Kindergarten

Core Knowledge Language Arts® • New York Edition • Listening & Learning™ Strand

Seasons and Weather

Tell It Again!™ Read-Aloud Anthology
 Seasons and Weather
Tell It Again!™ Read-Aloud Anthology
Listening & Learning™ Strand
KINDERGARTEN
Core Knowledge Language Arts®
New York Edition
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 Table of Contents
Seasons and Weather
Tell It Again!™ Read-Aloud Anthology
Alignment Chart for Seasons and Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Introduction to Seasons and Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Lesson 1: What’s the Weather Like?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Lesson 2: Winter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Lesson 3: Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Lesson 4: Summer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Lesson 5: Autumn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Pausing Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Lesson 6: The Grasshopper and the Ants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Lesson 7: Safety in Storms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Lesson 8: Meteorology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Domain Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Domain Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Culminating Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
iv Seasons and Weather | Introduction
© 2013 Core Knowledge Foundation
Alignment Chart for Seasons and Weather
The following chart contains core content objectives addressed in
this domain. It also demonstrates alignment between the Common
Core State Standards and corresponding Core Knowledge
Language Arts (CKLA) goals.

Alignment Chart for Lesson

Seasons and Weather 1 2 3 4 5 6 7 8

Core Content Objectives

Demonstrate understanding of the following units of
time and their relationship to one another: day, week, 
month, year

Name the four seasons in cyclical order, as

experienced in the United States, and correctly name      
a few characteristics of each season

Characterize winter as generally the coldest season,

summer as generally the warmest season, and spring 
and autumn as transitional seasons

Draw pictures that show an understanding of each

season    
Characterize the North and South Poles as always
cold in temperature, the middle section of the earth as
usually warm, and most of the United States as having 
four seasons

Describe daily weather conditions of their own locality

in terms of temperature (hot, warm, cool, cold), cloud
cover (sunny, cloudy), and precipitation (rain, snow, or  
sleet)

Name at least one month in a specific season while

referring to a calendar    
Name at least one holiday in a specific season    
Describe any unique seasonal differences that are
characteristic of their own locality (change of color and
dropping of leaves in autumn; snow or ice in winter;     
increased rain and/or flooding in spring, etc.)

Identify ways in which weather affects daily routines,

such as dress, activities, etc.     
Identify a thermometer as an instrument used to
measure temperature and describe how it works:
when it is hotter outside, the liquid in the thermometer  
rises; when it is cooler, the liquid descends

Seasons and Weather | Alignment Chart v

© 2013 Core Knowledge Foundation
 Alignment Chart for Lesson
Seasons and Weather 1 2 3 4 5 6 7 8
Explain the lesson the grasshopper learns at the end
of the fable “The Grasshopper and the Ants” 
Identify the following characteristics of thunderstorms:
heavy rain, thunder, lightning, and strong winds 
Describe safe and unsafe behaviors during
thunderstorms 
Explain why weather prediction is important in their
daily lives 
Reading Standards for Literature: Kindergarten
Key Ideas and Details
STD RL.K.1 With prompting and support, ask and answer questions about key details in a text.

With prompting and support, ask and

answer questions (e.g., who, what,
where, when) requiring literal recall 
and understanding of the details and/
or facts of a fiction read-aloud
CKLA
Goal(s) Answer questions that require
making interpretations, judgments, or
giving opinions about what is heard
in a fiction read-aloud, including 
answering why questions that require
recognizing cause/effect relationships

Craft and Structure

STD RL.K.4 Ask and answer questions about unknown words in a text.

With prompting and support, ask and

CKLA answer questions about unknown
Goal(s) words in fiction read-alouds and 
discussions

STD RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

Listen to, understand, and recognize

CKLA a variety of texts, including fictional
Goal(s) stories, fairy tales, fables, nursery 
rhymes, and poems

Integration of Knowledge and Ideas

With prompting and support, describe the relationship between illustrations and the story in which they appear
STD RL.K.7
(e.g., what moment in a story an illustration depicts).

With prompting and support,

describe illustrations from a fiction
CKLA
Goal(s)
read-aloud, using the illustrations to 
check and support comprehension of
the read-aloud

vi Seasons and Weather | Alignment Chart

© 2013 Core Knowledge Foundation
Alignment Chart for Lesson
Seasons and Weather 1 2 3 4 5 6 7 8

Range of Reading and Level of Text Complexity

STD RL.K.10 Actively engage in group reading activities with purpose and understanding.

CKLA
Goal(s)
Actively engage in fiction read-alouds 
Reading Standards for Informational Text: Kindergarten
Key Ideas and Details
STD RI.K.1 With prompting and support, ask and answer questions about key details in a text.

With prompting and support, ask and

answer questions (e.g., who, what,
where, when) requiring literal recall
and understanding of the details and/       
or facts of a nonfiction/informational
read-aloud
CKLA
Goal(s) Answer questions that require
making interpretations, judgments,
or giving opinions about what is
heard in a nonfiction/informational       
read-aloud, including answering why
questions that require recognizing
cause/effect relationships

STD RI.K.2 With prompting and support, identify the main topic and retell key details of a text.

With prompting and support, identify

CKLA the main topic and retell key details
Goal(s) of a nonfiction/informational read-    
aloud

Craft and Structure

STD RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.

With prompting and support, ask and

CKLA answer questions about unknown
Goal(s) words in nonfiction/informational       
read-alouds and discussions

Integration of Knowledge and Ideas

With prompting and support, describe the relationship between illustrations and the text in which they appear
STD RI.K.7
(e.g., what person, place, thing, or idea in the text an illustration depicts).

With prompting and support,

describe illustrations from a
CKLA nonfiction/informational read-aloud,
Goal(s) using the illustrations to check and       
support comprehension of the read-
aloud

Seasons and Weather | Alignment Chart vii

© 2013 Core Knowledge Foundation
 Alignment Chart for Lesson
Seasons and Weather 1 2 3 4 5 6 7 8

Range of Reading and Level of Text Complexity

STD RI.K.10 Actively engage in group reading activities with purpose and understanding.

CKLA Actively engage in nonfiction/

Goal(s) informational read-alouds       
Writing Standards: Kindergarten
Text Types and Purposes
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
STD W.K.2
name what they are writing about and supply some information about the topic.

Use a combination of drawing,

dictating, and writing to present
CKLA
Goal(s)
information from a nonfiction/       
informational read-aloud, naming the
topic and supplying some details

Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events,
STD W.K.3
tell about the events in the order in which they occurred, and provide a reaction to what happened.

Use a combination of drawing,

dictating, and writing to narrate a
CKLA single event or several loosely linked
Goal(s) events, tell about the events in the 
order in which they occurred, and
provide a reaction to what happened

Production and Distribution of Writing

With guidance and support from adults, explore a variety of digital tools to produce and publish writing,
STD W.K.6
including in collaboration with peers.

With guidance and support from

CKLA adults, explore a variety of digital
Goal(s) tools to produce and publish writing, 
including in collaboration with peers

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and
STD W.K.7
express opinions about them).

Participate in shared research and

CKLA
Goal(s)
writing projects (e.g., group scientific  
research and writing)

With guidance and support from adults, recall information from experiences or gather information from
STD W.K.8
provided sources to answer a question.

With assistance, categorize and

CKLA
Goal(s)
organize facts and information within    
a given domain to answer questions

viii Seasons and Weather | Alignment Chart

© 2013 Core Knowledge Foundation
Alignment Chart for Lesson
Seasons and Weather 1 2 3 4 5 6 7 8

Speaking and Listening Standards: Kindergarten

Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers
STD SL.K.1
and adults in small and large groups

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics
STD SL.K.1a
and texts under discussion).

Use agreed-upon rules for group

discussions, e.g., look at and listen
CKLA
Goal(s)
to the speaker, raise hand to speak,
take turns, say “excuse me” or 
“please,” etc.

STD SL.K.1b Continue a conversation through multiple exchanges.

Carry on and participate in a

conversation over four to five turns,
CKLA staying on topic, initiating comments
Goal(s) or responding to a partner’s
comments, with either an adult or

another child of the same age

Presentation of Knowledge and Ideas

STD SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

Add drawings or other visual displays

CKLA
Goal(s)
to descriptions as desired to provide      
additional detail

STD SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

CKLA Speak audibly and express thoughts,

Goal(s) feelings, and ideas clearly 
Language Standards: Kindergarten
Conventions of Standard English
STD L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

STD L.K.1b Use frequently occurring nouns and verbs.

CKLA Use frequently occurring nouns and

Goal(s) verbs in oral language 
STD L.K.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

CKLA Ask questions beginning with who,

Goal(s) what, where, when, why, or how

Seasons and Weather | Alignment Chart ix

© 2013 Core Knowledge Foundation
 Alignment Chart for Lesson
Seasons and Weather 1 2 3 4 5 6 7 8
STD L.K.1f Produce and expand complete sentences in shared language

Answer questions orally in complete

CKLA
Goal(s)
sentences 
Produce and expand complete
sentences in shared language 
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Kindergarten
STD L.K.4
reading and content.

Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning
STD L.K.4a
the verb to duck).

Identify new meanings for familiar

CKLA words and apply them accurately
Goal(s) (e.g., knowing duck is a bird and  
learning the verb to duck)

STD L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites
STD L.K.5b (antonyms).

Demonstrate understanding of
CKLA frequently occurring verbs and
Goal(s) adjectives by relating them to their   
opposites (antonyms).

STD L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Identify real-life connections between

CKLA
Goal(s)
words and their use (e.g., note places
at school that are colorful). 
STD L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Use words and phrases acquired

CKLA
Goal(s)
through conversations, being read to,
and responding to texts 
Learn the meaning of common
sayings and phrases 
Additional CKLA Goals
Listen to a variety of texts, including informational
narratives       
Prior to listening to a read-aloud, identify orally what
they know and have learned about a given topic  

x Seasons and Weather | Alignment Chart

© 2013 Core Knowledge Foundation
Alignment Chart for Lesson
Seasons and Weather 1 2 3 4 5 6 7 8
Discuss personal responses to a given topic in a read-
aloud  
While listening to a read-aloud, orally explain
information about a given topic based on text heard 
thus far

Explain which elements of a read-aloud are fantasy

and which elements of a read-aloud are realistic 


These goals are addressed in all lessons in this domain. Rather than repeat these goals as lesson
objectives throughout the domain, they are designated here as frequently occurring goals.

Seasons and Weather | Alignment Chart xi

© 2013 Core Knowledge Foundation
 Introduction to
Seasons and Weather
This introduction includes the necessary background information
to be used in teaching the Seasons and Weather domain. The Tell
It Again! Read-Aloud Anthology for Seasons and Weather contains
eight daily lessons, each of which is composed of two distinct
parts, so that the lesson may be divided into smaller chunks of
time and presented at different intervals during the day. Each
entire lesson will require a total of fifty minutes.
This domain includes a Pausing Point following Lesson 5, after
the seasons have been introduced. At the end of the domain, a
Domain Review, a Domain Assessment, and Culminating Activities
are included to allow time to review, reinforce, assess, and
remediate content knowledge. You should spend no more than
twelve days total on this domain.

Week One
Day 1 Day 2 # Day 3 # Day 4 # Day 5 #
Lesson 1A: “What’s the Lesson 2A: “Winter” Lesson 3A: “Spring” Lesson 4A: “Summer” Lesson 5A: “Autumn”
Weather Like?” (35 min.) (35 min.) (35 min.) (35 min.) (35 min.)
Lesson 1B: Extensions Lesson 2B: Extensions Lesson 3B: Extensions Lesson 4B: Extensions Lesson 5B: Extensions
(15 min.) (15 min.) (15 min.) (15 min.) (15 min.)
(50 min.) (50 min.) (50 min.) (50 min.) (50 min.)

