |fail to make sense.|
ELP STANDARDS WRITING GRADE 1
WRITING APPLICATIONS
|4. CCG (K-12): Write narrative, expository, and persuasive texts, and use a variety of written forms (including journals, essays, short |
|stories, poems, research reports, research papers, business and technical writing) to express ideas appropriate to audience and purpose |
|across the subject areas (1996 Modes/Forms). |
|Profic|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|iency | | | | | | |
|Level | | | | | | |
|Descri| | | | | | |
|ptors | | | | | | |
| |Students demonstrate |Students demonstrate |Students demonstrate |Students demonstrate |Students comprehend|English Language |
| |minimal comprehension |increased comprehension |good comprehension of|consistent |general and implied|Arts Foundations |
| |of general meaning; |of general meaning and |general meaning and |comprehension of |meaning, including | |
| |gain familiarity with |some specific meaning. |increased |general meaning and |idiomatic and | |
| |the sounds, rhythms |They use routine |comprehension of |good understanding of|figurative | |
| |and patterns of |expressions |specific meaning. |implied meaning. |language. Students | |
| |English. Early stages |independently and |They respond in more |They sustain |initiate and | |
| |show no verbal |respond using phrases |complex sentences |conversation, respond|negotiate using | |
| |responses while in |and simple sentences, |with more detail |with detail in |appropriate | |
| |later stages one or |which include a subject |using newly acquired |compound and complex |discourse, varied | |
| |two word responses are|and predicate. Students |vocabulary to |sentences, actively |grammatical | |
| |expected. Students |show basic errors in |experiment and form |participate using |structures and | |
| |respond in single |speech. (The bear is |messages. (The brown |more extensive |vocabulary, use | |
| |words and phrases, |brown. He is eating.) |bear lived with his |vocabulary, use |conventions for | |
| |which may include | |family in the |standard grammar with|formal and informal| |
| |subject or a | |forest.) |few random errors. |language. (Would | |
| |predicate. Many speech| | |(Can bears live in |you like me to | |
| |errors are observed. | | |the forest if they |bring pictures of | |
| |(bear, brown) | | |find food there?) |the bear that I saw| |
| | | | | |last summer?) | |
Narrative Writing
|1 |Draws a picture that |Draws a picture or |Describes verbally an|Writes stories that |Writes stories that|Write brief |
| |correlates with teacher|pictures to tell a story |experience. |describe an |describe an |stories that |
| |narrative. |and adds 1-3 word | |experience using |experience. |describe an |
| | |descriptions. | |limited vocabulary. | |experience. |
ELP STANDARDS WRITING GRADE 1
WRITING APPLICATIONS (cont)
| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
Expository Writing
|1 |Draws a picture that |Draws a picture or |Generates new |Adds more detail to |Writes simple |Write simple |
| |correlates with teacher|pictures to tell a story |vocabulary with |story by creating new|expository |expository |
| |narrative. |and adds 1-3 word |teacher support. |vocabulary with |descriptions with |descriptions of a |
| | |descriptions. | |assistance. |teacher support. |real object, |
| | | | | | |person, place, or |
| | | | | | |event using words |
| | | | | | |that help the |
| | | | | | |reader to see, |
| | | | | | |feel, smell, |
| | | | | | |taste, and hear |
| | | | | | |what is being |
| | | | | | |described. |
|2 |Participates in group |Performs task when asked |Reads simple |States 1-step |Writes simple |Write simple |
| |lesson where simple |to follow simple 1-step |directions to |directions during |directions. |directions. |
| |directions are acted |directions. |teacher/peers who |modeled writing | | |
| |out and modeled. | |perform the actions |activity. | | |
| | | |for reinforcement. | | | |
ELP STANDARDS SPEAKING GRADE 1
|1. CCG (K-12): Communicate supported ideas across the subject areas, using oral, visual, written, and multi-media forms in ways |
|appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, written, and multi-media |
|presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); and use language |
|appropriate to topic, context, audience, and purpose (1996 Language). |
|Profici|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|ency | | | | | | |
|Level | | | | | | |
|Descrip| | | | | | |
|tors | | | | | | |
