06 pathways gr1 livingthings appendixb

A Tree Is a Plant | B-1

Printables: Reading and Writing

Appendix B

B-2 | A Tree Is a Plant Unit 3, Week 1, Day 1

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Unit 3, Week 1, Day 1 A Tree Is a Plant | B-3

Apples and Pears

Apples and pears are from

the same plant family. Did

you know that they are from

the same family as roses?

They are both grown on

trees, where the tiny fruits

appear after the tree blooms.

Whereas most apples are closer to a round shape, most pears

have an oval appearance. Apples are firm and crispy, but pears are

softer. They both contain a core with dark, oval seeds. There are

7,500 different kinds of apples and 3,000 kinds of pears. Apples

and pears contain lots of vitamin C and are a good source of fiber.

They can both be eaten raw or cooked, but apples are less juicy

than pears. Scientists and doctors are beginning to believe there

might be some truth in the old saying, “An apple a day keeps the

doctor away!” And the same can be said for pears!

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Find Connections: Apples and PearsI can analyze connections between

two pieces of information.

Compare Contrast

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Thank-You Note Model

A thank-you note is written to thank someone for a gift or for something kind he or she did for you.

Parts of a thank-you note:

• Date, greeting, body, closing, signature

• The body tells what you are thanking the person for.

• Details in the body share your feelings.

January 23, 2017

Dear Grandma,

Thank you so much for the new book about tigers. I love the

pictures in the book. They are so awesome!

Love,

Warren

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Thank-You Note—Frame AI can write a thank-you note.

Name: Date:

Dear ,

Thank you so much for

I love

Your friend,©

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Unit 3, Week 1, Days 1 and 3 A Tree Is a Plant | B-7

Thank-You Note—Frame BI can write a thank-you note.

Name: Date:

Dear ,

Thank you so much for

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Months, Days, and HolidaysI can identify months, days, and

holidays that are written properly.

Name: Date:

Circle all the months, days, and holidays that are written properly. Rewrite all the incorrectly written proper nouns.

ThanksgivingchristmasAprilSeptemberOctober

SundaywednesdayPresidents’ Daymemorial DayMay

MarchnovemberTuesdaylabor DayColumbus day

JuneAugustFather’s dayIndependence Daydecember

1 5

2 6

3 7

4 8

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Find Connections: Cause and EffectI can analyze connections between

two pieces of information.

Name: Date:

Draw lines to connect the correct cause-and-effect relationships.

I forgot to water my plant all week,

so the car stopped running.

David drew all over his desk,

so she got punished.

Mom forgot to get gas,so the principal sent me back to walk.

Dad didn’t feed the cat supper,

so the teacher made him clean all the desks.

My sister stole cookies,so the cat scratched him.

I ran in the hallway, so it died.

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Adding Commas to DatesI can punctuate dates properly.

Name: Date:

Place a comma in the proper place in each date.

ex August 30, 1976

1 July 14 1789

2 November 11 1954

3 November 3 1973

4 July 4 1776

5 October 12 1492

6 December 25 2020

7 January 1 2021

8 November 26 1789

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Text or Illustrations?I can identify information shared in

illustrations and in text.

Name: Date:

Did you know that woodchuck is just another name for a groundhog or whistlepig? Woodchucks’ bodies are made for digging. They have short, powerful arms and legs and feet with curved claws. They dig large burrows to live in, with bedrooms, storage rooms, and even a bathroom! Woodchucks can swim very well and can climb trees. They eat mostly plants, fruit, and berries. During the winter months, woodchucks hibernate—they take a very long nap! Whether we call them whistlepigs, groundhogs, or woodchucks, they are very interesting animals!

After reading the selection, read the following questions and circle where the information may be found—in the text, the illustrations, or both.

Question Where can I find the answer?

1. Where do woodchucks live? Illustration Text Both

2. What do woodchucks look like? Illustration Text Both

3. What are other names for woodchucks? Illustration Text Both

4. What do woodchucks eat? Illustration Text Both

5. What color are woodchucks? Illustration Text Both

6. When do woodchucks hibernate? Illustration Text Both

7. Can woodchucks swim? Illustration Text Both

8. What do a woodchuck’s feet look like? Illustration Text Both

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Descriptive Paragraph: Prewriting Graphic

Organizer Model

Descriptive writing is a type of writing that tells all about how something looks or behaves. It is the writer’s job to help readers clearly visualize whatever is being described.

Parts of a descriptive paragraph:

• Topic sentences: tell readers what you are describing

• Details: sentences that use adjectives of color, size, shape, or number

Tail:short, fluffy

Topic:Skip the chipmunk

Ears:small, round

Eyes:bright and

black

Fur:soft, brown

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My TopicsI can plan for writing a description.