Week Two
Day 6 # Day 7  Day 8 # Day 9 Day 10 #
Pausing Point Lesson 6A: “The Lesson 7A: “Safety in Lesson 8A: Domain Review
Grasshopper and the Storms” (35 min.) “Meteorology” (35 min.)
Ants” (35 min.)
Lesson 6B: Extensions Lesson 7B: Extensions Lesson 8B: Extensions
(15 min.) (15 min.) (15 min.)
(50 min.) (50 min.) (50 min.) (50 min.) (50 min.)

Week Three
Day 11  Day 12 #
Domain Assessment Culminating Activities
(50 min.) (50 min.)

 Lessons include Student Performance Task Assessments

# Lessons require advance preparation and/or additional materials; please plan ahead

Seasons and Weather | Introduction 1

© 2013 Core Knowledge Foundation
Domain Components
Along with this anthology, you will need:
• Tell It Again! Media Disk or the Tell It Again! Flip Book for
Seasons and Weather
• Tell It Again! Image Cards for Seasons and Weather
• Tell It Again! Supplemental Guide for Seasons and Weather
• Tell It Again! Multiple Meaning Word Posters for Seasons and
Weather
Recommended Resource:
• Core Knowledge Kindergarten Teacher Handbook, edited by
E.D. Hirsch, Jr. and Souzanne A. Wright (Core Knowledge
Foundation, 2004) ISBN: 978-1890517694

Why Seasons and Weather Are Important

This domain will introduce students to the concept of weather.
Students will learn that different regions of Earth experience
different characteristic weather patterns throughout the year.
They will also learn that we can think about a year and the related
weather patterns in terms of four seasons: winter, spring, summer,
and autumn. Students will also learn why knowing about the
weather is important, and how weather affects our day-to-day
lives and activities.
As the actual weather associated with each season varies
depending upon where you live, students throughout the United
States will have different experiences with regard to the four
seasons. There are, however, certain common seasonal features
that will be true for all children living within the continental United
States; for example, summer is always a warmer season, in
general, than winter. The lessons and read-alouds included in
this domain have been carefully written to make these common
seasonal features clear, while still encouraging you to customize
the discussions and subsequent activities to make students aware
of the specific weather patterns in your area.

2 Seasons and Weather | Introduction

© 2013 Core Knowledge Foundation
Implicit in understanding the relationship between weather and
seasons is having an understanding of time. Your students’ grasp
of the concepts discussed in this domain will be enhanced if they
are already somewhat familiar with basic temporal concepts, such
as day, week, month, and year. You will note that, within the lessons
that follow, we recommend frequent reference to a monthly calendar
as a way of making this sense of time concrete.
The kinds of directed observations and hands-on activities
associated with documenting the daily weather—such as looking
at a thermometer, examining precipitation collected in a rain
gauge, or observing the types of clouds in the sky—will help
students more fully grasp the concepts that they will hear about in
this domain.

Seasons and Weather | Introduction 3

© 2013 Core Knowledge Foundation
Core Vocabulary for Seasons and Weather
The following list contains all of the core vocabulary words in
Seasons and Weather in the forms in which they appear in the
read-alouds or, in some instances, in the “Introducing the Read-
Aloud” section at the beginning of the lesson. Boldfaced words
in the list have an associated Word Work activity. The inclusion of
the words on this list does not mean that students are immediately
expected to be able to use all of these words on their own.
However, through repeated exposure throughout the lessons, they
should acquire a good understanding of most of these words and
begin to use some of them in conversation.

Lesson 1 Lesson 4 Lesson 7

characteristics distinct gear
cycle indoors severe
patterns sunscreen shelter
seasons thermometer strike
weather Lesson 5 Lesson 8
Lesson 2 chill meteorologist
blizzards progresses meteorology
cautiously shed record
freezing point Lesson 6 satellites
frigid bare warning
halt future
Lesson 3 last
blossoms personification
floods shivering
gradually
seedlings
thaw

4 Seasons and Weather | Introduction

© 2013 Core Knowledge Foundation
Student Performance Task Assessments
In the Tell It Again! Read-Aloud Anthology for Seasons and
Weather, there are numerous opportunities to assess students’
learning. These assessment opportunities range from informal
observations, such as Think Pair Share and some Extension
activities, to more formal written assessments. These Student
Performance Task Assessments (SPTA) are identified in the Tell It
Again! Read-Aloud Anthology with this icon: . There is also an
end-of-domain summative assessment. Use the Tens Conversion
Chart located in the Appendix to convert a raw score on each
SPTA into a Tens score. On the same page, you will also find the
rubric for recording observational Tens scores.

Above and Beyond

In the Tell It Again! Read-Aloud Anthology for Seasons and
Weather, there are numerous opportunities in the lessons and the
Pausing Point to challenge students who are ready to attempt
activities that are above grade-level. These activities are labeled
“Above and Beyond” and are identified with this icon: ➶.

Supplemental Guide
Accompanying the Tell It Again! Read-Aloud Anthology is a
Supplemental Guide designed to assist education professionals
who serve students with limited English language skills or students
with limited home literacy experience, which may include English
Language Learners (ELLs) and children with special needs.
Teachers whose students would benefit from enhanced oral
language practice may opt to use the Supplemental Guide as their
primary guide in the Listening & Learning strand. Teachers may
also choose to begin a domain by using the Supplemental Guide
as their primary guide before transitioning to the Tell It Again!
Read-Aloud Anthology, or may choose individual activities from
the Supplemental Guide to augment the content covered in the Tell
It Again! Read-Aloud Anthology.
The Supplemental Guide activities that may be particularly relevant
to any classroom are the Multiple Meaning Word Activities and

Seasons and Weather | Introduction 5

© 2013 Core Knowledge Foundation
 accompanying Multiple Meaning Word Posters, which help students
determine and clarify different meanings of words; Syntactic
Awareness Activities, which call students’ attention to sentence
structure, word order, and grammar; and Vocabulary Instructional
Activities, which place importance on building students’ general
academic, or Tier 2, vocabulary. These activities afford all students
additional opportunities to acquire a richer understanding of the
English language. Several of these activities have been included
as Extensions in the Tell It Again! Read-Aloud Anthology. In
addition, several words in the Tell It Again! Read-Aloud Anthology
are underlined, indicating that they are multiple-meaning words.
The accompanying sidebars explain some of the more common
alternate meanings of these words. Supplemental Guide activities
included in the Tell It Again! Read-Aloud Anthology are identified
with this icon: .

Recommended Resources for Seasons and Weather

Trade Book List
The Tell It Again! Read-Aloud Anthology includes a number of
opportunities in Extensions, the Pausing Point, and the and
Culminating Activities for teachers to select trade books from this
list to reinforce domain concepts through the use of authentic
literature. In addition, teachers should consider other times
throughout the day when they might infuse authentic domain-
related literature. If you recommend that families read aloud with
their child each night, you may wish to suggest that they choose
titles from this trade book list to reinforce the domain concepts.
You might also consider creating a classroom lending library,
allowing students to borrow domain-related books to read at home
with their families.
1. Angels Ride Bikes and Other Fall Poems/Los ángeles andan
en bicicleta y otros poemas de otoño, by Francisco X. Alarcón,
illustrated by Maya Christina Gonzalez (Lee and Low, 2005)
ISBN 978-0892391981
2. Animals in Winter (Let’s-Read-and-Find-Out Science 1), by
Henrietta Bancroft and Richard G. Van Gelder, illustrated by
Helen K. Davie (HarperTrophy, 1996) ISBN 978-0064451659

6 Seasons and Weather | Introduction

© 2013 Core Knowledge Foundation
3. The Boy Who Didn’t Believe in Spring, by Lucille
Clifton, illustrated by Brinton Turkle (Puffin, 1992) ISBN
978-0140547399
4. Brave Irene, by William Steig (Square Fish, 2011) ISBN
978-0312564223
5. Bring Me Some Apples and I’ll Make You a Pie: A Story About
Edna Lewis, by Robbin Gourley (Houghton Mifflin Harcourt,
2009) ISBN 0618158362
6. Can You See the Wind? (Rookie Read-About Science), by
Allan Fowler (Children’s Press, 1999) ISBN 978-0516264790
7. The Cloud Book, by Tomie dePaola (Holiday House, 1984)
ISBN 978-0823405312
8. Cloudy with a Chance of Meatballs, by Judi Barrett, drawings
by Ron Barrett (Atheneum, 1978) ISBN 978-0689306471
9. Cold Snap, by Eileen Spinelli, illustrated by Marjorie
Priceman (Knopf Books for Young Readers, 2012) ISBN
978-0375957000
10. Energy from the Sun (Rookie Read-About Science), by Allan
Fowler (Children’s Press, 1998) ISBN 978-0516262550
11. Fall (Thinking About the Seasons), by Clare Collinson (Sea-to-
Sea Publications, 2011) ISBN 978-1597712590
12. Frederick, by Leo Lionni (Dragonfly Books, 1973) ISBN
978-0394826141
13. Frog and Toad All Year, by Arnold Lobel (HarperFestival, 1990)
ISBN 978-1559942287
14. From the Bellybutton of the Moon and Other Summer
Poems/Del ombligo de la luna y otros poemas de verano, by
Francisco X. Alarcón, illustrated by Maya Christina Gonzalez
(Lee and Low, 2005) ISBN 978-0892392018
15. Four Seasons Make a Year, by Anne Rockwell, illustrated
by Megan Halsey (Walker & Company, 2004) ISBN
978-0802788832
16. If It’s Really Cold. . . and Other Weather Predictions, by Blake
A. Hoena (Capstone Press, 2012) ISBN 978-1429687195

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 17. Iguanas in the Snow and Other Winter Poems/Iguanas en la
nieve y otros poemas de invierno, by Francisco X. Alarcón,
illustrated by Maya Christina Gonzalez (Children’s Book Press,
2001) ISBN 978-0892391684
18. Laughing Tomatoes and Other Spring Poems/Jitomates
risueños y otros poemas de primavera, by Francisco X.
Alarcón, illustrated by Maya Christina Gonzalez (Children’s
Book Press, 2005) ISBN 978-0892391998
19. Little Cloud and Lady Wind, by Toni Morrison and Slade
Morrison, illustrated by Sean Quails (Simon and Schuster,
2010) ISBN 978-1416985235
20. On the Same Day in March: A Tour of the World’s Weather,
by Marilyn Singer, illustrated by Frane Lessac (HarperCollins,
2000) ISBN 978-0060281878
21. The Rainbow and You, by E.C. Krupp, illustrated by Robin
Reetor Krupp (HarperCollins, 2000) ISBN 978-0688156015
22. The Reasons for Seasons, by Gail Gibbons (Holiday House,
1996) ISBN 978-0823412389
23. The Seasons of Arnold’s Apple Tree, by Gail Gibbons (Voyager
Books, 1988) ISBN 978-0152712457
24. Snow Is Falling (Let’s-Read-and-Find-Out-Science, Stage
1), by Franklyn Branley and illustrated by Holly Keller
(HarperTrophy, 2000) ISBN 978-0064451864
25. Snowflake Bentley, by Jacqueline Briggs Martin, illustrated by
Mary Azarian (Houghton Mifflin, 1998) ISBN 978-0395861622
26. Spring (Thinking About the Seasons), by Clare Collinson (Sea-
to-Sea Publications, 2011) ISBN 978-1597712606
27. Spring With Rabbit (Animal Seasons), by Anita Loughrey (Qed
Publishing, 2012) ISBN 978-1848358164
28. Weather (Step-By-Step Weather), by Paul Humphrey
(Children’s Press, 1996) ISBN 978-0749645427
29. Summer (Thinking About the Seasons), by Clare Collinson
(Sea-to-Sea Publications, 2011) ISBN 978-1597712613