| |Students demonstrate |Students demonstrate |Students demonstrate|Students demonstrate |Students comprehend |English Language |
| |minimal comprehension |increased |good comprehension |consistent |general and implied |Arts Foundations |
| |of general meaning; |comprehension of |of general meaning |comprehension of |meaning, including | |
| |gain familiarity with |general meaning and |and increased |general meaning and |idiomatic and | |
| |the sounds, rhythms |some specific meaning.|comprehension of |good understanding of|figurative language.| |
| |and patterns of |They use routine |specific meaning. |implied meaning. |Students initiate | |
| |English. Early stages |expressions |They respond in more|They sustain |and negotiate using | |
| |show no verbal |independently and |complex sentences |conversation, respond|appropriate | |
| |responses while in |respond using phrases |with more detail |with detail in |discourse, varied | |
| |later stages one or |and simple sentences, |using newly acquired|compound and complex |grammatical | |
| |two word responses are|which include a |vocabulary to |sentences, actively |structures and | |
| |expected. Students |subject and predicate.|experiment and form |participate using |vocabulary, use | |
| |respond in single |Students show basic |messages. (The brown|more extensive |conventions for | |
| |words and phrases, |errors in speech. (The|bear lived with his |vocabulary, use |formal and informal | |
| |which may include |bear is brown. He is |family in the |standard grammar with|language. (Would you| |
| |subject or a |eating.) |forest.) |few random errors. |like me to bring | |
| |predicate. Many speech| | |(Can bears live in |pictures of the bear| |
| |errors are observed. | | |the forest if they |that I saw last | |
| |(bear, brown) | | |find food there?) |summer?) | |
|1 |Gesturing to pictures.|Identifies verbally |Recites simple |Recites a familiar |Recites a familiar |Recite poems, |
| |Identifies rhyming |rhyming picture pairs.|familiar rhymes, |story with picture |story, poem, rhyme, |rhymes, songs, and|
| |words with picture | |chants, and/or |prompts. |or song without |stories. |
| |prompts using gestures| |songs. | |prompts. | |
| |or nonverbal | | | | | |
| |communication. | | | | | |
ELP STANDARDS SPEAKING GRADE 1 (cont)
| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|2 |Responds to topic |Responds with single |Responds to |Stays on topic when |Begins to stay on |Stay on topic when|
| |through gestures, |words or phrases about|questions about |speaking with |topic when speaking |speaking. |
| |drawings, and actions.|topic. |topic with visual |prompting, visual or |without prompts. | |
| | | |organizers. |oral. | | |
VII. MATH/SCIENCE/SOCIAL SCIENCE SKILLS- -Grade 1
• Social Studies
- expressing ideas orally
- group/partner discussions
- organizing
- comparing/contrasting
- map skills
- inferring and predicting
- hypothesis
• Science
- graphing
- problem-solving
- communicating
- comparing/contrasting
- organizing
- classifying
- sequencing
- grouping
• Math
- graphing
- sorting
- patterning
VIII. RESOURCES/MATERIALS
BOOKS
Non Fiction
All Pig’s are Beautiful: Read and Wonder Dick King-Smith 2001
Animal Babies on the Farm Editors of Kingfisher 2005
Extra Cheese, Please!: Mozzarella’s Journey from Cow to Pizza Chris Peterson 2004
Farm Animals (Watch Me Grow) DK Publishing 2005
Farm Crops (Let’s See Library) Jennifer Blizin Gillis 2004
Farmer’s (Community Helpers) Dee Ready 2005
Farmer’s Market: Families Working Together Marcie R. Rendon, et al 2001
Farming Gail Gibbons 1990
Follow the Crop: From the Farmer’s Field to Our Grocery Store Scott R. Welvaert 2003
From Egg to Chicken (Start to Finish) Robin Nelson 2003
Hooray for Sheep Farming! Bobbie Kalman 1997
If It Weren’t for Farmers Alan Fowler 1993
Life on a Cattle Farm (Life on a Farm) Judy Wolfman 2001
Life on a Crop Farm (Life on a Farm) 2001
Milk from Cow to Carton Aliki 1999
My Goats My Farm Heather Miller 2000
On the Farm Diane James 2000
Out and About at the Dairy Farm Andy Murphy Dick King-Smith 2002
Pig Jules Older 2004
Pig’s Have Piglets (Animals and Their Young) Lynn M Stone 2000
Sheep (Farm Animals) Rachel Bell 2003
Tractor (Machines at Work) 2004
Fiction
All the Places to Love Patricia MacLachlan 1994
Beatrice’s Goat Page McBrier 2004
Carlos and the Squash Plant Jan Romero Stevens 1995
The Farmer Mark Ludy 1999
Raising Yoder’s Barn Jane Yolen 2002
The Rusty, Trusty Tractor Joy Cowley 2000
Teacher Resources
Bridges in Mathematics (Grade 1) Math Learning Center
ONLINE RESOURCES
.
