Chapter 7 – Weather and Seasons [Grade 1 – English]

Term 3 | Level 3

Unit of inquiry: How the world works  |  Line of inquiry: How we observe, record and describe the weather

Key concept: Connection (How is it linked to other things?)  |  Learner profile: Communicators  |  ATL skills: Communication skills

PYP strand: Written language: receptive (reading)

I can read a weather poem, find rhyming words and say what the poem makes me think and feel.

Curriculum links: IB PYP Language, Reading, Phase 2: read and understand the meaning of self-selected and teacher-selected texts at an appropriate level. Reading, Phase 1: participate in shared reading, joining in with rhymes, refrains and repeated text as they gain familiarity. England Year 1: learn to appreciate rhymes and poems, and to recite some by heart; recognise and join in with predictable phrases. Common Core RL.1.4: identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Key words: poem  |  verse  |  rhyme  |  sound word

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

How can a poem help us feel the weather?

Let’s Learn

For the adult: read this part aloud. Point to the pictures and say what the weather is like in each.

A poem is written in short lines. The lines are grouped into verses. Poems often have a beat, like music.

Many poems use rhyme. Rhyming words end with the same sound, such as sky and by. They do not always have the same spelling: chair and there rhyme too.

Poets also use sound words, such as drip and splash, to help us hear what is happening.

Watch Me

For the adult: read the first verse of the poem in Your Turn aloud. Then think aloud.

“I read the ends of the lines: sky, by, down, town. Sky and by both end with /igh/. They rhyme. Down and town both end with /own/. They rhyme too.”

“So the lines rhyme in pairs: line 1 with line 2, and line 3 with line 4.”

“I also notice drip and drop. These are sound words. They help me hear the rain.”

Let’s Try Together

1. Read verse 2. Which word rhymes with splat?

Hint: Look at the end of the next line.

2. Which word in verse 2 rhymes with wide? Is it spelled the same way at the end?

Hint: Look at the last word of the last line in verse 2.

Your Turn

Name: ______________________

Read the poem with an adult. Then read it again on your own.

The Rain Comes Down

Grey clouds roll across the sky,
The birds fly low, the wind blows by.
Then drip and drop, the rain comes down
On every roof in every town.

It taps the window, splash and splat,
It drips upon my yellow hat.
It fills the puddles, deep and wide,
So on go boots, and I run outside!

The cat stays in, curled on a chair.
She does not like the rain out there.
The flowers drink, the grass grows green,
The streets are washed and shiny clean.

And when the rain has gone away,
A rainbow comes to end the day.

1. Find the rhymes.

Find the word in the poem that rhymes with each word. Write it.

a) green  ______________     b) chair  ______________
c) away  ______________     d) down  ______________

e) Which pair rhymes but has different spellings at the end? ______________

2. Think about the poem.

a) Find three sound words in the poem.

______________________________________________

b) How does the cat feel about the rain? How do you know?

______________________________________________

______________________________________________

c) The child and the cat feel different about the rain. Do you feel more like the child or the cat? Write four sentences and give reasons.

______________________________________________

______________________________________________

______________________________________________

______________________________________________

3. Add a verse.

Write two new lines about the rain or the sun. Make the last words rhyme. You can use a pair from this list or think of your own: sun / fun, hot / lot, wet / get, rain / again.

______________________________________________

______________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How can a poem help us feel the weather?” What do you think now?

2. I was a communicator today when I ______________________________.

Take action: Stand at a window when it rains. Listen, then say two rhyming words about what you hear.

Answer Key

Next Steps

If this was easy, try: Find another weather poem in a library book or online with an adult. Read it aloud and find three rhyming pairs.

If this was hard, go back to: Let’s Try Together. Read one verse at a time and clap on the last word of each line to find the rhymes.

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Term 3 | Level 3

Unit of inquiry: How the world works  |  Line of inquiry: How weather affects people, plants and animals

Key concept: Causation (Why is it as it is?)  |  Learner profile: Thinkers  |  ATL skills: Research skills

PYP strand: Written language: receptive (reading)

I can read a weather report, find the facts and use them to plan what to wear.

Curriculum links: IB PYP Language, Reading, Phase 2: read and understand the meaning of self-selected and teacher-selected texts at an appropriate level. Reading, Phase 2 (conceptual understanding): People read to learn. England Year 1: listen to and discuss a wide range of non-fiction; draw on what they already know or on background information and vocabulary provided by the teacher. Common Core RI.1.1: ask and answer questions about key details in a text; RI.1.2: identify the main topic and retell key details.

Key words: weather report  |  fact  |  temperature  |  advice

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

How does knowing the weather help us plan our day?

Let’s Learn

For the adult: read this part aloud. Point to each weather picture.

A weather report tells us what the weather will be like. It is a fact text. It uses facts from people who study the weather.

A weather report tells us the day, the weather (such as sunny, windy or rainy) and the temperature. The temperature is a number that tells how hot or cold it will be. A bigger number means warmer.

Some reports also give advice, such as what to wear. We use the facts to plan our day.

Watch Me

For the adult: use the weather report in Your Turn. Point to each part as you find it.

“I want the facts for Monday. I find the part that starts with Today, Monday.”