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30. Thunder Cake, by Patricia Polacco (Puffin, 1997) ISBN
978-0698115811
31. Tornado Alert (Let’s-Read-and-Find-Out Science 2), by
Franklyn M. Branley and Giulio Maestro (HarperTrophy, 1999)
ISBN 978-0064450942
32. Weather Forecasting, by Gail Gibbons (Aladdin Library, 1993)
ISBN 978-0689716836
33. Weather (I Know That!), by Claire Llewellyn (Sea-to-Sea
Publications, 2007) ISBN 978-0749689025
34. Weather Words and What They Mean, by Gail Gibbons
(Holiday House, 1992) ISBN 978-0823409525
35. Weather: Rain or Shine (Science Starters), by Jim Pipe
(Stargazer Books, 2008) ISBN 978-1596041301
36. What Will the Weather Be?, by Lynda DeWitt, illustrated by
Carolyn Croll (HarperTrophy, 1993) ISBN 978-0064451130
37. What’s the Weather Today?, by Allan Fowler (Children’s Press,
1991) ISBN 978-0516449180
38. When a Storm Comes Up (Rookie Read-About Science), by
Allan Fowler (Children’s Press, 1995) ISBN 978-0516460352
39. When Spring Comes, by Solomon Gordon (National
Geographic Society, 2006) ISBN 0792242742
40. Why Do Leaves Change Color? (Let’s-Read-and-Find-Out
Science, Stage 2), by Betsy Maestro and illustrated by Loretta
Krupinski (Harper Trophy, 1994) ISBN 978-0064451260
41. Winter (Thinking About the Seasons), by Clare Collinson (Sea-
to-Sea Publishing, 2011) ISBN 978-1597712620
42. Winter Is Here, by Sid Webb (National Geographic Society,
2003) ISBN 0792242920

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 Websites and Other Resources
Student Resources
1. Weather Word Search
http://www.weatherwizkids.com/weather-games-word-search.htm

2. Weather Games
http://theweatherchannelkids.com/weather-games/

3. Interactive Seasons
http://www.sheppardsoftware.com/scienceforkids/seasons/seasons.
htm

Teacher Resources
1. Weather Photos
http://www.ussartf.org/predicting_weather.htm

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 What’s the Weather Like? 1
 Lesson Objectives
Core Content Objectives
Students will:
 Demonstrate understanding of the following units of time and
their relationship to one another: day, week, month, year
 Name the four seasons in cyclical order, as experienced in the
United States, and correctly name a few characteristics of each
season
 Characterize winter as generally the coldest season, summer
as generally the warmest season, and spring and autumn as
transitional seasons
 Draw pictures that show an understanding of each season
 Characterize the North and South Poles as always cold in
temperature, the middle section of the earth as usually warm, and
most of the United States as having four seasons
 Describe daily weather conditions of their own locality in terms of
temperature (hot, warm, cool, cold), cloud cover (sunny, cloudy),
and precipitation (rain, snow, sleet)

Language Arts Objectives

The following language arts objectives are addressed in this
lesson. Objectives aligning with the Common Core State
Standards are noted with the corresponding standard in
parentheses. Refer to the Alignment Chart in the Introduction for
additional standards addressed in all lessons in this domain.
Students will:
 With prompting and support, recall facts from “What’s the
Weather Like?” and accurately answer questions such as who,
what, where, and when (RI.K.1)

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  With prompting and support, interpret information to answer
questions and express opinions about “What’s the Weather
Like?” (RI.K.1)
 With prompting and support, define and use new words, such
as characteristics, from the read-aloud and the discussion about
“What’s the Weather Like?” (RI.K.4)
 With prompting and support, describe an image of Annie writing
a letter in “What’s the Weather Like?,” using the image to check
and support comprehension of the read-aloud (RI.K.7)
 Actively engage in the nonfiction/informational read-aloud
“What’s the Weather Like?” (RI.K.10)
 Draw a picture of the weather outside (W.K.2)
 Participate in a class research project by creating a daily
weather diary (W.K.7)
 Create a drawing with sufficient detail of today’s weather (SL.K.5)
 Identify multiple meanings of seasons and use them in
appropriate contexts (L.K.4a)
 Listen to a variety of texts, including informational narratives
such as “What’s the Weather Like?”

Core Vocabulary
characteristics, n. Ways we can describe and group people or things
Example: Two of Yesenia’s characteristics are her curly hair and her
kindness.
Variation(s): characteristic
cycle, n. A series of events that occur again and again in the same order
Example: The cycle of the seasons happens every year and includes
winter, spring, summer, and autumn.
Variation(s): cycles
patterns, n. The regular and repeated ways in which something happens
Example: The patterns on her shirt were made up of repeating heart
shapes.
Variation(s): pattern

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 seasons, n. The different times of the year—winter, spring, summer, and
autumn
Example: My favorite seasons are spring and summer because the
weather is warmer and there is more time to play outside.
Variation(s): season
weather, n. The temperature and other outside conditions at a particular
time and place
Example: Tomorrow the weather will be cold and rainy.
Variation(s): none

At a Glance Exercise Materials Minutes

Domain Introduction large monthly calendar
Introducing the Read-Aloud Where Are We? U.S. map 10
Purpose for Listening
Presenting the Read-Aloud What’s the Weather Like? 10
Comprehension Questions 10
Discussing the Read-Aloud
Word Work: Characteristics 5

 Complete Remainder of the Lesson Later in the Day

Multiple Meaning Word Activity:
Poster 1M: Seasons
Seasons
Extensions 15
Instructional Master 1B-1;
Weather Diary
drawing paper, drawing tools
Instructional Masters 1B-2,
Take-Home Material Family Letter
1B-3
*

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 What’s the Weather Like? 1A
Introducing the Read-Aloud 10 minutes
Domain Introduction
Note: This introduction assumes that students already have some
experience using a monthly calendar. The discussion below
constitutes a review of the basic units of time, such as day, week,
month, and year. If students have had little or no prior experience
with the use of a monthly calendar, it is strongly recommended
that such a calendar be introduced and used on a daily basis as
this domain is taught, in order to solidify students’ knowledge of
the basic units of time.
Briefly review different units of time as they relate to one another.
Using a large monthly calendar, point to the current date and
explain that today is one day. Then point to the entire week,
Sunday through Saturday, explaining that this time period is called
one week. Ask students to count the number of days in a week.
Next, explain that all of the weeks shown on this single page of the
calendar represent a time period called a month. Ask students to
count the number of weeks in a month, pointing to the calendar.
Explain that about four weeks make up a month, and twelve
months make up a year.
Now explain that within the twelve months, there are four different
seasons. Tell students that the seasons—winter, spring, summer, and
autumn (or fall)—occur at different times of year. Tell them that over
the next couple of weeks, they are going to learn about the different
seasons in a year.

Where Are We?

Prepare students for the stylistic use of a pen pal as a narrator in
this domain by asking, “Do you ever get letters from a friend or
relative who lives somewhere else? If you do get letters written
by a friend or relative, we might call that person your pen pal.”

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 Explain that a pen pal is a friend with whom you exchange written
letters but who you may only see occasionally, if at all. Ask
students to guess why someone who writes and exchanges letters
might be called a “pen pal.”
 Show image 1A-1: Annie in Washington, D.C.

Tell students that in the next several read-alouds they will be

hearing from a pretend pen pal named Annie. Explain that Annie,
who lives in Washington, D.C., will be sending them letters about
the weather and seasons where she lives.
Show students a map of the United States. Point to Washington,
D.C. Explain that this city is the capital of our country, the United
States of America. Tell students that Washington, D.C., is where
the president of our country lives and works.
Have students look out the window and describe the weather.
Next, point to the students’ hometown on the map and discuss
whether their hometown is near or far from where Annie lives.
Explain that not everyone in the United States has the same
weather on any given day. Go on to explain that the weather where
Annie lives may be very different right now from the weather in
their hometown (unless they live in Washington, D.C., of course).
Tell students that Annie’s letters will tell them about the seasons
and weather in her hometown of Washington, D.C.

Purpose for Listening

Tell students to listen carefully to learn about different places on
Earth that have different types of weather. Tell students to also
listen to learn the names of the four seasons of the year.

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Presenting the Read-Aloud 10 minutes
What’s the Weather Like?
 Show image 1A-1: Annie in Washington, D.C.

Dear Kindergartners,
Hello! My name is Annie, and I live in a big city called
Washington, D.C. I’m in fifth grade, but I remember when I was
in kindergarten, just like you. Right now in school, my class is
1 Seasons are different times of the learning about seasons and weather. 1 For my school project, I’m
year, and weather is what it is like going to be your weather pen pal. 2 I’m going to teach you what
outside.
the weather is like where I live. I will also tell you about the weather
2 That means that I will write
letters to you to tell you about the in different areas, or places, on Earth. You can help me with my
weather. project by answering all my questions, so I can learn about what
the seasons and weather are like where you live.
 Show image 1A-2: Kinds of weather

There are many different kinds of weather. There is sunny

weather, cloudy weather, windy weather, rainy weather, and stormy
weather. What is the weather like outside today where you live?
My teacher says that no matter where you live on Earth, the
3 That means the weather never weather is always changing, hour by hour, and day by day. 3 But
stays the same. even though the weather changes, there are still weather patterns
4 A pattern is something that repeats during certain times of the year. 4 For example, the weather pattern
itself.
in the summer is mostly sunny and warm. 5 Weather patterns may
5 Every summer the weather repeats
itself. change a lot in some places, and very little in other places. It all
depends on where you live on Earth.
 Show image 1A-3: Earth with northern and southern polar regions colored
blue

This is a map of the earth. I’ve colored two areas on the map
6 [Point to the blue areas of the blue. 6 One is at the North Pole and one is at the South Pole. Even
map.] The color blue is often used
though the North and South Poles are at opposite ends of the
to stand for things that are cold.
earth from each other, they share the same weather patterns. The
weather pattern at the North and South Poles is always cold, and
the land is usually covered by ice.

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  Show image 1A-4: Antarctica

This is the South Pole, which is located on the continent of

Antarctica. It is one of the coldest places on Earth. The ground is
covered by ice all year long, though it almost never rains or snows
here. The wind can be strong, and the temperature can be freezing
cold.
 Show image 1A-5: Middle section of the earth colored red with blue polar
regions

7 [Point to the red area of the map.] I’ve colored the middle area of this map red. 7 The weather
The color red is often used to stand
pattern in this area is usually very warm all year long. The biggest
for things that are hot.
change in the weather during different times of the year is the
amount of rain.
 Show image 1A-6: Rainforest

During certain months in the rainforest, the day may start off
warm and sunny, but by afternoon it may rain very, very hard. This
weather pattern may occur almost every day! This area gets lots of
rain and sun almost year-round. The rain and sun keep the plants
and trees green and healthy.
 Show image 1A-7: The earth with colored areas and the United States in
green

8 [Point to the United States on Do you see the part of this map that is colored green? This is
the image. You can also point to most of the United States, the country where we live. 8 Most of the
where Washington, D.C., is roughly
located.]
United States is on the continent of North America, although the
state of Hawaii is made up of islands located in the Pacific Ocean.
In most of the United States, it’s not always cold, like at the North
and South Poles, and it’s not always hot, like at the middle section
of the earth. The weather in most of the United States changes
with every season, so we get cold weather, hot weather, and
everything in between.