Recipes/Projects
- Dye Wool Yarn
-Make Ice Cream
-Make cottage cheese
- Make Butter
- Make Cheese
- Make Mozzarella Cheese
- Make Mayonnaise
- Solar Hot Dog Cooker
LOCAL RESOURCES
Mission Mill: Historic Woolen Mill Tour
Artisan Cheese Trading Company
Tillamook Cheese Factory
Rickreall Dairy Tour
Project GLAD
Willamette Educational Service District
Farmer to Consumer Grade 1
Shealon Cooper, North Santiam S.D.
Amy Erwin, North Santiam S. D.
UNIT PLANNING PAGES
I. FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word
• Visit a Dairy Farm
• Visit Mission Mill for Wool Mill Tour
• Teacher Made Big Book
• Observation Charts
• Inquiry Chart
• Picture File Cards
• Realia
• Super Scientists Awards Farm
II. INPUT
• Graphic Organizer 6 Kingdoms of Life
• Pictorial Input with 10/2-Dairy Cow to Milk Carton
• Narrative –The Very Needy Grocer
• Read Aloud
III. GUIDED ORAL PRACTICE
• T-graph for Social Skills
• Poetry /Chants
• Picture File Activities
• Sentence Patterning Chart
• Personal Interaction
• Team Tasks
• Expert Groups
• Mind Map
• Process Grid
• Echo Reading
IV. READING/WRITING
Total Group
• Group Frame- Compare and Contrast
• Cooperative Strip Paragraph with responding, revising, and editing
• Story Map
• Poetry Frame and Flip Chant
• Highlighting and Sketching Chants
• Chalk Board Phonics
• Interactive Writing
Flexible Group
• Team Tasks
o Flip Chant
o Process Grid
o Focused Reading
o Input Charts: Creating and Labeling
• ELD Review
• Expert Groups
• Ear to Ear Reading
• Flexible Group Reading-leveled and heterogeneous
Individual
• Learning Log
• Interactive Journals
• Team Tasks Taken to Individual Task
• Home-School Connection
• Individual Tasks
Writer’s Workshop
• Mini-lesson
• Writing
• Conferences
• Authors Chair
Extended Activities
• Die wool yarn with Kool-Aid
• Field Trip to Grocery Store
• Act Out Narrative
• Bridges Math Farm Unit
• Art
• Guest Speakers
- Veterinarian
- 4H Raising Pigs
- Leather Worker
- Artisan Cheese Maker
• Cooking
V. CLOSURE
• Process Charts
• Assessment of Skills in Group Frames and Learning Logs
• Unit Folders Containing Individual Tasks
• Teacher and Student Made Quizzes
Project GLAD
Willamette Educational Service District
Farmer to Consumer Grade 1
Shealon Cooper, North Santiam S.D.
Amy Erwin, North Santiam S. D.