“The weather words are cloudy and cool, and there may be a light shower. The number is 14 degrees.”

“The advice is: take an umbrella. That makes sense, because a shower is a short fall of rain.”

“So on Monday I would wear a jacket and take an umbrella.”

Let’s Try Together

1. Which day will be the warmest?

Hint: Find the three temperature numbers. Which is the biggest?

2. On which day will there be strong winds?

Hint: Look for the word wind in each part.

Your Turn

Name: ______________________

Read the weather report with an adult. Then read it again on your own.

Weather Report for Riverton

Good morning! Here is the weather for the next three days.

Today, Monday, will be cloudy and cool. There may be a light shower in the afternoon, so take an umbrella if you go out. The top temperature will be 14 degrees.

Tomorrow, Tuesday, heavy rain will start early in the morning and last all day. Strong winds will blow from the west. It will feel cold, with a top temperature of only 9 degrees. The puddles will be deep, so wear boots and a warm coat.

On Wednesday, the rain will clear by lunch time. The afternoon will be sunny and warm, with a top temperature of 18 degrees. It will be a good day to play in the park.

That is all from the weather desk. Have a good week!

Word bank: temperature  |  degrees  |  shower

1. Find the facts.

Fill in the chart with facts from the report.

2. What should you wear tomorrow?

a) Tomorrow is Tuesday. Circle the letters of the things you should wear or take.

b) Explain your choices. Use facts from the report. Write four sentences.

______________________________________________

______________________________________________

______________________________________________

______________________________________________

3. Plan with the facts.

a) Your class wants to have a picnic this week. Which day and time is best? Why?

______________________________________________

______________________________________________

b) Is Tuesday a good day to fly a kite? Give a reason from the report.

______________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How does knowing the weather help us plan our day?” What do you think now?

2. I was a thinker today when I ______________________________.

Take action: Check a weather report with an adult each morning for a week. Choose your clothes to match it.

Answer Key

Next Steps

If this was easy, try: Watch or listen to a real weather report with an adult. Write down the weather and temperature for tomorrow, and plan what to wear.

If this was hard, go back to: Let’s Try Together. Read one day of the report at a time. Underline the weather word and circle the number before filling in the chart.

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Term 3 | Level 3

Unit of inquiry: How the world works  |  Line of inquiry: How we observe, record and describe the weather

Key concept: Connection (How is it linked to other things?)  |  Learner profile: Risk-takers  |  ATL skills: Communication skills

PYP strand: Written language: expressive (writing)

I can swap plain words for stronger describing words to make my writing clearer.

Curriculum links: IB PYP Language, Writing, Phase 2: use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high-frequency words, high-interest words; create illustrations to match their own written text. England Year 1: sequence sentences to form short narratives; re-read what they have written to check that it makes sense. Common Core L.1.5d: distinguish shades of meaning among adjectives differing in intensity; L.1.1f: use frequently occurring adjectives.

Key words: describing word  |  plain word  |  word swap  |  stronger

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

Why do writers choose some words instead of others?

Let’s Learn

For the adult: read this part aloud. Point to each word in the swap.

Describing words tell us what something is like. They help the reader see, hear and feel what we are writing about.

Some describing words are plain, such as good, bad, nice, big and cold. They do not tell the reader very much.

A word swap changes a plain word for a stronger, more exact word. Instead of a bad day, we can write a stormy day or a gloomy day.

Watch Me

For the adult: think aloud as you swap the word. Write the new sentence where the learner can see it.

“My sentence is: It was a bad day. The word bad does not tell you what kind of bad.”

“I look at the picture. There is lightning and dark cloud. I can swap bad for stormy. The sky is dark and sad-looking, so I can add gloomy.”

“Now I write: It was a stormy, gloomy day. You can picture it now.”

Let’s Try Together

1. Swap the plain word: “It was a nice day.” Look at the sun picture. What stronger word could you use?

Hint: Think of words like sunny, bright or warm.

2. Swap the plain word: “The wind was big.” What stronger word could you use?

Hint: What does a very strong wind sound like? Think of strong, wild or howling.

Your Turn

Name: ______________________

1. Word swap.

Swap the underlined plain word for a stronger word from the word bank. Write the new word.

Word bank: fluffy  |  gloomy  |  gentle  |  scorching  |  icy

a) The sky was bad and dark.  ______________

b) The cold wind made my nose red.  ______________

c) It was a hot day at the beach.  ______________

d) A little rain fell on the flowers.  ______________

e) The clouds were soft and white.  ______________

2. Describe the picture.

Write four sentences about this snowy day. Use at least three strong describing words. You can use words from Task 1 or your own.

______________________________________________

______________________________________________

______________________________________________

______________________________________________

3. Make it better.

Read this plain writing. Write it again with word swaps. Change at least four plain words.

It was a bad day. The wind was big. The rain was bad. I was cold. Then the sun came out and it was nice.

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “Why do writers choose some words instead of others?” What do you think now?

2. I was a risk-taker today when I ______________________________.

Take action: Look out of the window and describe today’s weather to someone using two strong describing words.

Answer Key

Next Steps

If this was easy, try: Make a word swap chart for the wall. Write five plain words and three stronger words for each one.