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  Show image 1A-8: Seasons

There are four seasons in a year: 9 winter, spring, summer, and

9 [Point to each image as you read
the corresponding season.] autumn. 10 Each season has different weather, so the weather in
10 Here, the word seasons means the United States changes depending on where you live and which
the different times of the year. season it is. Plants, trees, grass, and flowers change in different
The word seasons can have other
seasons. You will also see different kinds of animals in different
meanings. The word seasons also
means adds spice to food to give it seasons.
more flavor.

 Show image 1A-9: Winter

This image shows the season called winter. Winter is the

coldest season. In some places, snow and ice cover the ground
during wintertime. Other places that do not have snow and ice
are still colder in winter than in other seasons. Some animals, like
bears, sleep during the winter season.
 Show image 1A-10: Spring

Eventually, winter ends and spring begins. 11 In spring, the sun

11 The word eventually means that
something happened after some shines a little longer and warmer each day, which melts the ice
time has passed. and snow. 12 In spring, new leaves appear on the trees, new plants
12 The snow and ice turn to water as grow up from the warming earth, and flowers bloom again. Many
the sun’s warmth gets stronger.
baby animals are born during the spring, too!

 Show image 1A-11: Summer

After spring comes summer. Summer is the hottest season of

the year in the United States. Summer is the season in which all
the plants are at their greenest—full of leaves, flowers, and fruit.
Birds, bugs, and other animals are easiest to spot in the summer.
 Show image 1A-12: Autumn

Finally, after summer comes autumn. Autumn is also called

“fall.” In most places in the United States, the leaves change
colors and fall off certain types of trees in autumn. The air outside
gets cooler and the sun shines a little less each day. Autumn is
when farmers harvest their fruits and vegetables, birds fly south,
and everyone gets ready for winter.

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  Show image 1A-13: Seasons diagram

Let’s say the seasons together: winter, spring, summer, and

autumn. Do you know what season it is right now where you
13 [Pause for students to respond.] live? How do you know? 13 Each season has its own special
14 Characteristics are ways we can characteristics. 14 For example, a characteristic of summer is hot
describe and group things. Each weather, and a characteristic of winter is snow.
season has things that make it
different from the others. The seasons are different depending on where you live. Not all
places get snow in the winter, and not all places are steaming hot
in the summer. But one thing is for sure: no matter where you live,
the seasons always change in the same order, year after year.
When something happens over and over again in the same
order, it’s called a cycle. Every year the cycle of the seasons
begins in winter, followed by spring, summer, autumn, and back to
winter.
I’ll be talking about my hometown, Washington, D.C., a lot in
my letters, but the characteristics of the four seasons where you
live might be a little different. It will be fun to see if your weather is
different from mine!
I’ll say good bye for now, but I will write again soon. Until then,
I hope you are enjoying beautiful weather where you live!
Your friend,
Annie

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Discussing the Read-Aloud 15 minutes
Comprehension Questions 10 minutes
If students have difficulty responding to questions, reread
pertinent passages of the read-aloud and/or refer to specific
images. If students give one-word answers and/or fail to use
read-aloud or domain vocabulary in their responses, acknowledge
correct responses by expanding students’ responses using richer
and more complex language. Ask students to answer in complete
sentences by having them restate the question in their responses.
1. Literal Where does Annie, our pen pal, live? (Annie lives in
Washington, D.C.)
 Show image 1A-5: Middle section of the earth colored red with blue polar
regions

2. Literal Which area on the map is always cold? (It is always cold
in the blue areas, which are called the North and South Poles.)
Which area on the map is usually warm? (It is usually warm in the
red area in the middle of the earth.)
3. Literal When something happens over and over again, it is
called a cycle. Name the four seasons, in the order in which
they occur in most of the United States. (The cycle of seasons
is winter, spring, summer, and autumn.)
4. Literal Which season is the coldest? (Winter is the coldest
season.) Which season is the hottest? (Summer is the hottest
season.)
5. Inferential What are some characteristics of, or ways to
describe, autumn? (In the fall, the leaves are changing colors
and falling off certain types of trees. It also starts to get a little
colder outside.)
6. Inferential What are some characteristics of, or ways to
describe, spring? (In the spring, it starts to get warmer
outside. New leaves start to grow on trees, flowers bloom,
and new plants grow.)
[Please continue to model the Think Pair Share process for students,
as necessary, and scaffold students in their use of the process.]

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 I am going to ask a question. I will give you a minute to think about
the question, and then I will ask you to turn to your neighbor and
discuss the question. Finally, I will call on several of you to share
what you discussed with your partner.
7. Evaluative Think Pair Share: What were the most interesting
facts that you learned from the read-aloud today? Why did
you find them interesting? (Answers may vary.)
8. After hearing today’s read-aloud and questions and answers,
do you have any remaining questions? [If time permits, you may
wish to allow for individual, group, or class research of the text
and/or other resources to answer these remaining questions.]

Word Work: Characteristics 5 minutes

1. In the read-aloud you heard, “Each season has its own special
characteristics.”
2. Say the word characteristics with me.
3. Characteristics are ways we can describe and group people
and things.
4. Characteristics of summer in the United States include hot
temperatures and a lot of sunshine.
5. Describe some characteristics of the person sitting next to
you. Try to use the word characteristics when you describe
your neighbor. [Ask two or three students. If necessary, guide
and/or rephrase students’ responses: “Some characteristics
of  are . . .”]
6. What’s the word we’ve been talking about?

Seasons and Weather 1A | What’s the Weather Like? 21

© 2013 Core Knowledge Foundation
 Use a Making Choices activity for follow-up. Directions: If any
of the things I say are examples of the characteristics of a good
friend, say, “That is a characteristic of a good friend.” If they aren’t
characteristics of a good friend, say, “That is not a characteristic
of a good friend.”
1. being a good listener (Being a good listener is a characteristic
of a good friend.)
2. sharing (Sharing is a characteristic of a good friend.)
3. always wanting to do things his or her way (Always wanting to
do things his or her way is not a characteristic of a good friend.)
4. being fun to play with (Being fun to play with is a
characteristic of a good friend.)

 Complete Remainder of the Lesson Later in the Day

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 What’s the Weather Like? 1B
Extensions 15 minutes
 Multiple Meaning Word Activity: Seasons
Sentence in Context: Seasons
1. [Show Poster 1M: Seasons.] In the read-aloud you heard,
“There are four seasons in a year: winter, spring, summer, and
autumn.” Here, seasons mean the different times of the year.
[Have students hold up one or two fingers to indicate which
image on the poster shows this meaning.]
2. Seasons can also mean adds spice to food to give it more
flavor. [Have students hold up one or two fingers to indicate
which image on the poster shows this meaning.]
3. Now with your neighbor, make a sentence for each meaning of
seasons. Remember to use complete sentences. I will call on
some of you to share your sentences. [Call on a few students
to share their sentences.]

Weather Diary (Instructional Master 1B-1)

Discuss with students what the current season is and what the
weather has been like in your area the last few days. Tell students
that you would like for them to keep a weather diary over the
course of the next week to track the weather on a daily basis.
Provide each student with a copy of Instructional Master
1B-1 and two pieces of paper in order to make a small weather
diary, starting with today’s date. Take the class outdoors at
the same time each day to discuss the day’s weather and to
make recordings in the weather diary. Have students draw a
simple picture of a sun, a sun with clouds, clouds, or clouds
and rain depending on the weather each day. If you have an
outside thermometer, you may also wish to have students write
down the outside temperature, and/or have them draw a simple

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© 2013 Core Knowledge Foundation
 thermometer and color in how high or low the liquid in the
thermometer is. Reinforce the concept of yesterday, today, and
tomorrow by asking questions, e.g., how is the weather today
different from the weather yesterday?
After four days, discuss the characteristics of the current season
in your locality as well as the weather changes and temperature
changes that occurred.

Take-Home Material
Family Letter
Send home Instructional Masters 1B-2 and 1B-3.

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 Winter 2
 Lesson Objectives
Core Content Objectives
Students will:
 Name the four seasons in cyclical order, as experienced in the
United States, and correctly name a few characteristics of each
season
 Describe daily weather conditions of their own locality in terms
of temperature (hot, warm, cool, cold); cloud cover (sunny,
cloudy); and precipitation (rain, snow, or sleet)
 Name at least one month in a specific season while referring to a
calendar
 Name at least one holiday in a specific season
 Describe any unique seasonal differences that are characteristic
of their own locality (change of color and dropping of leaves in
autumn; snow or ice in winter; increased rain, and/or flooding in
spring, etc.)
 Identify ways in which weather affects daily routines, such as
dress, activities, etc.
 Identify a thermometer as an instrument used to measure
temperature and describe how it works: when it is hotter
outside, the liquid in the thermometer rises; when it is cooler, the
liquid descends.

Language Arts Objectives

The following language arts objectives are addressed in this
lesson. Objectives aligning with the Common Core State
Standards are noted with the corresponding standard in
parentheses. Refer to the Alignment Chart for additional standards
addressed in all lessons in this domain.

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 Students will:
 With prompting and support, recall facts from “Winter” and
accurately answer questions such as who, what, where, and
when (RI.K.1)
 With prompting and support, interpret information to answer
questions and express opinions about “Winter” (RI.K.1)
 With prompting and support, identify the main topic and retell
key details from “Winter” (RI.K.2)
 With prompting and support, define and use new words, such
as frigid, from the read-aloud and the discussion about “Winter”
(RI.K.4)
 With prompting and support, describe an illustration of a
thermometer in “Winter,” using the illustration to check and
support comprehension of the read-aloud (RI.K.7)
 Actively engage in the nonfiction/informational read-aloud
“Winter” (RI.K.10)
 Draw a picture of a winter scene showing the seasonally
appropriate colors, plants, and animals described in the read-
aloud “Winter” (W.K.2)
 As a group, create a chart to discuss the unique characteristics
of each season (W.K.8)
 Create a drawing with sufficient detail of the season of winter
(SL.K.5)

 Demonstrate understanding of the adjective frigid by relating it

to its opposite, very hot (L.K.5b)
 Listen to a variety of texts, including informational narratives
such as “Winter”
 Prior to listening to “Winter,” identify orally what they know
about the four seasons, what they have learned about winter,
and how winter is different from the other seasons
 Discuss personal responses to what they wear for winter and
what their favorite wintertime activity/holiday is and connect to
the information in the read-aloud

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 Core Vocabulary
blizzards, n. Severe snowstorms with lots of wind and snow
Example: We often stayed indoors this winter because of the many
blizzards.
Variation(s): blizzard
cautiously, adv. Carefully avoiding danger or risk
Example: I cautiously looked for cars in both directions before I crossed
the street.
Variation(s): none
freezing point, n. The temperature at which a liquid will turn into a solid
Example: Water turns to ice at its freezing point of 32 degrees.
Fahrenheit.
Variation(s): freezing points
frigid, adj. Very cold
Example: The frigid temperature outside makes me want to stay inside
where it’s warm.
Variation(s): none
halt, n. Stop
Example: The traffic light was not working, so the policeman held up his
hand when he wanted to bring the traffic to a halt.
Variation(s): halts

At a Glance Exercise Materials Minutes

What Have We Already Learned?
Calendar Review large monthly calendar
Introducing the Read-Aloud 10
Interactive Read-Aloud
Purpose for Listening
Presenting the Read-Aloud Winter thermometer 10
Comprehension Questions 10
Discussing the Read-Aloud
Word Work: Frigid 5

 Complete Remainder of the Lesson Later in the Day

Image Card 2; chart paper,
chalkboard, or whiteboard
Seasons Comparison Chart
[This exercise requires
Extensions advance preparation.] 15
Instructional Master 2B-1;
My Four Seasons Drawing Book
drawing tools

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© 2013 Core Knowledge Foundation
 Winter 2A
Introducing the Read-Aloud 10 minutes
What Have We Already Learned?
Review with students that different parts of the earth experience
different types of weather. Also remind them that, in most of the
United States, there are four seasons and that each season has
distinct characteristics, or clearly different ways to describe them.
Have students identify in proper sequence the four seasons of the
year as experienced in most of the United States: winter, spring,
summer, and autumn.
Discuss with students what they learned about winter in the last
read-aloud. Talk with students about how winter is different from
the other seasons: it is the coldest season, and some areas of the
United States have snow and ice. Remind students that in the first
read-aloud in this domain, they learned that some animals seek
shelter from the cold in winter, much like people do. Many animals
sleep during the winter season.