SAMPLE DAILY LESSON PLANS
DAY 1
FOCUS/MOTIVATION
• Super Scientist Awards-Standards
• Cognitive Content Dictionary with Signal Word/Interactive Writing
• Observation Charts
• Inquiry Chart
• Big Book- Important Book About Farms
- Shared Reading
INPUT
• Graphic Organizer-Six Kingdoms of Living Things
- 10/2 Primary Language
- ELD Review
- Learning Log
FOCUS/MOTIVATION
• Poetry/Chant
GUIDED ORAL PRACTICE
• T-graph for Social Skills-Team Points
• Picture File Activity
-Free exploration
-Classify/categorize
• Exploration Report-Modeled Writing
• Poetry/Chant
INPUT
• Pictorial Input –Dairy Cow to Milk Carton
- 10/2 Primary Language
- ELD Review
- Learning Log
• Read Aloud- Farmers Market: Families Working Together
- Learning Log
READING/WRITING
• Reading/Writing Choice
- Journals/Teacher Models
• Alphabet Book
CLOSURE
• Process Inquiry Chart
• Home/School Connection
DAY 2
FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word/Interactive Writing
• Process Home School Connection
• Review Graphic Organizer with Word Cards
• Review Input Chart with Word Cards
• Read Aloud
INPUT
• Narrative Input Chart
- 10/2 Primary Language
- ELD Review
- Learning Log
GUIDED ORAL PRACTICE
• Poetry/ Chant-Highlighting
READING/WRITING
• Alphabet Book
INPUT
• Read Aloud Extra Cheese, Please: Mozzarellas Journey From Cow to Pizza
- Learning Log-Text/You
READING/ WRITING
• Flexible Grouping
- Expert Group
- Team Tasks
• Phonemic Awareness Chant
• Chalkboard Phonics
• Reading/Writing Choice
- Journals/Teacher Models
CLOSURE
• Process Inquiry
• Home/School Connection
DAY 3
FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word
• Process Home School Connection
• Review Input Chart with Word Cards
• Act Out/ Review Narrative with Word Cards/Conversation Bubbles
• Highlight Poetry/Chants
GUIDED ORAL PRACTICE
• Sentence Patterning Chart
- Reading Game
- Trading Game
- Flip Chant
• Mind Map
READING/WRITING
• Alphabet Book
• Flexible Grouping
- Expert Groups
- Team Tasks
• Read Aloud
GUIDED ORAL PRACTICE
• Process Grid
• Poetry/Chants
READING/WRITING
• Cooperative Strip Paragraph/Group Frame
- Respond
- Revise
- Edit
• Reading/Writing Choice
- Pocket Poetry, Retelling of Narrative, etc.
- Authors Chair
CLOSURE
• Process Inquiry
• Home/School Connection
DAY 4
FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word
• Process Home School Connection
• Process Charts
• Poetry/Chants
INPUT
• Narrative Story Map
READING/WRITING
• Flexible Grouping-Leveled Groups
- ELD Retell-Group Frame
- Team Tasks
GUIDED ORAL PRACTICE
• Poetry/Chant
• Strip Book-Farms are…
READING/WRITING
• Listen and Sketch: If It Weren’t For Farmers
• Reading/Writing Choice
- Journals
- Authors Chair
CLOSURE
• Process Inquiry
• Home/School Connection
• Poetry/Chants
Day 5
FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word
• Process Home School Connection
• Highlight Poetry/Chants
READING/WRITING
• Flexible Grouping-Leveled Groups
- At or Above Grade Level from Class Group Frame
- Struggling /Emergent –Small Here, There Poetry Booklet
- Team Tasks
• Cloze Reading Activity
• Ear to Ear Reading
• Read Aloud
GUIDED ORAL PRACTICE
• Poetry/Chants
INPUT
• Guess My Category
• Introduce Social Action Plan: Recycling Chicken Feathers
- Letter To Dr Walter F Schmidt how can we help increase recycling
READING/WRITING
• Focused Reading with Personal Cognitive Content Dictionary/Picture Dictionary
• Read Aloud- All the Places to Love
- Learning Log
• Reading/Writing Choice
- Big Book Tasks
- Model-Total Class
- Students-Write, Respond, Edit, Art
CLOSURE
• Team Presentations
• Process Inquiry
• Framed Letter Home
• Evaluation of the Week
• Home/School Connection
- Take Portfolios Home
- Share Work With Parents
THE IMPORTANT THING ABOUT FARMS
by Amy Erwin and Shealon Cooper
The important thing about farms is they provide products for us to use.