If this was hard, go back to: Task 1. Say each sentence aloud with each word from the bank until one sounds right.

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Term 3 | Level 3

Unit of inquiry: How the world works  |  Line of inquiry: How weather and seasons change in patterns

Key concept: Change (How is it transforming?)  |  Learner profile: Reflective  |  ATL skills: Self-management skills

PYP strand: Written language: expressive (writing)

I can write a pattern poem about a season using my senses.

Curriculum links: IB PYP Language, Writing, Phase 1: use their own experience as a stimulus when drawing and “writing”. Writing, Phase 2: read their own writing to the teacher and to classmates, realizing that what they have written remains unchanged. England Year 1: compose a sentence orally before writing it; read aloud their writing clearly enough to be heard by their peers and the teacher. Common Core W.1.8: with guidance, recall information from experiences to answer a question; L.1.5c: identify real-life connections between words and their use.

Key words: pattern poem  |  season  |  senses  |  describing word

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

What changes when one season turns into the next?

Let’s Learn

For the adult: read this part aloud. Point to each season as you name it.

A pattern poem repeats the same words at the start of each line. The pattern makes the poem easy to write and fun to read aloud.

A seasons poem uses our senses. We tell what we see, hear and feel in that season.

The poem does not need to rhyme. Choose strong describing words to help the reader imagine the season.

Watch Me

For the adult: think aloud as you plan, then write the poem where the learner can see it.

“I choose autumn. I think about my senses. What do I see? Orange leaves falling. What do I hear? A crunch under my boots. What do I feel? A chilly wind.”

“Now I write with the pattern:”

In autumn I see orange leaves falling.
In autumn I hear a crunch under my boots.
In autumn I feel a chilly wind on my face.
Autumn is crunchy and cool.

“The last line is different. It sums up the season in a few words.”

Let’s Try Together

1. Say a line for winter: “In winter I see …”

Hint: Look at the picture. What is on the ground? What is on the tree?

2. Say a line for winter: “In winter I feel …”

Hint: Think about touching snow, or stepping outside on a winter morning.

Your Turn

Name: ______________________

1. Which season?

Write spring, summer, autumn or winter after each line.

a) In ______ I hear dry leaves crunch.  ______________

b) In ______ I see pink blossom on the trees.  ______________

c) In ______ I feel snow melt on my glove.  ______________

d) In ______ I feel the hot sun on my arms.  ______________

2. Plan with your senses.

Choose one season: ______________

Write two ideas for each sense.

I see: ______________________________________________

I hear: ______________________________________________

I feel: ______________________________________________

I smell (if you like): ______________________________________________

3. Write your seasons poem.

Use the pattern. Write four or five lines, then a last line that sums up the season. Then draw a picture for your poem.

In ______________ I see ______________________________________

In ______________ I hear ______________________________________

In ______________ I feel ______________________________________

In ______________ I ______________________________________

______________ is ______________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “What changes when one season turns into the next?” What do you think now?

2. I was reflective today when I ______________________________.

Take action: Read your seasons poem to your family. Add a new verse when the season changes.

Answer Key

Next Steps

If this was easy, try: Write a second verse for a different season. Read both verses to your family.

If this was hard, go back to: Watch Me. Read the autumn poem aloud together. Then write just three lines with the pattern: I see, I hear and I feel.

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Term 3 | Level 3

Unit of inquiry: How the world works  |  Line of inquiry: How weather affects people, plants and animals

Key concept: Change (How is it transforming?)  |  Learner profile: Risk-takers  |  ATL skills: Self-management skills

PYP strand: Oral language: expressive (speaking)

I can learn a poem by heart and recite it clearly, with expression and actions.

Curriculum links: IB PYP Language, Oral language, Phase 1: join in with poems, rhymes, songs and repeated phrases in shared books. Oral language, Phase 2: use oral language to communicate during classroom activities, conversations and imaginative play. England Year 1: learn to appreciate rhymes and poems, and to recite some by heart. England Year 1 (spoken language): speak audibly and fluently; participate in performances. Common Core SL.1.6: produce complete sentences when appropriate to task and situation.

Key words: recite  |  memory  |  expression  |  pause

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

What does a seed need to grow?

Let’s Learn

For the adult: read this part aloud. Point to each picture to show how the seed grows.

To recite a poem means to say it out loud from memory, without reading it.

Here is how to learn a poem: read it a few times, then learn two lines at a time. Rhymes help you remember, because the last word of each line rhymes with the next.

When you recite, stand tall, look at your listeners, speak clearly and pause at the end of each line. Use expression: say a quiet line softly and an exciting line with more energy. Actions help too.

Watch Me

For the adult: read the poem aloud. Then think aloud as you learn the first two lines.

The Little Seed

A little seed slept in the ground,
It did not move, it made no sound.
The rain came down, drip, drip, drip,
The seed woke up and had a sip.
The sun came out, so warm and bright,
The seed grew up towards the light.
A stem, a leaf, a bud, a flower,
It grew a little every hour!

“I read lines 1 and 2 three times: A little seed slept in the ground, it did not move, it made no sound.“

“Now I cover them and say them. I remember that ground rhymes with sound. I curl up small and say them quietly, because the seed is asleep.”

