Objectives: build up the sense of what to learn.

Have a brief introduction of the reading skills in this

lesson.

Foundational Skills 15%

1. Review and apply the spelling words with blends br,
6% Language and Vocabulary cr, dr
2. Read the high frequency words
Learn and use science vocabulary
words
Listening and Speaking 15%
1. Learn about living and nonliving
things
2. Learn to describe living and nonliving
things

54% Writing 10%

Reading
1. Decode read the story The Crops Write about living things
fluently with proper expression
2. Use a checklist to comprehend the story

1
 Objectives: discuss the big question. Have a brief
introduction of this unit.
Talk about the guidance questions. Model how to use
the language frames. Then, have students use them.

• What is the big question? What

do you know about it?
• Are you alive? What can you do?
How do you move?
• Can you name more living
things? What can they do?

Language Frames

• _____ is/are alive.

• _____ can _____.

When is something
BIG alive?
Question 2
 Objectives: learn more background knowledge to better
understand how things are alive.
1. Ask students whether we are alive or not. Tell them that we are
all living things. Ask: Is a cat a living thing or not? Then, follow
A catdoes
What is a living thing. A
a cat need?
the steps to explore the life of a cat.
2. Model how to use the sentence frame to make a conclusion of
cat needs to … the background knowledge. Encourage students to use it

?
themselves. Make sure they’ve already understand the features
of living things.

• breathe √
?
• move √
?
• drink √
Z
? √
• eat
Z
Z

A cat needs toAdrink.

cat needs to eat.
A cat needs to move.
A cat needs to breathe.

4
 Objectives: learn and use the five science vocabulary words.
person 1. Ask and answer the first question, use the language frame. Make
Living and Nonliving Things
sure students can recognize living and nonliving things.
plant 2. Ask the second question. Read and explain
(Click thequestions.)
to show words. Make sure
students can understand the words. Then, model how to use the
words. Have students use the words and the language frame to
1/3 Look at this picture, what
answer the question.
kettle are some living things? What
3. Make a conclusion. Ask the last question. Model how to use the
language frame. Then, have students use it themselves.
are some nonliving things?
eat （ Click to show the words. ）

table 2/3 What can living things do?

(Click to show the words. ）
cup
3/3 What do I know about
living things? (Click to show the
language frame. ）
animal
Language Frames

• _____, _____, and _____ are

breathe living.
• Living things can _____.

• I know that living things _____.

drink
move
3
 Objectives: review the blends: br, cr, dr. learn to segment
sounds.
4/4 Can
2/4you
1/4
Does
3/4 segment
What
Whatdad’s the
is does
onhat sounds
the
thehave in these
girlwide
boy’s brim?words?
wear?
T-shirt?
1. Ask and answer questions. Review the spelling words, pay
attention to the blends.
2. Tell students that different letters and sounds make up a
word. Model how to segment the sounds in the word
“crab”. Have students repeat each sound after you. Then,
practice to segment sounds in words “brim” and “dress”.

brim

br i m

crab dress

dr e ss
cr a b
3
 Objectives: review the six high frequency words. Read the
1/4 What are they
2/4 What going
do the kidstodo?
bring in? 3/4
4/4What
Wheredodo
they do?
they put the crops?
short passage fluently.
1. Ask and answer questions. Read and have students repeat
the high frequency words after you.
2. Encourage students to read the sentences themselves.

There are crops to bring in. Then they bring in more crops.
First, the kids pick figs. They put all the crops by the hut. 3
 Objectives: learn to use a checklist to list facts.
1. Explain what is a list. Then, point out the title of this
checklist. Talk about what this checklist is about.
2. Play the song. Have students talk about what they know
Pre-Reading

Thinking Map
from the song.

c ts 3. Explain how to use a checklist.

a
4. Make a conclusion. Discuss about the features of nonliving

F 1/5 A list is a helpful way to organize

things depending on the checklist. Eg, living things can

s t eat. Nonliving things can’t eat.

Li Living Things Checklist facts and details.

What is this checklist about?
2/5 How can a list help us organize
can eat √ ideas?
3/5 Listen to the song.
can drink √ （ Click the symbol to play the song. ）
What do you know from the song?
(bike, eat, living, nonliving)
can think √ 4/5 Which facts on the checklist are
used to describe the girl as a living
can play √ thing? (Click to show the answers.)
5/5 Can you tell some facts of
Check off the nonliving things? (Can’t eat or play.)
List facts about
facts here.
living things
here. 4
 Objectives: preread the story. Make predictions before
reading the story.
Printable Concepts
1. Ask and answer the guidance questions 1 and 2. Gather

The Crops
information to fill in the checklist. Type the answer on the
list.
What is the title of the
2. Make predictions. Guess what the family will do after
breakfast. story?

Details
List the living and
nonliving things you see
on the cover.
(Type the answers.)
Living Nonliving

Make Predictions
What will they do after
breakfast?

3
 Objectives: close read the story.
1. Encourage students to find out and spell the spelling
Decode
words. These words start with blends cr, br or dr.
2. Pay attention to the high frequency words. They are there,
are, first, then, all, by.
Read and spell the
3. Ask and answer the guidance questions to better
spelling words.
understand the story.

Details (Click to show the answer.)

1/5 What time is it?
2/5 What are they
doing?
3/5 What do they do after
breakfast?
4/5 What do they wear?

5/5 How do they feel?

It is six in the morning and we all First, we bring in the crops. We Make Inferences
get up with the sun. We sit by the dress in work clothes. Daughter Why does the family
breakfast table.This is my family. wears a T-shirt. Son turns his hat get up so early?
1 brim around back. 2
(They have lots of work to do. They have
to pick the crops.)