Name: Date:

My TopicsI can plan for writing a description.

Name: Date:

Cut Here

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Declarative Sentence DetectiveI can identify declarative sentences.

Name: Date:

Underline all the declarative sentences, and circle the periods.

I just got five orange and pink balloons!

Are there six girls at the blue table?

I saw three gray mice.

I just saw a monkey!

My mother has a red car.

Did you see two gray elephants?

The small dog had a white spot on his side.

Today is Monday.

Are we having recess next?

Let’s go!

I have a black computer.

My shoes are too small.

We need to go inside now.

Can I have a snack?

We have a math test today.

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My Interview Questions I can ask and answer clarifying questions.

Name: Date:

First Question:

Second Question:

Third Question:©

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Prewriting Graphic OrganizerI can plan for writing a description.

Name: Date:

My Topic:

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Declarative Sentence Detective Report

I can identify declarative sentences.

Name: Date:

Title of Book:

On page _________, I found a declarative sentence.



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Illustrations or Text?I can identify information shared in

illustrations and in text.

Name: Date:

Sea otters are the smallest marine mammals on the planet. They live their whole lives in the ocean. They are even born in the ocean and float on their mothers’ chests, away from the cold water, until they can swim on their own. Sea otters dive under water to hunt for food, such as sea urchins and mussels. They even use rocks as tools to open their food. Sea otters sleep in the ocean, holding hands with other otters to form a raft. This keeps them from drifting too far out to sea while they are asleep. Because they live in very cold water, the sea otters’ fur is the thickest fur on any animal. There are almost one million hairs in one square inch! These marine mammals may be small, but they are enormously interesting!

After reading the selection, read the following questions and circle where the information may be found—in the text, the illustrations, or both.

Question Where can I find the answer?

1. Where do sea otters live? Illustration Text Both

2. What do otters look like? Illustration Text Both

3. What type of animal are sea otters? Illustration Text Both

4. What do sea otters eat? Illustration Text Both

5. What color are otters? Illustration Text Both

6. Where are sea otters born? Illustration Text Both

7. What is special about a sea otter’s fur? Illustration Text Both

8. What do sea otters use as tools? Illustration Text Both

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Descriptive Paragraph Model

Descriptive writing tells how something looks, feels, sounds, tastes, or smells.

Parts of a descriptive paragraph:

• Topic sentences: tell readers what you are describing

• Descriptive words: adjectives and other details that tell about the topic

Meet my pet chipmunk, Skip. Skip has soft, brown fur with white

and black racing stripes down his back. His ears are small and

round. He has a short, fluffy tail and bright, black eyes. Skip is a

cute, funny pet.

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Which Noun?I can identify properly capitalized sentences.

Name: Date:

Use the lists of verbs and nouns to create your own sentences. Remember to capitalize the first word and punctuate the end of your sentences.

Nouns/Subjects Verbs/Predicates

Bobthey

friendshe

dogs

weme

bunnyshe

Sara

hopsrunsreadplayhunts

hunthopplayseatseat

ex They eat. She eats.

1.

2.

3.

4.

5.

6.

7.

8.Unit 3, Week 3, Day 2 A Tree Is a Plant | B-21

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Descriptive Paragraph: Writing Frame I can write a description of an animal.

Name: Date:

My favorite animal is

It looks

It is

It has

Closing sentence:

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Choose the Right NounI can use singular and plural nouns properly.

Name: Date:

Use the list of nouns or generate your own nouns to complete the sentences. Do not use any of the words more than once.

Nouns/Subjects

Bobthey

friendshe

kittens

dogsweme

Karenchipmunks

bunnyshe

SaradogFred

1. eats. 8. buy.

2. sleep. 9. draws.

3. draw. 10. sees.

4. leads. 11. says.

5. go. 12. tell.

6. tells. 13. goes.

7. lead. 14. pay.

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Similarities and DifferencesI can identify similarities and differences between

two texts on the same topic.

Name: Date:

Title:Both

Title:

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CreationBy Stephanie Heath Nash

Adapted from Genesis Chapters 1 and 2

Roles

AllBoysGirls

Group 1Group 2Group 3

Group 4Narrator 1Narrator 2

Group 1: In the beginning God created the heavens and the Earth.Group 2: The Earth was covered in darkness.Girls: But the Spirit of God was moving over the water.

The First DayNarrator 1: And God said …Boys: “Let there be light!” Narrator 1: The light began to shine. God looked at the light and saw that it

was good. Narrator 2: Then, God separated the light from darkness. Group 3: God named the lightAll: “day”Girls: and the darkness Boys: “night.” All: Evening came and then morning—that was the first day.