“Next I learn lines 3 and 4 the same way. Then I say lines 1 to 4 together. Bit by bit, I learn the whole poem.”

Let’s Try Together

For the adult: do the actions together as you say each pair of lines.

1. Say lines 1 and 2 with the adult, doing the action. Then say them on your own, without looking.

Hint: If you get stuck, think of the rhyme: ground … sound.

2. Now learn lines 3 and 4. Say lines 1 to 4 together.

Hint: The rain goes drip, drip, drip. What does the seed do? It has a …

Your Turn

Name: ______________________

1. How does the seed change?

Number the pictures 1 to 4 to show how the seed changes in the poem.

a) ____    b) ____    c) ____    d) ____

2. Say it from memory.

For the adult: cover the poem. Read each line below and pause at the gap. The learner says the missing word from memory, then writes it.

A little seed slept in the ______________,
It did not move, it made no ______________.
The rain came down, drip, drip, drip,
The seed woke up and had a ______________.
The sun came out, so warm and bright,
The seed grew up towards the ______________.
A stem, a leaf, a bud, a flower,
It grew a little every ______________!

3. Recite the poem.

Practise the whole poem with actions. Then recite it to an adult or your family. Say the last two lines with no help at all.

☐ I said the whole poem from memory.
☐ I said the last two lines on my own.
☐ I used actions.
☐ I spoke clearly and paused at the end of each line.
☐ I used expression: quiet for the sleeping seed, bright for the sun.

After you recite, tell your listener in two or three sentences what the seed needed to grow.

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “What does a seed need to grow?” What do you think now?

2. I was a risk-taker today when I ______________________________.

Take action: Plant a seed in a pot with an adult. Say the poem to it each day and watch it grow.

Answer Key

Next Steps

If this was easy, try: Learn a second poem by heart, such as a nursery rhyme or a poem from a library book. Recite both poems to your family.

If this was hard, go back to: Let’s Try Together. Learn just two lines a day with the actions. Say the new lines and all the old lines each day.

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Term 3 | Level 3

Unit of inquiry: How the world works  |  Line of inquiry: How we observe, record and describe the weather

Key concept: Connection (How is it linked to other things?)  |  Learner profile: Knowledgeable  |  ATL skills: Communication skills

PYP strand: Oral language: expressive (speaking)

I can choose and say the right action word for one person or more than one.

Curriculum links: IB PYP Language, Oral language, Phase 2: use oral language to communicate during classroom activities, conversations and imaginative play; describe personal experiences. England Year 1 (spoken language): speak audibly and fluently with an increasing command of Standard English. Common Core L.1.1c: use singular and plural nouns with matching verbs in basic sentences; SL.1.6: produce complete sentences when appropriate to task and situation.

Key words: one  |  more than one  |  action word  |  -s

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

Why does a small word like runs or run matter when we speak?

Let’s Learn

For the adult: read this part aloud. Point to the one child, then the two children.

When we talk about one person or thing, using he, she, it or a name, the action word usually ends in s: he runs, she likes, the wind blows.

When we talk about more than one, or use I, you, we or they, there is no s: they run, we like, the clouds move.

Saying it right helps people understand us. Listen to how the sentence sounds. If it sounds wrong, check: one or more than one?

Watch Me

For the adult: say both choices out loud, then think aloud.

“I want to say something about the sun. Is it: The sun shine or The sun shines?”

“There is one sun. With one thing, the action word gets an s. So I say: The sun shines.“

“Now the clouds. There are many clouds. More than one means no s. So I say: The clouds move.“

“I say both sentences out loud to check they sound right.”

Let’s Try Together

For the adult: read both choices aloud. The learner says the right one.

1. Say the right one: “The birds sing.” or “The birds sings.”

Hint: How many birds? One, or more than one?

2. Say the right one: “Mia like the snow.” or “Mia likes the snow.”

Hint: Mia is one person. Does the action word need an s?

Your Turn

Name: ______________________

1. Say it and circle it.

Say each sentence both ways. Circle the word that is right.

a) She (like / likes) ice cream on hot days.

b) They (run / runs) home in the rain.

c) The wind (blows / blow) the leaves off the tree.

d) We (plays / play) in the snow after school.

e) Tom (wear / wears) a hat in the sun.

f) The ducks (swim / swims) in the pond.

2. Fix it.

Each sentence has a mistake. Say it the right way, then write it.

a) He play football in the park.

______________________________________________

b) My friends likes to swim in summer.

______________________________________________

c) It snow a lot in winter.

______________________________________________

d) The cat sleep in the warm sun.

______________________________________________

3. Talk about a rainy day.

Tell an adult what people in your home do on a rainy day. Say six sentences. Use he or she in three sentences and they or we in three sentences.

Example: My mum reads a book. My brothers play a game.

Write two of your sentences.

______________________________________________

______________________________________________

☐ I said six sentences.
☐ I used the s with he, she and names.
☐ I did not use the s with they and we.

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “Why does a small word like runs or run matter when we speak?” What do you think now?

2. I was knowledgeable today when I ______________________________.

Take action: Listen to a weather report on the radio or TV. Say back one sentence using he, she or they correctly.