Calendar Review
Tell students that in the next read-aloud, they will hear about the
first season in the cycle of the seasons—winter. Show students
the monthly calendar and assist them in identifying today’s month
and date. Then, explain that in the United States, the season of
winter begins in the month of December and includes the months
of January and February, flipping to these pages in the calendar.
Remind students of the current date, especially the month, and
ask if they are presently in the winter season. (Note: Do not expect
students to identify the current season if it is not winter.)

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Interactive Read-Aloud
Tell students that you will need their help during the read-aloud.
Demonstrate a shivering motion for students. Tell them that you
would like them to repeat this shivering motion whenever they hear
the word winter in the read-aloud.
There are a number of songs about four seasons available on the
Internet. You may choose to teach students one of these songs
to help them remember the cycle of seasons. An option is the
following song, sung to the tune of “Oh My Darling, Clementine”:

There are four seasons,

There are four seasons,

There are four seasons in the year.

Winter, spring, then

Summer and autumn.

There are four seasons in the year.

Purpose for Listening

Tell students that today they will listen to a new letter from their
pen pal, Annie, about the season of winter. Tell students that the
main topic, or the main idea, of today’s lesson is winter. Tell them
to listen carefully so that they can tell you about the characteristics
of, or ways to describe, winter.

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© 2013 Core Knowledge Foundation
Presenting the Read-Aloud 10 minutes
Winter
 Show image 2A-1: Annie in winter

Dear Kindergartners,
Hi from your pen pal, Annie! In my last letter, I told you about the
four seasons that occur in many parts of the United States—winter,
spring, summer, and autumn. Today I’m going to tell you about
1 [Demonstrate a shivering motion winter. What kinds of things do you think of when I say winter?
for students and prompt them to
repeat the motion whenever they Snowmen? Icicles? I’ll tell you what I think of: cold! 1
hear the word winter.]
Winter is the coldest season of the year in most of the United
2 It’s called the shortest day of the
States. The shortest day of the year is on December 21. 2 It marks
year because it is the day with the
least amount of daylight. the beginning of winter. Winter also includes the months of January
and February.
 Show image 2A-2: Thermometers

It can get very cold in the winter in most of the United States.
3 [Show students an actual
thermometer, then talk about the We can tell just how cold it is by using a tool called a thermometer.
thermometers in the image.] Is it A thermometer measures temperature, which is a number we use
hot or cold when the liquid rises
up in the thermometer? Is it hot to talk about how hot or cold it is. When it is hot outside, the liquid
or cold when the liquid stays low in the thermometer rises towards the top. When it is cold outside,
down in the thermometer? Think
the liquid in the thermometer stays down near the bottom. 3
of “warm up” and “cool down”
to help you remember. Which
thermometer shows what the
temperature might be like in the
winter?

 Show image 2A-3: Winter clothing

Another way that you can tell it is wintertime is by the way

people are dressed. What are the people in the picture wearing
4 [Pause for students’ responses.] that helps them stay warm in the winter? 4 Winter clothing is made
to protect you from the cold and to keep your body nice and warm
while you spend time outside. Hats, mittens, and scarves help you
stay warm in the winter.

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  Show image 2A-4: Snowy Washington, D.C.

It is usually cold during the winter where I live in Washington,

5 Remember, the freezing point is D.C. Sometimes it even gets cold enough to snow! I wish it would
the temperature at which a liquid snow every day, but the temperature must fall below freezing—
turns into a solid, or rain turns into
snow and ice. The word point can below 32 degrees Fahrenheit—in order for it to snow. If the air
have other meanings. The word between the clouds and the ground is below the freezing point,
point also means to show someone
something by moving your finger
then, instead of rain, snowflakes will probably fall. 5
in a particular direction. Some years, Washington, D.C., gets heavy snowstorms known
6 or to a stop as blizzards that bring city traffic to a halt 6 and force the schools
7 Blizzards are snowstorms with to close. 7 There are other years when it only snows once or twice.
lots of snow and lots of wind. They
make it difficult for people to walk
This means that some winters are colder and snowier than others
and drive. in Washington, D.C. What is it like during the winter where you
live? Does it ever snow?
 Show image 2A-5: Shoveling snow

When it snows, everyone works together to clear the snow.

People use snow shovels to shovel snow off walkways so that
others do not slip and get hurt.
 Show image 2A-6: Snowplow

In many places where it snows, snowplows get to work clearing

the streets. The big plow on the front of the truck scrapes the
snow and ice from the streets. These trucks also carry salt or other
8 Have you ever seen a truck like this chemicals, which they spread on the roads as they pass. 8 The
before? [Pause for responses.] salt and chemicals melt the remaining ice and keep new ice from
forming, which makes the roads safer for people to drive their cars.
People should always drive and walk slowly and cautiously,
or carefully, in the snow. Snow and ice are slippery, and whether
you are walking or driving, you should use extra caution when the
ground is covered with snow or ice.
 Show image 2A-7: Snowman

I always cheer up when it starts to snow because I love to play

in the snow. I like to build snowmen and have snowball fights with
my friends.

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  Show image 2A-8: Sledding

Another way to have fun in the snow is to go sledding! After

a big snow, all you need is a nice steep hill, warm clothes, and
something to ride on to go sledding.
 Show image 2A-9: Fireside

After playing or working outside in the winter, it is always

nice to come back inside to get warm again. Some homes have
fireplaces, where people light logs on fire to help warm the house.
I love reading a good book by the warm fire.
In places where it stays really cold in the winter, people also use
gas furnaces and electric heaters to help keep the air inside their
9 or really cold homes nice and warm. Of course, having a few extra blankets on
the bed is always a good idea on those frigid 9 winter nights.
 Show image 2A-10: Christmas, Hanukkah, and Kwanzaa

Winter is also a time when some people from different religions

celebrate holidays. Christmas, a Christian holiday, comes on
December 25. Hanukkah, a Jewish holiday, also falls around this
time, as does Kwanzaa, a week-long holiday celebrated by some
10 What winter holidays does your African Americans. 10
family celebrate?
To celebrate these and other holidays in wintertime, sometimes
people string colorful lights around their homes and neighborhoods.
You should see Washington, D.C., during the holiday season: all of
the lights make it a magical place.
 Show image 2A-11: New Year’s Eve

Another important winter holiday falls on December 31, which is

the last day of the year. This day is called New Year’s Eve. January 1,
the day after December 31, marks the beginning of a new year.
January 1 is called New Year’s Day. On New Year’s Day, many people
make resolutions, or lists of things they would like to do better in the
new year.

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  Show image 2A-12: Chinese New Year

Luck and good fortune are common themes for the Lunar New
Year, also known as Chinese New Year, which is a holiday that falls
around the end of January and beginning of February. The color
red, thought to be a sign of good fortune and happiness, is the
color chosen to wear during the festivities. Homes are decorated
with red paper cut into designs, and happy wishes written on red
paper are also hung throughout the house. Children often receive
red envelopes with money tucked inside; the people who receive
these envelopes are also supposed to receive good fortune in the
New Year. Feasting on fish, pork, poultry, tangerines, oranges,
dumplings, and special cakes, families gather to wish each other
good luck.
There are so many fun things to do during the winter! What’s
11 [Pause for student responses.] your favorite part of winter?11
Your friend,
Annie

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes
If students have difficulty responding to questions, reread pertinent
passages of the read-aloud and/or refer to specific images. If
students give one-word answers and/or fail to use read-aloud
or domain vocabulary in their responses, acknowledge correct
responses by expanding students’ responses, using richer and
more complex language. Ask students to answer in complete
sentences by having them restate the question in their responses.
1. Inferential What is the main topic, or main idea, of today’s
lesson? (The main topic of today’s lesson is winter.)
2. Literal In the United States, during which months is the
season of winter? (The season of winter occurs in December,
January, and February.)

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  Show Image 2A-2: Thermometers

3. Literal When it is cold outside, is the liquid in the thermometer

close to the top or close to the bottom? (When it is cold
outside, the liquid in the thermometer is close to the bottom.)
4. Inferential What are some characteristics of winter? (Some
characteristics of winter are that it is very cold and can snow.)
5. Inferential How do you dress for winter? (During winter, I wear
a hat, a coat, a scarf, and mittens.)
6. Inferential What happens to rain when the temperature drops
below the freezing point? (When the temperature drops below
the freezing point, rain may turn into snow or ice.)
7. Evaluative Name some good things and some bad things about
lots of snow falling. (Some good things about lots of snow falling
are that I can play and go sledding in the snow. Some bad things
about lots of snow falling are that people need to drive and walk
cautiously, and sometimes they can’t walk or drive at all.)
[Please continue to model the Think Pair Share process for students,
as necessary, and scaffold students in their use of the process.]
I am going to ask a question. I will give you a minute to think about
the question, and then I will ask you to turn to your neighbor and
discuss the question. Finally, I will call on several of you to share
what you discussed with your partner.
8. Evaluative Think Pair Share: What is your favorite wintertime
activity or holiday? Why is it your favorite? (Answers may vary.)
9. After hearing today’s read-aloud and questions and answers,
do you have any remaining questions? [If time permits, you may
wish to allow for individual, group, or class research of the text
and/or other resources to answer these remaining questions.]

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 Word Work: Frigid 5 minutes
1. In the read-aloud you heard, “Of course, having a few extra
blankets on the bed is always a good idea on those frigid
winter nights.”
2. Say the word frigid with me.
3. Frigid means very cold.
4. My hands were frigid because I was playing outside in the
snow without gloves!
5. Tell about a time when the weather felt frigid. Try to use the
word frigid when you tell about it. [Ask two or three students.
If necessary, guide and/or rephrase students’ responses: “The
weather felt frigid when . . .”]
6. What’s the word we’ve been talking about?
Use an Antonyms activity for follow-up. Directions: The opposite of
frigid is very hot. If any of the things I describe sound like they are
frigid, say, “ is frigid.” If any of the things I describe sound
like they are very hot, say, “ is very hot.”
1. the temperature during a blizzard (The temperature during a
blizzard is frigid.)
2. a boiling pot of water (A boiling pot of water is very hot.)
3. the way your nose feels when you are outside in the snow
(The way your nose feels when you are outside in the snow is
frigid.)
4. a typical summer afternoon (A typical summer afternoon is
very hot.)
5. popsicles in the freezer (Popsicles in the freezer are frigid.)