Cattle are raised for many reasons including dairy and beef products. A female is called a cow, a male is called a bull and a baby is called a calf.
But, the most important thing about farms is they provide products for us to use.
The important thing about farms is they provide products for us to use.
Chickens are raised for many reasons including egg and poultry products. A female chicken is called a hen, a male chicken is called a rooster and a baby chicken is called a chick.
But, the most important thing about farms is they provide products for us to use.
The important thing about farms is they provide products for us to use.
Sheep are raised for many reasons including wool and meat products. A female is called an ewe, a male sheep is called a ram and a baby sheep is called a lamb.
But, the most important thing about farms is they provide products for us to use.
The important thing about farms is they provide products for us to use.
Pigs are raised for many reasons including pork products. A female pig is called a sow, a male pig is called a boar, and a baby pig is called a piglet.
But, the most important thing about farms is they provide products for us to use.
The important thing about farms is they provide products for us to use.
Goats are raised for many reasons including milk and meat products. A female goat is called a doe or nanny, a male goat is called a buck or billy, and a baby goat is called a kid.
But, the most important thing about farms is they provide products for us to use.
Dairy Cow to Milk Carton
Dairy Cow to Milk Carton
• Physical Characteristics
- 4 legs, hooves, ears, eyes, tail, mouth and an udder (add udder after calf is on chart)
• Diet
- A cow grazes on grass, grain, hay and drinks water.
• Life Cycle
- A cow gives live birth to a calf.
- After she gives birth to the calf the cow’s udder fills with milk to feed the calf.
- The udder is a bag with 4 teats that the calf sucks on for milk. As the calf gets older it also eats grass, grain, and hay.
• Product
- On a dairy farm the milk a cow produces becomes a product for us.
- The cow is taken to a milking parlor. The milking machine is attached to the cow’s teats on the udder.
- The milk then goes through pipes to a cold storage tanks.
- A special truck that keeps the milk cold takes the milk from the milking tanks and transports it to the dairy plant.
- At the dairy plant the milk is pasteurized to kill the bacteria and then packaged. Some milk is packed in cartons like the milk we have in the school cafeteria.
- The milk can also be used to make cheese, ice cream, and pudding.
THE VERY NEEDY GROCER
(Narrative Input Text)
Story Adapted From King Bidgoods In the Bathtub
By Amy Erwin and Shealon Cooper
“Help! Help!” cried the grocer when the sun came up. My customers are in the store and there is no bacon! “Oh, who knows what to do?”
“I do!” cried the farmer when the sun came up.
“You can buy my pigs for a 100 bucks.”
“Help! Help!” cried the grocer when the sun got hot. My customers are in the store and there are no eggs! “Oh, who knows what to do?”
“I do!” cried the farmer when the sun got hot.
“You can gather my hen’s eggs for not a lot.”
“Help! Help!” cried the grocer when the sun went down. My customers are in the store and there is no milk! “Oh, who knows what to do?”
I do!” cried the farmer when the sun went down.
“You can milk my cows, do not frown.”
“Snore! Snore!” went the grocer when the moon shown bright, the grocery store was closed and all was right.
Poetry Book
GABBY’S FARM
This is the farm that Gabby built.
These are the sheep
That provide the wool
On the farm that Gabby built.
This is the sheep shearer,
Who shears the sheep,
That provide the wool
On the farm that Gabby built.
This is the wool room worker,
Who washes and spins the wool.
Taken from the sheep shearer,
Who shears the sheep,
That provide the wool
On the farm that Gabby built.
This is Gabby’s sister,
Who knits a warm sweater,
Using the wool she loves,
Taken from the wool room worker
Who washes and spins the wool.