Answer Key

Next Steps

If this was easy, try: Listen to a weather report and say back three sentences with he, she or they, such as: The man says it will rain.

If this was hard, go back to: Let’s Learn. Use toys: move one toy and say “it jumps”, then move two toys and say “they jump”. Then try Task 1 again.

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Term 3 | Level 3

Unit of inquiry: How the world works  |  Line of inquiry: How we observe, record and describe the weather

Key concept: Change (How is it transforming?)  |  Learner profile: Inquirers  |  ATL skills: Research skills

PYP strand: Visual language: receptive (viewing)

I can read a weather chart for a week and use it to find and compare facts.

Curriculum links: IB PYP Language, Visual language, Phase 2: attend to visual information showing understanding through discussion, role play, illustrations. Visual language, Phase 1: observe visual cues that indicate context; show understanding by matching pictures with context. England Year 1: being encouraged to link what they read or hear read to their own experiences. England Key Stage 1 Geography: identify seasonal and daily weather patterns. Common Core RI.1.7: use the illustrations and details in a text to describe its key ideas.

Key words: chart  |  row  |  column  |  key  |  pattern

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

How can a chart show us a pattern in the weather?

Let’s Learn

For the adult: read this part aloud. Point to a column, then a row, then the key.

A chart puts facts into rows and columns so we can read them quickly.

In a weather chart, each column is one day. Each row is one kind of fact: the weather picture, the temperature and the rain.

To find a fact, go down the column for the day, then across to the row you need. The key tells us what the small pictures mean. When we compare the days, we can see a pattern.

Watch Me

For the adult: use the chart in Let’s Learn. Trace with your finger as you think aloud.

“I want to know about Monday. I find Mon at the top and go down the column.”

“The picture is a sun, so it is sunny. The temperature is 20 degrees. The rain row is empty, so there was no rain.”

“Now I compare. I look along the rain row for the most drops. Thursday has five drops. Thursday is the rainiest day.”

Let’s Try Together

1. What is the weather on Friday? How much rain is there?

Hint: Find Fri at the top. Go down the column.

2. Which day is the warmest?

Hint: Look along the temperature row for the biggest number.

Your Turn

Name: ______________________

Use the weather chart in Let’s Learn.

1. Read the chart.

a) Which day is the rainiest?  ______________

b) How many days have no rain at all?  ______________

c) Which day is the coldest?  ______________

d) What is the weather on Saturday?  ______________

2. Look for a pattern.

a) Look at the rainy days and the sunny days. What do you notice about the temperature? Write two sentences.

______________________________________________

______________________________________________

b) You want to go to the beach. Which day would you choose? Give two reasons from the chart.

______________________________________________

______________________________________________

3. Make your own chart.

Keep a weather chart for three days. Each day, draw the weather, write the temperature if you can find it, and draw rain drops if it rains. Then write one sentence about what you notice.

______________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How can a chart show us a pattern in the weather?” What do you think now?

2. I was an inquirer today when I ______________________________.

Take action: Keep your own weather chart for one week. At the end, tell your family which weather came most.

Answer Key

Next Steps

If this was easy, try: Keep a weather chart for a whole week. At the end, write three sentences about the pattern you see.

If this was hard, go back to: Watch Me. Read one column at a time, saying the day, the weather, the temperature and the rain.

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Term 3 | Level 3

Unit of inquiry: How the world works  |  Line of inquiry: How weather and seasons change in patterns

Key concept: Connection (How is it linked to other things?)  |  Learner profile: Thinkers  |  ATL skills: Thinking skills

PYP strand: Visual language: expressive (presenting)

I can choose colours for a season picture and explain the feeling they give.

Curriculum links: IB PYP Language, Visual language, Phase 1: select and incorporate colours, shapes, symbols and images into visual presentations. Visual language, Phase 2: talk about their own feelings in response to visual messages; show empathy for the way others might feel. England Key Stage 1 Art and Design: use a range of materials creatively to design and make products; develop a wide range of art and design techniques in using colour. Common Core SL.1.5: add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings.

Key words: warm colours  |  cool colours  |  feeling  |  mood

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

How can colours make us feel a season?

Let’s Learn

For the adult: read this part aloud. Point to each colour as you name it.

Colours can make us feel something. Artists choose colours on purpose.

Warm colours, such as red, orange and yellow, can feel hot, happy, busy or exciting. Cool colours, such as blue, green and purple, can feel calm, fresh, cold or quiet.

Light colours can feel soft and gentle. Dark colours, such as grey and black, can feel gloomy or a little scary. The same place can feel different with different colours.

Watch Me

For the adult: point to each sky and say how it makes you feel.

“These two pictures show the same tree in winter. Only the sky colour is different.”

“The first sky is dark grey. It makes me feel cold and a bit sad, like a gloomy day when I have to stay inside.”

“The second sky is light blue with a sun. It feels fresh and calm, like a bright, frosty morning. I would choose this one to show that winter can be beautiful.”

Let’s Try Together

1. Look at the summer picture. Which colours do you see? How do they make you feel?

Hint: Is yellow a warm colour or a cool colour?

2. You want to paint a stormy night. Which colours would you choose? Why?

Hint: Think about dark colours and what feeling a storm gives.