The Second DayNarrator 1: And God said …Group 4: “I command a dome to separate the water above from the water below.” Narrator 2: God called the domeBoys: “sky.” All: Evening came and then morning—that was the second day.©

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The Third DayGroup 1: God said, “I command the water under the sky to come together in one

place, so there will be dry ground.” Group 2: God named the dry ground Girls: “land,” Group 1: and He named the water Boys: “ocean.” Narrator 1: And God said …All: “This is good.”Narrator 2: And God said …Group 3: “I command the earth to produce all kinds of plants.”Group 1: The earth brought forth grass, flowers, vegetables, grains, and fruit trees

of every kind.Group 2: God looked at what He had done, and it was good. All: Evening came and then morning—that was the third day.

The Fourth DayNarrator 1: And God said …Group 1: “I command lights to appear in the sky to separate the day from the night …Boys: “I command them to shine on the Earth.” Girls: God made two powerful lights, the brighter one to rule the day Boys: and the other to rule the night.All: He made the stars that twinkle at night.Group 2: God looked at what He had done, and it was good. All: Evening came and then morning—that was the fourth day.

The Fifth DayNarrator 2: And God said …Group 3: “I command the ocean to be filled with living creatures!”Group 4: “I command birds to fly above the Earth.” Group 1: God looked at what He had done, and it was good. All: Evening came and then morning—that was the fifth day. ©

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The Sixth DayNarrator 1: And God said …Group 2: “I command the earth to bring forth living creatures of every kind!” Group 3: And it was so. God made wild animals, tame animals, and reptiles.Group 4: Then God looked at what He had done and saw that it was good.Narrator 2: And God said …Group 1: “Now we will make humans, and they will be like Us.”Group 2: “We will let them rule the fish, the birds, and all other living creatures.”Group 3: God created humans to be like Himself. He made Adam and blessed him.Group 4: God looked at what He had done. All of it was very good! All: Evening came and then morning—that was the sixth day.Narrator 1: The heavens, the Earth, and every living thing had been created.

The Seventh DayGroup 1: On the seventh day, God finished His work.Group 2: God blessed the seventh day and made it specialGroup 3: Because on that day He rested from His work.Group 4: That is how God created the heavens and the Earth.Girls: Praise God, for He is good.Boys: Let everything that has breath praise God.All: Praise be to God!

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Johnny AppleseedBy Stephanie Heath Nash

Roles

AllNarrator 1Narrator 2

Reader/Group 1

Reader/Group 2Reader/Group 3Reader/Group 4

Narrator 1: Have you ever heard of a man called Johnny Appleseed?

Narrator 2: Do you know why he is famous? Reader 1: Johnny Appleseed was a real person. Reader 2: His real name was John Chapman.Reader 3: He planted thousands upon thousands of apple trees Narrator 1: all the way from Pennsylvania to Indiana.All: Is this why people called him “Johnny Appleseed”?

Reader 4: Johnny lived a long, long, long time ago. Reader 1: Lots of families were moving out West. Narrator 2: They traveled in covered wagons.Reader 3: Of course, there were no apple trees in the West.Reader 4: Johnny Appleseed decided to change that.All: Is this why people called him “Johnny Appleseed”?

Reader 1: He got a big bag and filled it with apple seeds. Reader 2: He packed his Bible and his apple seeds.All: And set off on a grand adventure!Reader 3: Johnny walked for days and days … days turned into weeks. Reader 4: He never wore shoes, and soon his clothes became torn and dirty.All: But he did not care about that at all.Narrator 1: When the winter snow came, it did not stop Johnny Appleseed. All: He just made some snowshoes and kept on walking!

Narrator 2: The snow finally melted. Spring had come!Narrator 1: Johnny had traveled all the way to the West.Reader 2: He stopped by a river and dug a hole. Narrator 2: He placed an apple seed inside the hole. Reader 3: Then he covered the hole with dirt.

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Reader 4: He did this … All: again, and again, and again, and again, and again, and again … until he had a

whole orchard!Reader 1: He built a fence around his orchard … Narrator 1: to protect his tiny trees from animals.Reader 2: Johnny Appleseed knew that one day lots of apple trees would grow there. All: Is this why people called him “Johnny Appleseed”?

Reader 3: Johnny started walking again. Reader 4: He had lots more apple seeds to plant.All: Johnny walked everywhere. Narrator 2: There were no cars or trains or airplanes in those days.Narrator 1: This was the wilderness. All: Wild animals were everywhere!Reader 1: Many people were afraid of the wild animals.All: But not Johnny Appleseed!Narrator 2: The animals were his friends. Reader 2: In fact, he did not even kill animals for food. He was a vegetarian.Reader 3: Johnny Appleseed made friends with the Native Americans, too.All: Is this why people called him “Johnny Appleseed”?