Taken from the sheep shearer,
Who shears the sheep,
That provide the wool
On the farm that Gabby built.
S. Cooper
Farmyard Boogaloo
I’m a farmer and I’m here to say,
I work on my farm everyday.
Raising livestock is what I like to do,
Providing products for your family and you.
Livestock, farmers, equipment too,
Doing the Farmyard Boogaloo!
Feeding calves and cows, there is milking to do,
Mucking out stalls full of lots of poo.
Gathering eggs from the chickens’ nests,
Shearing the sheep, no time to rest.
Livestock, farmers, equipment too,
Doing the Farmyard Boogaloo!
Goats in a herd chewing their cud,
Piglets in the pen wallowing in mud
Different types of farmers working hard every day,
Bringing important products to the market for their pay.
Livestock, farmers, equipment too,
Doing the Farmyard Boogaloo!
S. Cooper & A. Erwin
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FARMERS HERE, FARMERS THERE
Farmers here, farmers there,
Farmers, farmers everywhere!
Busy farmers shearing,
Happy farmers milking,
Tired farmers gathering,
And hungry farmers working.
Farmers in the field,
Farmers by the milk parlor,
Farmers on a tractor,
And farmers around the farm.
Farmers here, farmers there,
Farmers, farmers everywhere!
Farmers! Farmers! Farmers!
A. Erwin
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Home School Connection #1
Farm Unit
Name: _____________________ Date: _____________
Talk to your family and find out what their favorite farm animal is. Sketch or write what your family shared.
Parent Signature: _______________________________
Home School Connection #2
Farm Unit
Name: _____________________ Date: _____________
Discuss with your family if they have ever been to a farm. Sketch or write what your family shared.
Parent Signature: _______________________________
Home School Connection #3
Farm Unit
Name: _____________________ Date: _____________
Survey your family and find out what their favorite farm product is. Sketch or write their answer.
Parent Signature: _______________________________
Home School Connection #4
Farm Unit
Name: _____________________ Date: _____________
Retell the narrative to someone in your family. What was their favorite part? Sketch or write their response.
Parent Signature: _______________________________
CONECCION DE Y ESCUELA #1
UNIDAD DE GRANJA
Nombre: _____________________ Fecha: _____________
Habla con su familia y se informe de cual es su animal de granja favorite. Di buja o escribe que su familia compartio.
Firma de padre_________________________
CONECCION DE Y ESCUELA #2
UNIDAD DE GRANJA
Nombre: _____________________ Fecha: _____________
Habla con su famila para se informe de ellos han visitado una granja. Dibuja o escribe que su familia compartio.
Firma de padre_________________________
CONECCION DE Y ESCUELA #3
UNIDAD DE GRANJA
Nombre: _____________________ Fecha: _____________
Pregunta su familia para se informe de cual es su producto de granja favorite. Dibju o escriba sus respuestas.
Firma de padre_________________________
CONECCION DE Y ESCUELA #4
UNIDAD DE GRANJA
Nombre: _____________________ Fecha: _____________
Repite el narrative a alguien en su familia? Cual era su parte favorite? Dibuja o escribe su respuesta.
Firma de padre_________________________
Chickens
Physical Characteristics
Chickens are birds with two legs, two wings, a beak and bodies covered in feathers called plumage. Chickens have two wattles hanging under their chin and a comb on the top of their head.
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Life Cycle
Female chickens called hens lay eggs in nests. Hens keep the eggs warm by sitting on them. After 21 days the chick will hatch by breaking the shell apart. Chickens can live to be seven years old.
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Diet
Chickens are omnivores. Omnivores eat both plants and other animals. Chickens will eat insects, worms, slugs, and snails. They also eat corn, leaves, seeds and grains.
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Products
Chickens are raised all over the world to produce meat and eggs. The meat and eggs from chickens are called poultry products. Some poultry products are: chicken nuggets and eggs.
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Interesting Facts
Even though chickens have wings they do not fly well. Today there are more chickens in the world than there are people
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Sheep
Physical Characteristics
Sheep are mammals with a thick coat of hair called wool covering their body. Sheep have four legs and hooves. Female sheep have udders. Some sheep have horns that curve out from their head.