Your Turn

Name: ______________________

1. Colours for a season.

Which season could each colour group show? Write the season and one feeling word.

a) Season: ______________   Feeling: ______________

b) Season: ______________   Feeling: ______________

c) Season: ______________   Feeling: ______________

d) Season: ______________   Feeling: ______________

2. Plan your picture.

My season: ______________

The feeling I want to show: ______________

Three colours I will use: ______________   ______________   ______________

What I will draw: ______________________________________________

3. Paint a season.

Paint or colour your season picture. Use the colours from your plan.

Write four sentences about your picture. Say which colours you used and how they make people feel.

______________________________________________

______________________________________________

______________________________________________

______________________________________________

Then show your picture to someone. Ask: How does it make you feel? Did they feel what you wanted?

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How can colours make us feel a season?” What do you think now?

2. I was a thinker today when I ______________________________.

Take action: Paint or draw your favourite season. Show it to someone and ask how the colours make them feel.

Answer Key

Next Steps

If this was easy, try: Paint the same place twice: once with warm colours and once with cool colours. Ask your family which one they like and why.

If this was hard, go back to: Let’s Learn. Sort a box of crayons into warm colours and cool colours. Then choose just two colours for your season picture.

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Term 3 | Level 3

Unit of inquiry: How the world works  |  Line of inquiry: How weather affects people, plants and animals

Key concept: Connection (How is it linked to other things?)  |  Learner profile: Thinkers  |  ATL skills: Thinking skills

PYP strand: Written language: receptive and expressive (reading and spelling)

I can read and sort words with oo, ou and ow.

Curriculum links: IB PYP Language, Reading, Phase 2: understand sound–symbol relationships and recognize familiar sounds/symbols/words of the language community. Writing, Phase 2: connect written codes with the sounds of spoken language and reflect this understanding when recording ideas. England Year 1: the vowel digraphs oo (long and short), ou and ow. Common Core RF.1.3c: know common vowel team conventions for representing vowel sounds.

Key words: long oo  |  short oo  |  ou  |  ow

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

What weather words have oo, ou or ow in them?

Let’s Learn

For the adult: read this part aloud. Point to each team as you say the sound.

oo can make two sounds. It can be long, as in moon and spoon, or short, as in book and foot. If one sound does not make a real word, try the other.

ou and ow both say /ow/, the sound you make when you get hurt: ow! We hear it in out, cloud, cow and town.

ou is often in the middle of a word. ow is often at the end, or before n or l. Remember that ow can also say /oa/, as in snow.

Watch Me

For the adult: write each word as you say it, and point to the team.

“Moon: m-/oo/-n. This oo is long. m-o-o-n.”

“Book: if I say it with a long oo, I get b-/oo/-k. That is not a word I know. I try the short oo sound, the one in foot and look: book. That is right.”

“Now cloud. I hear /ow/ in the middle, so I use ou: c-l-o-u-d. And cow has /ow/ at the end, so I use ow: c-o-w.”

Let’s Try Together

1. Read this word: spoon. Is the oo long, like moon, or short, like book?

Hint: Try both sounds. Which one makes a real word?

2. Say this word: cow. Do you spell the /ow/ sound with ou or ow?

Hint: Is the sound in the middle or at the end?

Your Turn

Name: ______________________

1. Long oo or short oo?

Words: moon  |  book  |  food  |  foot  |  spoon  |  look

Long oo (moon): ____________   ____________   ____________

Short oo (book): ____________   ____________   ____________

2. ou or ow?

For the adult: point to each picture and name it first: cloud, cow, crown, mouse.

Write ou or ow to finish each word.

a) cl ___ d     b) c ___     c) cr ___ n     d) m ___ se

3. A storm in town.

Read:

Dark clouds rolled over the town at noon. We took our books and went inside. Soon we heard a loud boom! The rain poured down for an hour. Now the sun is out, and the air is cool and fresh.

a) Find the oo words and the ou or ow words in the story. Write them in the chart.

b) Write two sentences about a storm. Use one oo word and one ou or ow word.

______________________________________________

______________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “What weather words have oo, ou or ow in them?” What do you think now?

2. I was a thinker today when I ______________________________.

Take action: Make a weather word wall with oo, ou and ow words, such as cloud, cool and shower.

Answer Key

Next Steps

If this was easy, try: Make a weather word wall with ten oo, ou and ow words, such as cloud, shower, cool, gloomy and snow.

If this was hard, go back to: Watch Me. Practise moon and book, then cloud and cow. Sort six word cards, one team at a time.

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Term 3 | Level 3

Unit of inquiry: How the world works  |  Line of inquiry: How weather and seasons change in patterns

Key concept: Change (How is it transforming?)  |  Learner profile: Inquirers  |  ATL skills: Research skills

PYP strand: Written language: receptive and expressive (reading and spelling)

I can read and spell words with oi, oy, aw and au.

Curriculum links: IB PYP Language, Reading, Phase 2: understand sound–symbol relationships and recognize familiar sounds/symbols/words of the language community. Writing, Phase 2: connect written codes with the sounds of spoken language and reflect this understanding when recording ideas. England Year 1: the vowel digraphs oi, oy, aw and au. Common Core RF.1.3c: know common vowel team conventions for representing vowel sounds.