Reader 4: Johnny Appleseed did not ever build a house. He liked to camp in the woods.Reader 1: He loved to feel the wind, see the moon and stars, and hear the water

flowing in the creek and rivers. Reader 2: Sometimes he stayed with a pioneer family, reading his Bible to them,

and telling them stories. Narrator 1: His favorite story from the Bible was the Sermon on the Mount, where

Jesus tells us how we should treat each other.Narrator 2: The Sermon on the Mount is also where Jesus teaches us how to pray

The Lord’s Prayer.Reader 3: Before he left, he paid for his food and lodging with apple trees or apples

instead of money.All: Is this why people called him “Johnny Appleseed”?

Narrator 1: Many years passed. Johnny Appleseed had planted apple seeds on a hundred thousand square miles of land.

Narrator 2: The apple trees he planted brought joy to generations of pioneers and settlers.

All: This why people call him “Johnny Appleseed”!

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Sequence the Food Chain—Page 1I can properly sequence information.

Name: Date:

Neatly cut apart the links in the food chain, arrange them in the proper order, and glue them in place.

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Sequence the Food Chain—Page 2I can properly sequence information.

Name: Date:

1

4

2

5

3

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My Editing Flip Book

Name:

Check writing for neat handwriting.

Check writing for proper spacing between words.

The dog ran fast.

Thedog ran fast.

Check writing for capital letters.• Begin the first word of

sentences and names of people, places, and pets with a capital.

• Make a slash through capital letters that are not correct.

The cat chased the dog.I saw Jane at church.We ran to School.

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Check writing for best spelling.• Are words spelled with

a letter for each sound you hear?

• Did you circle words that you suspect are not correct?

pla = play

teh theü

Check writing for punctuation marks.

The new puppy is so cute!

Do you have a pet?

My shoes are red.

Check writing for a topic sentence, detail sentences, and a closing sentence.

Meet my pet chipmunk Skip. Skip has soft, brown fur with white and black racing stripes down his back. His ears are small and round. He has a short, fluffy tail and bright, black eyes. Skip is a cute, funny pet.

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Editing ChecklistI can edit my writing and make changes.

Name: Date:

I checked my writing and it has …

YES! NotYet

Not Sure

☐ my best handwriting. ?

☐ proper spaces between words. ?

☐ capital letters at the beginnings of sentences and names.

?

☐ my best spelling. ?

☐ punctuation marks at the end of all the sentences. ?

☐ a topic sentence, key details, and a closing. ?


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Editing Practice ModelI can edit my writing and

the writing of others.

Name: Date:

The Tiny Bunny

my frend has a new Baby Bunny named

krystal Her fur as gray and Fluffe. she has

brite, black Eys I love hur long, floppy ears

and pink nos I hope I get a qut bunny like

krystal for my Birthday


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Find the ArticlesI can identify articles.

Name: Date:

Find and circle all the articles in the stories. Underline the noun each article is identifying.

Our Bike Ride

Today we went to the park. We rode our bikes. We passed by a church. The church was very large. Then we rode past the zoo. We saw a sign out front with a monkey on it. Finally, we saw an apple tree right by the entrance of the park. We had a great ride on our bikes.

At the Zoo

I saw a monkey at the zoo. He was eating a banana. The banana was yellow. Next, I saw a zebra. He was eating grass. Then I saw an ape. He was swinging from a tree. All the animals were having lots of fun at the zoo.

Sequence the SeasonsI can properly sequence information.

Name: Date:

Season: Season:

Season: Season:

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1. I went to ( a an ) park.

2. She saw ( a an ) octopus.

3. We all went to ( a an ) circus.

4. There is ( a an ) tree by my house.

5. He ate ( a an ) egg for breakfast.

6. Sid rode ( a an ) elephant at the zoo.

7. We all will sit in ( a an ) chair.

8. Krystal saw ( a an ) balloon in the sky.

9. Barbie went to ( a an ) bakery.

10. David flew in ( a an ) airplane.


Choose an ArticleI can use articles properly.

Name: Date:

Circle the proper article to complete the sentences.

Articlesa an

I saw a fish.He ran into a tree.

I was an hour late.She gave me an apple.

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Article Sort CardsNeatly cut out the cards to paste on the

Article Sort printable.

apple pancake

banana waffle

egg orange

pineapple lemon

omelet almond

olives chips

donut bagel

avocado apricot

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06 pathways gr1 livingthings appendixb

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