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Lifecycle
Female sheep called ewes usually give live birth to one or two lambs at a time. Sheep are considered full grown at approximately a year old. Sheep can live to be twenty years old.
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Diet
Sheep are herbivores. They do not eat other animals. Sheep are grazers eating grass hay and grain from the ground. Lambs drink their mother’s milk and at 4 months will also graze like their parents.
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Products
Sheep are raised primarily for their wool and meat. The wool is sheared from the sheep like a haircut and then used to make clothes like sweaters and socks. Lamb chops and mutton are both meat products that come from sheep.
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Interesting Facts
Sheep have many predators. To protect themselves they gather into large groups called flocks. Guardian dogs are used in many countries to protect the sheep from predators.
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Pigs
Physical Characteristics
Pigs are mammals with four short legs, hooves, and a short tail. Pigs have snouts and thick skin that is partly covered in bristly hair.
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Life Cycle
Female pigs called sows give live birth to litters of 10 or more piglets. Pigs reach their adult size at about two years of age. Pigs can live from 9 to 15 years of age.
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Diet
Pigs are omnivores, eating both plants and other animals. Pigs eat what they can find including fruit, insects, mice, and worms. Piglets nurse their mother for approximately 4 weeks then they begin to eat solid food. On a farm they may be fed pig food, which contains grains and soy.
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Products
Pigs are raised primarily to provide meat, which is called pork. Pork products include: bacon, pork chops and ham. The skin of the pig may be used for leather and the bristles are used for brushes.
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Interesting Facts
Pigs are considered smarter than dogs. They learning very quickly and they make excellent pets.
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Goats
Physical Characteristics
Goats are mammals with a thick furry coat of hair, short upturned tail, four legs, and hooves. Both male and female goats grow beards from their chins and have pointed horns. A female goat has an udder.
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Lifecycle
Female goats called a nanny or doe give live birth to kids in the spring. The average number of kids a doe will birth is two, but they can give birth to as many as 5 kids. Goats can live 16 years.
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Diet
Goats are herbivores; they eat only plants not other animals. Goats eat the leaves and bark of trees, shrubs, berry brambles, thistles and other plants and grass. Kids nurse their mother for a few months.
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Products
Goats are raised around the world primarily to provide food products. The milk from goats can be used to make cheese and other dairy products. Goat meat is often called chevon.
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Interesting Facts
Goats require little space and are often raised where cattle and sheep can’t be. Around the world people drink more goat milk than cow milk and goat meat is eaten more than chicken, beef, or pork.
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Process Grid
| |Physical Characteristics | | | |Interesting |
|Animal | |Life Cycle |Diet |Product |Facts |
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|Cow | | | | | |
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|Chicken | | | | | |
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|Sheep | | | | | |
| | | | | | |
|Pig | | | | | |
| | | | | | |
|Goat | | | | | |
Guess My Category
|Cow |Sheep |Goat |
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|Pig |Chicken |
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Guess My Category
|Cow |Sheep |Goat |
|Milk |Wool |Nanny |
|Beef |Lamb |Beard |
|Calf |Wool Room |Kid |
|Milk Parlor |Shear |Eats berry brambles |
|Graze on grass |Ewe |Billy |
| |Ram |Meat called chevon |
| | |Raised where there is little room for cattle |
|Pig |Chicken |
|Pork |Hens lay eggs |
|Omnivore: eat worms and mice |Has two wattles |
|Litter of 10 or more piglets |Wings |
|Bacon |Poultry |
|Ham |Chick |
|Short legs | |
|Smarter than dogs | |
Farms (1)-Alphabet Book
Agriculture
Beef
Cow
Doe
Egg
Farmer
Goat
Hen
Ice Cream
Jerky
Kid
Livestock
Milk
Nanny
Omlette
Pig
Qual
Rooster
Sow
Turkey
Udder
Veil
Wool
FoX a predator of sheep
Yolk
Zoologist
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