Key words: oi  |  oy  |  aw  |  au

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

What changes do we see in autumn?

Let’s Learn

For the adult: read this part aloud. Point to each team as you say the sound.

oi and oy both say /oi/, as in coin and boy. oi is usually in the middle of a word: coin, soil, noise. oy is usually at the end: boy, toy, joy.

aw and au both say /aw/, as in saw and autumn. aw is often at the end of a word, or before n or l: saw, paw, yawn, crawl. au is usually at the start or in the middle: autumn, August, sauce.

Tip: autumn has a silent n at the end. We write it, but we do not say it.

Watch Me

For the adult: write each word as you say it, and point to the team.

“Coin: c-/oi/-n. The sound is in the middle, so I use oi: c-o-i-n.”

“Boy: b-/oi/. The sound is at the end, so I use oy: b-o-y.”

“Same sound, two teams. Where the sound is in the word helps me choose.”

Let’s Try Together

1. Say this word: saw. Is the /aw/ sound spelled aw or au?

Hint: Is the sound at the end or in the middle?

2. Read this word: autumn. Which team is at the start? Which letter is silent?

Hint: Say the word slowly and look at the last letter.

Your Turn

Name: ______________________

1. oi or oy?

For the adult: point to each picture and name it first: toy, coin, soil, boy.

Write oi or oy to finish each word.

a) t ___     b) c ___ n     c) s ___ l     d) b ___

2. aw or au?

For the adult: point to each picture and name it first: paw, autumn, straw, saw.

Write aw or au to finish each word.

a) p ___     b) ___ tumn     c) str ___     d) s ___

3. An autumn walk.

Read:

In autumn, Roy and his dad went for a walk in the woods. The leaves were brown and gold. Roy saw a little animal with a nut in its paws. It made a lot of noise in the dry leaves. Then Roy found a shiny coin in the soil. He jumped for joy!

a) Find eight words with oi, oy, aw or au. Write them in the chart.

b) What do you think the little animal was? Write two sentences. Use one oi or oy word and one aw or au word.

______________________________________________

______________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “What changes do we see in autumn?” What do you think now?

2. I was an inquirer today when I ______________________________.

Take action: Go on an autumn walk. Collect or draw three things and label them with oi, oy, aw or au words if you can.

Answer Key

Next Steps

If this was easy, try: Go on an autumn walk. Write a list of things you see with oi, oy, aw or au words, such as soil, leaves on the lawn, or a boy with a toy.

If this was hard, go back to: Watch Me. Practise coin and boy first. Then saw and autumn. Do Task 1 before moving on to Task 2.

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Term 3 | Level 3

Unit of inquiry: How the world works  |  Line of inquiry: How weather and seasons change in patterns

Key concept: Change (How is it transforming?)  |  Learner profile: Knowledgeable  |  ATL skills: Self-management skills

PYP strand: Written language: receptive and expressive (reading and spelling)

I can read words with ew and ue, and spell the days of the week.

Curriculum links: IB PYP Language, Reading, Phase 2: understand sound–symbol relationships and recognize familiar sounds/symbols/words of the language community. Writing, Phase 2: connect written codes with the sounds of spoken language and reflect this understanding when recording ideas. England Year 1: the vowel digraphs ew and ue; spell the days of the week; use a capital letter for names of people, places and the days of the week. Common Core RF.1.3c: know common vowel team conventions; L.1.2a: capitalize dates and names of people.

Key words: ew  |  ue  |  days of the week  |  capital letter

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

How do the days of the week make a pattern?

Let’s Learn

For the adult: read this part aloud. Point to each team, then read the days of the week together.

ew and ue both say /oo/ or /yoo/, as in new and blue. Both teams usually come at the end of a word: few, grew, blew, glue, true.

The days of the week always start with a capital letter. They all end with day.

Some days have tricky parts. Tuesday has ue. Thursday has ur. Wednesday has a d we do not say: say it slowly as Wed-nes-day to help you spell it.

Watch Me

For the adult: write each word as you say it, and point to the team.

“Blue: b-l-/oo/. The sound is at the end. I know this one uses ue: b-l-u-e. Glue uses ue too: g-l-u-e.”

“New: n-/yoo/. This one uses ew: n-e-w. I learn which team each word uses.”

“Now a day: Tuesday. I hear /tyooz/ at the start. It has the ue team: T-u-e-s-d-a-y. I start with a capital T.”

Let’s Try Together

1. Read this word: stew. Which team makes the /oo/ sound?

Hint: Look at the last two letters.

2. Spell the day that comes after Wednesday.

Hint: Look at the days of the week above. It has ur in it.

Your Turn

Name: ______________________

1. ew or ue?

For the adult: point to each picture and name it first: stew, glue, blue.

Write ew or ue to finish each word.

a) st ___     b) gl ___     c) bl ___

d) The wind bl ___ the leaves off the tree.

e) Is it tr ___ that it snowed?

2. Days of the week.

a) These days are mixed up. Write them in order, starting with Monday.

Friday   Monday   Sunday   Wednesday   Tuesday   Saturday   Thursday

1. ______________   2. ______________   3. ______________   4. ______________

5. ______________   6. ______________   7. ______________

b) Write the missing letters.