4
 Objectives: close read the story.
1. Encourage students to find out and spell the spelling
Decode
words. These words start with blends cr, br or dr.
2. Pay attention to the high frequency words. They are there,
Read and spell the
are, first, then, all, by.
3. Ask and answer the guidance questions to better
spelling words.
understand the story.

Details (Click to show the answer.)

1/5 How are the figs?
2/5 What do they use to
bring in the figs?
3/5 Where do they bring
up the yams?
4/5 Are fig trees living or
nonliving things?
5/5 What crops does the
family have?

There are lots and lots of bright There are lots of yams to bring up Make Predictions
figs to bring in by hand. from the ground. Son says the What will the family do
This is my family. yams are crab bricks because they after they pick the
3 are red. 4 crops?(They may sell the crops.)
4
 Objectives: close read the story.
1. Encourage students to find out and spell the spelling
words. These words start with blends cr, br or dr.
Decode
2. Pay attention to the high frequency words. They are there,
are, first, then, all, by.
Read and spell the
3. Ask and answer the guidance questions to better
understand the story.
spelling words.

Details (Click to show the answer.)

1/3 What do they use to
hold the crops?
2/3 Whom do they sell the
crops?
3/3 Are these crops living
things?

Make Conclusions
Then, we drag out the baskets to We have no more crops to sell. What kind of work do
sell the crops to people who drive you do with your
by in cars. This is my family. family? (I _____ with my family.)
5 6
3
 Objectives: close read the story.
1. Encourage students to find out and spell the spelling
words. These words start with blends cr, br or dr.
Decode
2. Pay attention to the high frequency words. They are there,
are, first, then, all, by.
Read and spell the
3. Ask and answer the guidance questions to better
understand the story.
spelling words.

Details (Click to show the answer.)

1/4 Where do they rest?
2/4 What do they do?

END
3/4 What does Daughter
want to do?
4/4 What does Son want to
do?

Make Conclusions
We drop on the grass. We dream Mention one living thing
about what to do next. Daughter and one nonliving thing
wants to drink cool juice.
This Son
is my wants
family. in this story. (Daughter and
to eat ice cream. basket.)

7 8
3
 Objectives: retell the story.
1. Ask and answer questions to recall the plots in the story.
2. Model how to retell the story. Then, encourage students to

4/41/4 What
What
2/4 do do they
they
3/4What do do do atdoafter
after
they do six inbreakfast?
sellingthe
all morning?
the crops?
do it themselves.
What do they with the crops?

① ② ③ ④
They have breakfast They drop on the
They bring in the They sell the grass to take a
at six in the
crops. crops. break.
morning.

3
 Objectives: oral reading test.
1. Have students read the passage one by one.
2. Use the timer to record time.

Then weindrag out the box andtowe

sellall
3. Record the number of their misspelling words. Use the
It is six the morning 84 words
8 words WCPM chart.

the crops
get up withto the
people
sun.who
We sitdrive
by by
thein 90
16 words
cars. We have
breakfast noFirst,
table. morewe crops
bringto in 97
22 words
sell. We drop
the crops. Weon the in
dress grass.
workWe 104 words
29 words Oral Reading Test
dream
clothes.about whatwears
Daughter to do next.
a T-shirt. 109 words
33 words Set the timer for one
Daughter
Son turns wants
his hattobrim
drink cool juice.
around 114 words
40 words
minute. Have the students
read the passage in turns.
Son
back.wants
Theretoareeatlots
ice cream.
and lots of 120 words
45 words
Then input the number of
Am
brightI afigs
living thing?inI run
to bring for a
by hand. 125 words
52 words students’ errors in the
ball
There andarebring it back.
lots of yams Itodrink
bring up 134 words
59 words WCPM chart.
water
from the andground.
breatheSonair.says
I eatthe
food. I 141 words
65 words Total: 162 words
was
yamssmall, but bricks
are crab I grew because
big. I amthey
a 147 words
71 words
dog. I am alive.
are red. 154 words
76 words
162 words
77 words

Click to start again. Click to move on. 2

 Objectives: learn to define what an adjective is.
1. Ask and answer questions. Point out the adjectives in the
sentences.
2. Explain what an adjective is. Practice to find out the

1/2 adjective
2/2 An How doesdescribes,
Son describe theabout,
or tells yams?a noun.
adjectives in the sentences. Tell what they are describing
or telling about.

Find out the adjectives in the

sentences. Tell what they are
describing or telling about.
(Click to show the answers. There will be 5 adjectives.)

①
A red machine collects the tall
plants.

②
I am healthy.

③
I was small, but I grew big.
Son says the yams are crab bricks because
they are red.
3
 Objectives: learn to write about living things.
1. Ask and answer the first question to define what living
things are.
Living Things Features
2. List facts of living things on the checklist.
3. Check the facts.
4. Gather information from the checklist. Model how to use
1/4 Are these objects living or
the sentence frame. Then, have students use it to present.

Living Things Checklist nonliving things? (Click to show the

objects.)

can eat √
can drink √ 2/4 What can these living things
do? (Click to list facts on the checklist.)
can move √ 3/4 Are you alive? What can you
do? (Click to check the facts.)
can grow √ 4/4 What do you know about
living things? (Click to show the language
I know that living things _____. frame.)

4
 Objectives: explain the homework.
Explain the homework to students. Remind
students to shoot and post their writing.

• Online exercise

• My Writing Journal P1-4