 Complete Remainder of the Lesson Later in the Day

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© 2013 Core Knowledge Foundation
 Winter 2B
Extensions 15 minutes
Seasons Comparison Chart
Remind students that in today’s read-aloud, their pen pal, Annie,
wrote to them about the season of winter. On a large piece of chart
paper, prepare the following Seasons Comparison Chart.

Winter Spring Summer Autumn

Months

Temperature/Thermometer1

Clothing People Wear

Special Activities

Holidays

Plants and Animals

Note:
1
Write a one-word description for each season (such as cold, cool, warm, hot) and draw a simple thermometer with the fluid at
corresponding levels.

Explain to students that you will use this chart to write down what
they learn about each season as they listen to Annie’s letters.
Cover the seasons that have not yet been discussed to better
focus students’ attention on winter. Discuss each item listed in the
left-hand column as it relates to Annie’s description of winter in
today’s read-aloud, making notes on the chart. Refer to the images
of today’s read-aloud as needed. Take this opportunity to also talk
about whether there are any unique seasonal differences in the
wintertime that are characteristic of your own locality. Tell students
that you are going to write down what they say, so that you will all

36 Seasons and Weather: 2B | Winter

© 2013 Core Knowledge Foundation
 remember important facts about each season. Tell them you will read
the written words to them whenever you are working on the chart
because they still have not learned all of the sounds that different
letters and combinations of letters represent. Add Image Card 2
(winter) to the top of the chart above the winter heading.
Save the chart for future lessons.

My Four Seasons Drawing Book (Instructional Master 2B-1)

Remind students that most of the United States experiences four
seasons. Remind students that so far they have only learned about
winter, the first season in the cycle of the seasons. Have students
tell you the cyclical order of the seasons: winter, spring, summer,
and autumn.
Tell students that they are going to make a four seasons drawing
book.
Distribute drawing tools and Instructional Master 2B-1 to students.
Have students draw a winter scene. If students have trouble
thinking of what to draw, you may wish to show them winter
images from the previous two read-alouds. Have students include
colors, plants, and animals they would see during winter. Also,
have them try to include themselves and what they would be
wearing and doing during this season. After they have finished
drawing, have students present their scene to a partner and
explain the characteristics of winter they have chosen to draw.
Tell students that they will be adding to their four seasons drawing
book as they learn about the other seasons.

➶ Above and Beyond: Have students include a word, phrase, or

sentence that describes their drawing, using the sound-spelling
correspondences taught thus far.

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 Spring 3
 Lesson Objectives
Core Content Objectives
Students will:
 Name the four seasons in cyclical order, as experienced in the
United States, and correctly name a few characteristics of each
season
 Draw pictures that show an understanding of each season
 Name at least one month in a specific season while referring to a
calendar
 Name at least one holiday in a specific season
 Describe any unique seasonal differences that are characteristic of
their own locality (change of color and dropping of leaves in autumn;
snow or ice in winter; increased rain and/or flooding in spring, etc.)
 Identify ways in which weather affects daily routines, such as
dress, activities, etc.

Language Arts Objectives

The following language arts objectives are addressed in this
lesson. Objectives aligning with the Common Core State
Standards are noted with the corresponding standard in
parentheses. Refer to the Alignment Chart for additional standards
addressed in all lessons in this domain.
Students will:
 With prompting and support, recall facts from “Spring” and
accurately answer questions such as who, what, where, and
when (RI.K.1)

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 With prompting and support, interpret information to answer
questions and express opinions about “Spring,” including
answering why questions that require recognizing cause/effect
relationships (RI.K.1)
 With prompting and support, identify the main topic and retell
key details from “Spring” (RI.K.2)
 With prompting and support, define and use new words, such
as gradually, from the read-aloud and the discussion about
“Spring” (RI.K.4)
 With prompting and support, describe an illustration of the
cherry blossoms in Washington, D.C., in “Spring,” using the
illustration to check and support comprehension of the read-
aloud (RI.K.7)
 Actively engage in the nonfiction/informational read-aloud
“Spring” (RI.K.10)
 Draw a picture of a spring scene showing the seasonally
appropriate colors, plants, and animals described in the read-
aloud “Spring” (W.K.2)
 As a group, create a seasons comparison chart to discuss the
unique characteristics of each season (W.K.8)
 Create a drawing with sufficient detail of the four seasons
(SL.K.5)

 Demonstrate understanding of the adverb gradually by relating it

to its opposite, quickly (L.K.5b)
 Explain the meaning of “April showers bring May flowers” and
use in appropriate contexts (L.K.6)
 Listen to a variety of texts, including informational narratives
such as “Spring”

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 Core Vocabulary
blossoms, n. Flowers on trees or bushes
Example: Washington, D.C., has beautiful cherry blossoms in the spring.
Variation(s): blossom
floods, v. When a body of water overflows and spreads out onto dry land
Example: The river floods when we get too much rain at once.
Variation(s): flood, flooded, flooding
gradually, adv. Slowly; bit by bit
Example: The fields across from our home gradually turn green in the
spring.
Variation(s): none
seedlings, n. Young plants
Example: The seedlings will grow into larger plants.
Variation(s): seedling
thaw, v. To begin to melt or soften after being frozen
Example: I can’t wait for the ground to thaw so I can plant my flowers.
Variation(s): thaws, thawed, thawing

At a Glance Exercise Materials Minutes

What Have We Already Learned? Seasons Comparison Chart
Calendar Review large monthly calendar
Introducing the Read-Aloud 10
Interactive Read-Aloud
Purpose for Listening
Presenting the Read-Aloud Spring 10
Comprehension Questions 10
Discussing the Read-Aloud
Word Work: Gradually 5

 Complete Remainder of the Lesson Later in the Day

Image Card 3;
Seasons Comparison Chart
Seasons Comparison Chart
Instructional Master 3B-1;
Extensions My Four Seasons Drawing Book 15
drawing tools
Sayings and Phrases: “April
Showers Bring May Flowers”

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© 2013 Core Knowledge Foundation
 Spring 3A
Introducing the Read-Aloud 10 minutes
What Have We Already Learned?
Review with students that different parts of the earth experience
different types of weather. Also remind them that, in most of the
United States, there are four seasons and that each season has
distinct characteristics, or clearly different ways to describe them.
Tell students that, so far, they have learned about winter, one of
the four seasons. Using the Seasons Comparison Chart from the
previous lesson, review the specific information that they have
already learned about winter, noting any unique characteristics of
winter in your locality.

Calendar Review
Explain to students that after winter, the next season in the cycle
is spring. Show students the monthly calendar, and assist them
in identifying today’s month and date. Then, explain that in the
United States, the season of spring begins in the month of March
and includes the months of April and May, flipping to these pages
in the calendar. Remind students of the current date, especially the
month, and ask if they are presently in the spring season. (Note:
Do not expect students to identify the current season if it is neither
winter nor spring.)

Interactive Read-Aloud
Tell students that you will need their help during the read-aloud.
Whenever students hear the word spring in the read-aloud, they
should hold up their hands like they are holding flowers and
pretend to smell them.

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 Purpose for Listening
Tell students that the main topic, or main idea, of today’s lesson is
spring. Tell students that they will hear another letter from their pen
pal, telling them about the season of spring in Washington, D.C.
Tell them to listen for the different characteristics of spring.

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Presenting the Read-Aloud 10 minutes
Spring
 Show image 3A-1: Spring months

Dear Kindergartners,
1 Here, spring means the time of
the year when flowers bloom. After winter, the next season is spring! 1 Spring arrives gradually,
The word spring can have other bit by bit, beginning in mid-March, and it continues through the
meanings. The word spring also
means a source of water coming months of April and May. The air warms and the ground begins to
up from the ground. Don’t forget to thaw 2 because the days are longer and there is more sunlight. The
sniff your flower when you hear the
word spring! rivers and streams fill with water from all of the melted snow and ice.
2 The snow and ice begin to melt, or Tiny green leaves appear on some tree branches. A few new plants
thaw, and the ground is no longer may also start to peek up out of the soil here and there. Hibernating
hard and frozen.
animals wake up from their winter sleep. 3 These are all signs that
3 Did you know that some animals
spring has sprung! 4
like bears sleep most of the time
during winter? They hibernate Spring is a very windy season. Some people say, “March comes
during winter when it’s cold and
wake up when it becomes warmer
in like a lion and goes out like a lamb.” This means that the weather
in spring. in spring changes from being stormy and windy 5 in the beginning to
4 Spring is here! calmer and milder by the end. 6 In fact, the windy beginning of spring
5 with the strength and power of is a perfect time to fly a kite!
a lion
6 like a soft, gentle lamb

 Show image 3A-2: Spring showers

In addition to wind, there are also many rainy days in the early
spring, particularly in March and April. I love when I get to wear
my raincoat and rain boots because then I can splash in puddles!
Sometimes after a spring rain shower you can see a colorful
rainbow in the sky. There is another old saying that tells us, “April
showers bring May flowers.” This means that the rains of April
help flowering plants to grow big and healthy, so they produce
beautiful, fragrant flowers in May and throughout the summer.

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  Show image 3A-3: Washington, D.C. cherry blossoms

The world outside truly changes during spring. Flowers are one
of the most important signs of spring because they tell you that
7 [Remind students to pretend to the plant world has come to life once again. 7 Soon, bees will be
sniff a flower whenever they hear buzzing among the flowers, birds will be chirping in the leafy trees,
the word spring.]
and the afternoon hours will be warm and pleasant.
Washington, D.C., is famous for the cherry blossoms that
8 [Point to the blossoms in the bloom here each spring. 8 In April, the cherry trees throughout
image.] the city burst into bloom, and millions of brilliant pink and white
flowers show that spring is here. My parents and I have a special
spring picnic every year under the cherry blossoms.
 Show image 3A-4: Farmers in spring

Spring is an important time on farms. 9 For the farmer, it is time

9 [Remind students that they learned
about farms with Old MacDonald in
to get back out in the fields. The farmer must plow his soil and
the Farms domain.] prepare it for planting. He plows the field in order to stir up the
soil’s nutrients—that’s food for plants—and loosen the ground so
that new seeds will be able to take root. When the time is right, the
farmer will go through his plowed fields and plant his seeds in neat
rows. A couple of weeks later, the field will be brimming with little
10 or young plants green seedlings, 10 and by summer you won’t be able to see the
brown soil at all beneath all the big, green plants.
 Show image 3A-5: Collage of farm animals

Spring is also an important time for the animals on the farm.

Many animals give birth to new baby animals in the springtime.
The barnyard and fields are full of baby animals, whose mothers
nurse and care for them as they grow. Baby horses, called foals,
frolic in the fields, lambs nuzzle close to the mother sheep, and
ducklings line up and follow their mother duck to the pond.