W e ___ n e s d a y     T ___ ___ s d a y     T h ___ ___ s d a y

3. My weather week.

a) Which day comes after Tuesday? ______________

b) Which day comes before Sunday? ______________

c) Write four sentences about the weather this week. Start each one with a day. Use a capital letter for each day.

Example: On Monday, the wind blew hard.

______________________________________________

______________________________________________

______________________________________________

______________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How do the days of the week make a pattern?” What do you think now?

2. I was knowledgeable today when I ______________________________.

Take action: Make a week planner with the days spelled correctly. Draw the weather for each day.

Answer Key

Next Steps

If this was easy, try: Make a week planner. Write each day with a capital letter, and draw the weather and one thing you did.

If this was hard, go back to: Watch Me. Say the days of the week as a chant each morning. Then spell two new days a day.

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Term 3 | Level 3

Unit of inquiry: How the world works  |  Line of inquiry: All three lines of inquiry

Key concept: Change, Causation and Connection  |  Learner profile: Reflective  |  ATL skills: Self-management skills

PYP strand: All strands: receptive and expressive

I can show what I learned in Chapter 7 in reading, writing, speaking, looking and phonics.

Curriculum links: This review checks the outcomes from Lessons 7.1 to 7.11. IB PYP Language, Phases 1 and 2, across reading, writing, oral language and visual language. England Year 1: spell words containing each of the 40+ phonemes already taught; spell the days of the week. Common Core RF.1.3, L.1.1c and RI.1.1.

Key words: poem  |  weather report  |  describing word  |  chart  |  vowel team

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

How do weather and seasons change, and how do they change our lives?

Let’s Learn

For the adult: read this part aloud. There are six short tasks. Do them in one sitting or split them over two days.

This page checks what you learned in Chapter 7.

There is one task for each part: reading, writing, oral, visual and phonics. The last task is three words to write after the adult says them.

Read each task with an adult. Do your best on your own first. At this level, try to read the texts on your own.

Watch Me

For the adult: show how the dictation in Task 6 works, using the words spoon and shout.

“You will hear a word. I say: spoon. I say it again: spoon.”

“I say the sounds: s-p-/oo/-n. The /oo/ is long, like moon. I use oo: s-p-o-o-n.”

“Next word: shout. I hear /ow/ in the middle, so I use ou: s-h-o-u-t.”

“I read each word back to check it.”

Let’s Try Together

For the adult: say each word aloud. The learner answers.

1. The adult says “cow”. Which team makes the /ow/ sound: ou or ow?

Hint: Is the sound in the middle or at the end?

2. The adult says “boot”. Which team makes the /oo/ sound?

Hint: It is the same team as in moon.

Your Turn

Name: ______________________

1. Reading: Weekend weather

Read on your own. Ask an adult if you get stuck.

Weekend Weather

On Saturday, a strong, icy wind will blow all day. It will be cloudy and cold, with a top temperature of only 8 degrees. Wrap up in a warm coat, a hat and a scarf if you go out.

On Sunday, the wind will drop in the night. The morning will be frosty, but by lunch time the sun will shine and the air will feel calm. The top temperature will be 15 degrees. It will be a lovely afternoon for a walk in the park.

a) What should you wear on Saturday? Why? Write two sentences.

______________________________________________

______________________________________________

b) Which is the better day for a picnic? Give two facts from the report.

______________________________________________

______________________________________________

2. Writing: Word swaps and a poem

a) Swap the plain words. Write the sentence again with stronger words.

It was a nice day and the sun was big.

______________________________________________

b) Write three lines of a spring poem with the pattern.

In spring I see ______________________________________

In spring I hear ______________________________________

In spring I feel ______________________________________

3. Oral: Say it right and recite

a) Say each sentence the right way. Circle the right word.

1. The clouds (move / moves) across the sky.
2. My sister (like / likes) the rain.
3. We (wear / wears) boots in the mud.

b) For the adult: ask the learner to recite The Little Seed from Lesson 7.5.

☐ I said the last two lines from memory.

4. Visual: Read the chart

a) Which day is the rainiest? ______________

b) Which day is the warmest? ______________

c) You want to paint a picture of Monday. Which colours would you choose, and what feeling would they give?

______________________________________________

5. Phonics: Vowel teams and days

For the adult: point to each picture and name it first: moon, cow, coin, saw, glue.

Part 1. Write the missing team.

a) m ___ n     b) c ___     c) c ___ n     d) s ___     e) gl ___

Part 2. Which day comes after Friday? ______________   Which day comes before Thursday? ______________

6. Write the words you hear

For the adult: say each word twice: “moon”, “cloud”, “town”.

1. ______________    2. ______________    3. ______________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How do weather and seasons change, and how do they change our lives?” What do you think now?

2. I was reflective today when I ______________________________.

Take action: Choose one way to get ready for the next season with your family, such as finding warm clothes or planting seeds.

Answer Key

Next Steps

If this was easy, try: Start Chapter 8: Friends and Feelings. It begins with Lesson 8.1, Why Did They Do That?

If this was hard, go back to: The lesson named next to each missed task in the answer key. Redo the Your Turn page from that lesson, then try this review again.

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