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  Show image 3A-6: Potomac River

Washington, D.C., was built along the banks of the Potomac

11 Banks are the land alongside a River. 11 Rivers usually reach their highest levels during the spring.
river. Melted snow from the surrounding fields and mountains drains
into creeks and seeps through the ground to reach the river, where
12 or overflows its banks it will eventually flow out to the sea. Sometimes the river water
becomes so high, it floods. 12
 Show image 3A-7: Easter, Passover, and Holi

Several holidays are celebrated during the springtime. On the

Christian holiday of Easter, people often go on Easter egg hunts to
look for decorated eggs or an Easter basket full of candy. During
the Jewish holiday of Passover, special food is served to family
and friends at the Passover Seder. The Hindu holiday of Holi is
a festival of colors, during which people celebrate the colors of
13 What holidays does your family
celebrate in spring? springtime by dancing, singing, and sprinkling colored water on
each other. 13
 Show image 3A-8: Iwo Jima Memorial

Another important holiday, called Memorial Day, is celebrated

on the last Monday in May. On this day, we honor the American
men and women who have fought and died in different wars to
protect the United States. Many people also celebrate Memorial
Day with parades, picnics, barbecues, and family gatherings. In
Washington, D.C., we have a big concert to celebrate.
 Show image 3A-9: Seasons diagram 14

What is spring like where you live? Is it any different from spring
14 [Point to each season and name in Washington, D.C.?
them in order.]
Your friend,
Annie

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Discussing the Read-Aloud 15 minutes
Comprehension Questions 10 minutes
If students have difficulty responding to questions, reread pertinent
passages of the read-aloud and/or refer to specific images. If
students give one-word answers and/or fail to use read-aloud
or domain vocabulary in their responses, acknowledge correct
responses by expanding students’ responses, using richer and
more complex language. Ask students to answer in complete
sentences by having them restate the question in their responses.
1. Evaluative [Allow students time to discuss the question posed
at the end of the read-aloud.] (Answers may vary.)
2. Inferential What is the main topic, or main idea, of today’s
lesson? (The main topic of today’s lesson is spring.)
3. Literal Name the months of spring. (The months of spring are
March, April, and May.)
4. Inferential Describe some of the changes that happen from
winter to spring. (Some of the changes that happen from
winter to spring are that the air warms, the ground thaws, and
plants begin to grow again.)
5. Inferential Why is spring an important time on farms? (Spring is an
important time on farms because it is the time when farmers need
to start planting their new crops and baby animals are born.)
[Please continue to model the Think Pair Share process for students,
as necessary, and scaffold students in their use of the process.]
I am going to ask a question. I will give you a minute to think about
the question. Then I will ask you to turn to your neighbor and
discuss the question. Finally, I will call on several of you to share
what you discussed with your partner.
6. Evaluative Think Pair Share: What activities do you like to do
during the spring? (Answers may vary.)
7. After hearing today’s read-aloud and questions and answers,
do you have any remaining questions? [If time permits, you may
wish to allow for individual, group, or class research of the text
and/or other resources to answer these remaining questions.]

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 Word Work: Gradually 5 minutes
1. In the read-aloud you heard, “Spring arrives gradually, bit
by bit, beginning in mid-March, and it continues through the
months of April and May.”
2. Say the word gradually with me.
3. Gradually means slowly, or over a period of time.
4. If something happens gradually, it happens slowly. Snow
melts gradually when it is very cold outside.
5. Tell about something that happens gradually. Try to use
the word gradually when you tell about it. [Ask two or three
students. If necessary, guide and/or rephrase students’
responses: “One thing that happens gradually is .”]
6. What’s the word we’ve been talking about?
Use an Antonyms activity for follow-up. Directions: The opposite
of gradually is quickly. If any of the things I describe happen
gradually, say, “ happens gradually.” If any of the things I
describe happen quickly, say, “ happens quickly.”
1. the snow melting during spring (The snow melting during the
spring happens gradually.)
2. an ice cube melting in a cup of hot water (An ice cube melting
in a cup of hot water happens quickly.)
3. pulling your hand away from a hot stove (Pulling your hand
away from a hot stove happens quickly.)
4. a seedling growing into a full-sized plant (A seedling growing
into a full-sized plant happens gradually.)
5. a baby becoming a kindergartener (A baby becoming a
kindergartener happens gradually.)

 Complete Remainder of the Lesson Later in the Day

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 Spring 3B
Extensions 15 minutes
Seasons Comparison Chart
Reintroduce the Seasons Comparison Chart. Remind students that
so far they have learned about winter and spring in the cycle of
the seasons. Cover the seasons that have not yet been discussed
to better focus students’ attention on spring. Discuss each item
listed in the left-hand column as it relates to Annie’s description of
spring in today’s read-aloud, making notes on the chart. Refer to the
images of today’s read-aloud as needed. Take this opportunity to talk
about any unique seasonal differences that are characteristic of your
own locality in spring. Tell students that you are going to write down
what they say so that you will all remember important facts about
each season. Tell them that you will read the written words to them
whenever you are working on the chart because they still have not
learned all of the sounds that different letters and combinations of
letters represent. Add Image Card 3 (spring) to the top of the chart
above the spring heading. Save the chart for future lessons.

My Four Seasons Drawing Book (Instructional Master 3B-1)

Tell students that they are going to add spring to their four
seasons drawing book. Distribute drawing tools and Instructional
Master 3B-1 to students. Have students draw a spring scene. If
students have trouble thinking of what to draw, you may wish to
show them images from the read-aloud. Have students include
colors, plants, and animals they would see during spring. Also,
have them try to include themselves and what they would be
wearing and doing during this season. After they have finished
drawing, have students present their scene to a partner and
explain the characteristics of spring they have chosen to draw.
Tell students that they will be adding to their four seasons drawing
book as they continue to learn about the other seasons.

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 ➶ Above and Beyond: Have students include a word, phrase, or
sentence that describes their drawing, using the sound-spelling
correspondences taught thus far.

Sayings and Phrases: April Showers Bring May Flowers

Proverbs are short, traditional sayings that have been passed
along orally from generation to generation. These sayings usually
express general truths based on experiences and observations of
everyday life. Although some proverbs do have literal meanings, or
mean exactly what they say, many proverbs have a richer meaning
beyond the literal level. It is important to help your students
understand the difference between the literal meanings of the
words and their implied or figurative meanings.
Remind students that, in the read-aloud they just heard, Annie told
them about an old saying, “April showers bring May flowers.” It
means that the rains in April will help flowering plants grow big and
strong so that they produce beautiful May flowers.
Explain that there is another meaning behind the words of this
saying. Tell students that this saying can also mean that if you
are going through unhappy times, those unhappy times may lead
to happier ones. This saying reminds people to have patience
to get through the rain, or sad times. Eventually, the flowers, or
happier times, will bloom. Tell students that if they ever go through
unhappy times, they should think of the saying, “April showers
bring May flowers,” to remind them that happier times will come.
Ask students to think of something good that happened after an
unhappy time. Have students give examples using the saying.

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 Summer 4
 Lesson Objectives
Core Content Objectives
Students will:
 Name the four seasons in cyclical order, as experienced in the United
States, and correctly name a few characteristics of each season
 Draw pictures that show an understanding of each season
 Name at least one month in a specific season while referring to a
calendar
 Name at least one holiday in a specific season
 Describe any unique seasonal differences that are characteristic of
their own locality (change of color and dropping of leaves in autumn;
snow or ice in winter; increased rain and/or flooding in spring, etc.)
 Identify ways in which weather affects daily routines, such as
dress, activities, etc.
 Identify a thermometer as an instrument used to measure
temperature and describe how it works: when it is hotter
outside, the liquid in the thermometer rises; when it is cooler, the
liquid descends.

Language Arts Objectives

The following language arts objectives are addressed in this
lesson. Objectives aligning with the Common Core State
Standards are noted with the corresponding standard in
parentheses. Refer to the Alignment Chart for additional standards
addressed in all lessons in this domain.
Students will:
 With prompting and support, recall facts from “Summer” and accurately
answer questions such as who, what, where, and when (RI.K.1)

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 With prompting and support, interpret information to answer
questions and express opinions about “Summer,” including
answering why questions that require recognizing cause/effect
relationships (RI.K.1)
 With prompting and support, identify the main topic and retell
key details from “Summer” (RI.K.2)
 With prompting and support, define and use new words, such
as distinct, from the read-aloud and the discussion about
“Summer” (RI.K.4)
 With prompting and support, describe images of thermometers
in “Summer,” using the images to check and support
comprehension of the read-aloud (RI.K.7)
 Actively engage in the nonfiction/informational read-aloud
“Summer” (RI.K.10)
 Draw a picture of a summer scene showing the seasonally
appropriate colors, plants, and animals described in the read-
aloud “Summer” (W.K.2)
 As a group, create a chart to discuss the unique characteristics
of each season (W.K.8)
 Create a drawing with sufficient detail of the season of summer
(SL.K.5)

 Listen to a variety of texts, including informational narratives

such as “Summer”
 Prior to listening to “Summer,” identify orally what they know
about the four seasons and how summer is different from the
other seasons

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 Core Vocabulary
distinct, adj. Clearly different
Example: The twins look alike, but they have distinct personalities.
Variation(s): none
indoors, adv. Inside or into a building
Example: The cold weather makes me want to stay indoors where it’s
warm.
Variation(s): none
sunscreen, n. A lotion or spray that protects the skin from the sun’s rays
Example: When I go to the beach, I wear sunscreen to protect my skin
so I don’t get sunburned.
Variation(s): sunscreens
thermometer, n. An instrument or tool that measures temperature
Example: The thermometer outside says that the temperature is 75
degrees Fahrenheit.
Variation(s): thermometers

At a Glance Exercise Materials Minutes

What Have We Already Learned? Seasons Comparison Chart
Calendar Review large monthly calendar
Introducing the Read-Aloud 10
Interactive Read-Aloud
Purpose for Listening
Presenting the Read-Aloud Summer 10
Comprehension Questions 10
Discussing the Read-Aloud
Word Work: Distinct 5

 Complete Remainder of the Lesson Later in the Day

Image Card 4;
Seasons Comparison Chart
Seasons Comparison Chart
Extensions 15
Instructional Master 4B-1;
My Four Seasons Drawing Book
drawing tools

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 Summer 4A
Introducing the Read-Aloud 10 minutes
What Have We Already Learned?
Review with students that different parts of the earth experience
different types of weather. Remind them that, in most of the United
States, there are four seasons and that each season has distinct
characteristics, or clearly different ways to describe them. Review
the song about the four seasons, sung to the tune of “Oh My
Darling, Clementine.” Have students identify in proper sequence
the four seasons in most of the United States.
Tell students that, so far, they have learned about two of the four
seasons, winter and spring. Using the Seasons Comparison Chart,
review the specific information that they have already learned
about winter and spring, noting any unique characteristics in your
locality.

Calendar Review
Tell students that in the next read-aloud they will hear about the
summer season. Show students the monthly calendar and assist
them in identifying today’s month and date. Then, explain that in
most of the United States, the season of summer begins in the
month of June and includes the months of July and August, flipping
to these pages in the calendar. Remind students of the current date,
especially the month, and ask if they are presently in the summer
season. (Note: Do not expect the students to identify the current
season if it is autumn, the one season they have yet to study.)

Interactive Read-Aloud
Tell students that you will need their help during the read-aloud.
Whenever students hear the word summer in the read-aloud, they
should pretend to shield their eyes from the sun or pretend they
are swimming.

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 Purpose for Listening
Tell students the main topic, or main idea, of today’s lesson is
summer. Tell students to listen carefully for different characteristics
of the summer season.

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Presenting the Read-Aloud 10 minutes
Summer
 Show image 4A-1: Seasons 1

Dear Kindergartners,
1 [Point to the picture for each
season, and have students say Hi from your pen pal, Annie! Today I’m going to tell you
which season it is.] about summer. What kinds of things do you think of when I say
2 [Prompt students to pretend to summer? 2
shield their eyes from the sun or
pretend to swim whenever they
hear the word summer.]

 Show image 4A-2: Summer months

My favorite season of the year is definitely summer because I

love the warm weather and sunshine. Summertime means vacation
because I don’t have school during the summer months.
At the beginning of summer, our part of the earth receives the
most sunlight that it will get all year long. The days are the longest
they will be all year in the summer. In most of the United States, the
summer season begins in the month of June and includes the months
of July and August. No matter where you live in the United States,
summertime will bring the warmest weather of the year.
 Show image 4A-3: Thermometers

One way to tell how warm it is outside is to look at a

3 [Have students say the word thermometer. 3 Remember that a thermometer is a tool that
thermometer together.] measures the temperature. When it is cool outside, the liquid in
the thermometer stays down in the lower part of the thermometer.
When it is warm outside, the liquid rises in the thermometer and
comes close to the top. Which thermometer do you think shows
4 [Pause and have students say what the temperature might be like in the summertime? 4
whether the first or second
thermometer shows a likely
summertime temperature.]

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  Show image 4A-4: Summer clothes

Do you remember that when we talked about the winter

months, we said you could also tell how cold it was by the way
people dress? The same is true in summer. You can tell how
warm it is by the way people are dressed. All of these people are
5 [Pause for students to respond.] dressed for warm weather. What do you notice about the way they
are dressed? 5
 Show image 4A-5: Washington Monument

As I’ve told you before, I live in Washington, D.C., the capital

of the United States. My teacher says that Washington, D.C., is a
good city to learn about when studying the seasons because here
6 or clearly different the four seasons are distinct 6 from one another. It’s easy to tell
by walking outside or looking out the window whether it is winter,
spring, summer, or autumn.
 Show image 4A-6: Summer in the city

Summer is the busiest time of year in Washington, D.C.,

because each year millions of Americans come to visit the famous
monuments, museums, and buildings during their summer
vacations. The city gets really crowded during the summer, but I
like to see all the different kinds of people downtown.
 Show image 4A-7: Thermometers

During the summer, the weather can be very hot in Washington,

D.C. See how high the liquid is in this thermometer to the left? It says
it is 100 degrees Fahrenheit; that means it is really hot outside! It is
a good thing there are so many vendors who sell cold refreshments,
like ice cream and snow cones, to help visitors cool off!
 Show image 4A-8: Mowing the grass

The trees in Washington, D.C. are full of green leaves during the
summer. In my neighborhood, there are lots of parks with grassy
areas that are mowed so people can enjoy them. On weekends,
many of my neighbors are out working in their flower beds and
gardens.

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  Show image 4A-9: Crowded pool

I like to go to the local swimming pool to keep cool in the

7 [Remind students of the motion
they should do when they hear the summer, and lots of other people have the same idea. 7 Everyone
word summer.] at the pool is wearing plenty of sunscreen so they do not get
8 Sunscreen protects your skin from sunburned. 8 Nothing ruins summer fun like a bad sunburn!
the sun and prevents sunburn.

 Show image 4A-10: Shady tree in the park

Sometimes you can rest under shady trees to protect yourself

9 or inside a cool building from the hot sun. Other people simply stay indoors, 9 especially on
the hottest days.
 Show image 4A-11: Fourth of July fireworks

The Fourth of July is the biggest summer holiday, and it is an

especially important day in Washington, D.C. The Fourth of July
is the birthday of the United States, and many people celebrate
the day with family and friends. Lots of my friends have picnics or
barbecues and take trips to the beach. I like to go to the parades
during the day on the Fourth of July and then to the booming,
colorful fireworks at night. I also love eating lots of watermelon!
Thanks to the Fourth of July and trips to the pool and beach,
I always think of fun times when I think about summer. What is it
like during the summer where you live?
Your friend,
Annie

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Discussing the Read-Aloud 15 minutes
Comprehension Questions 10 minutes
If students have difficulty responding to questions, reread pertinent
passages of the read-aloud and/or refer to specific images. If
students give one-word answers and/or fail to use read-aloud
or domain vocabulary in their responses, acknowledge correct
responses by expanding students’ responses, using richer and
more complex language. Ask students to answer in complete
sentences by having them restate the question in their responses.
1. Evaluative [Allow students time to discuss the question posed
at the end of the read-aloud.] (Answers may vary.)
2. Inferential What is the main topic, or main idea, of today’s
lesson? (The main topic of today’s lesson is summer.)
3. Literal Name the summer months. (The summer months are
June, July, and August.)
 Show image 4A-3: Thermometers

4. Literal What do thermometers do? (Thermometers tell us how

hot or cold it is.)
5. Inferential When it is hot outside, is the liquid in the
thermometer close to the top or close to the bottom? (When
it is hot outside, the liquid in the thermometer is close to the
top.)
6. Inferential Does the daylight on summer days last longer or
shorter than on winter days? (The daylight on summer days
lasts longer than on winter days.)
7. Inferential How is the way you dress on a hot summer day
different from the way you dress for winter? (During summer,
I would wear shorts, a T-shirt, and flip-flops, but in winter I
would wear a coat, a scarf, and mittens.)
[Please continue to model the Think Pair Share process for students,
as necessary, and scaffold students in their use of the process.]

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 I am going to ask a question. I will give you a minute to think about
the question, and then I will ask you to turn to your neighbor and
discuss the question. Finally, I will call on several of you to share
what you discussed with your partner.
8. Evaluative Think Pair Share: What is your favorite activity in
the summer? Why is it your favorite? (Answers may vary.)
9. After hearing today’s read-aloud and questions and answers,
do you have any remaining questions? [If time permits, you may
wish to allow for individual, group, or class research of the text
and/or other resources to answer these remaining questions.]

Word Work: Distinct 5 minutes

1. In the read-aloud you heard, “My teacher says that
Washington, D.C., is actually a good city to learn about when
studying seasons because here the four seasons are distinct
from one another.”
2. Say the word distinct with me.
3. Distinct means clearly different.
4. Someone might notice the distinct smell of roses in a flower
shop, meaning that the smell of roses stands out from the
smells of the other flowers.
5. Tell about something that makes you distinct from your
classmates. Try to use the word distinct when you tell about
what makes you different. [Ask two or three students. If
necessary, guide and/or rephrase students’ responses: “One
thing that makes me distinct is . . .”]
6. What’s the word we’ve been talking about?
Use a Discussion activity for follow-up. Directions: Discuss the
characteristics that make winter, spring, and summer distinct
seasons. Be sure to begin your responses with “Characteristics
that make a distinct season are . . .”

 Complete Remainder of the Lesson Later in the Day

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 Summer 4B
Extensions 15 minutes
Seasons Comparison Chart
Reintroduce the Seasons Comparison Chart. Remind students
that so far they have learned about winter, spring, and summer.
Cover the season that has not yet been discussed to better focus
students’ attention on summer. Discuss each item listed in the
left-hand column as it relates to Annie’s description of summer
in today’s read-aloud, making notes on the chart. Refer to the
images of today’s read-aloud as needed. Take this opportunity to
talk about any unique seasonal differences that are characteristic
of your own locality in the summer. Tell students that you are
going to write down what they say so that you will all remember
important facts about each season. Tell them that you will read
the written words to them whenever you are working on the chart,
because they still have not learned all of the sounds that different
letters and combinations of letters represent. Add Image Card 4
(Summer) to the top of the chart above the “summer” heading.
Save the chart for future lessons.

My Four Seasons Drawing Book (Instructional Master 4B-1)

Tell students that they are going to add summer to their four
seasons drawing book. Distribute drawing tools and Instructional
Master 4B-1 to students. Have students draw a summer scene. If
students have trouble thinking of what to draw, you may wish to
show them images from the read-aloud. Have students include
colors, plants, and animals they would see during the summer.
Also, have them try to include themselves and what they would
be wearing and doing during this season. After they have finished
drawing, have students present their scene to a partner and
explain the characteristics of summer they have chosen to draw.
Tell students that they will be adding to their four seasons drawing
book as they continue to learn about the seasons.

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➶ Above and Beyond: Have students include a word, phrase, or
sentence that describes their drawing, using the sound-spelling
correspondences taught thus far.

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 Autumn 5
 Lesson Objectives
Core Content Objectives
Students will:
 Name the four seasons in cyclical order, as experienced in the
United States, and correctly name a few characteristics of each
season
 Draw pictures that show an understanding of each season
 Name at least one month in a specific season while referring to a
calendar
 Name at least one holiday in a specific season
 Describe any unique seasonal differences that are characteristic of
their own locality (change of color and dropping of leaves in autumn;
snow or ice in winter; increased rain and/or flooding in spring, etc.)
 Identify ways in which weather affects daily routines, such as
dress, activities, etc.

Language Arts Objectives

The following language arts objectives are addressed in this
lesson. Objectives aligning with the Common Core State
Standards are noted with the corresponding standard in
parentheses. Refer to the Alignment Chart for additional standards
addressed in all lessons in this domain.
Students will:
 With prompting and support, recall facts from “Autumn” and
accurately answer questions such as who, what, where, and
when (RI.K.1)
 With prompting and support, interpret information to answer
questions and express opinions about “Autumn” (RI.K.1)

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  With prompting and support, identify the main topic and retell
key details from “Autumn” (RI.K.2)
 With prompting and support, define and use new words, such
as progresses, from the read-aloud and the discussion about
“Autumn” (RI.K.4)
 With prompting and support, describe an illustration of Annie
dressed for autumn in “Autumn,” using the illustration to check
and support comprehension of the read-aloud (RI.K.7)
 Actively engage in the nonfiction/informational read-aloud
“Autumn” (RI.K.10)
 Draw a picture of an autumn scene showing the seasonally
appropriate colors, plants, and animals described in the read-
aloud “Autumn” (W.K.2)
 As a group, create a chart to discuss unique characteristics of
each season (W.K.8)
 Create a drawing with sufficient detail of the season of autumn
(SL.K.5)

 Identify multiple meanings of fall and use them in appropriate

contexts (L.K.4a)
 Listen to a variety of texts, including informational narratives
such as “Autumn”

Core Vocabulary
chill, n. A cold feeling
Example: In the evening there was a chill in the air, and I was glad I had
brought a sweater with me.
Variation(s): chills
progresses, v. Moves forward or continues
Example: The students learn more and more as the school year
progresses.
Variation(s): progress, progressed, progressing
shed, v. Drop off; fall off; take off
Example: The trees shed their leaves in the fall.
Variation(s): shed, sheds, shedding

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At a Glance Exercise Materials Minutes
What Have We Already Learned? Seasons Comparison Chart
Calendar Review large monthly calendar
Introducing the Read-Aloud 10
Interactive Read-Aloud
Purpose for Listening
Presenting the Read-Aloud Autumn 10
Comprehension Questions 10
Discussing the Read-Aloud
Word Work: Progresses 5

 Complete Remainder of the Lesson Later in the Day

Multiple Meaning Word Activity:
Poster 4M: Fall
Fall
Image Card 5;
Extensions Seasons Comparison Chart 15
Seasons Comparison Chart
Instructional Master 5B-1;
My Four Seasons Drawing Book
drawing tools
Take-Home Material Family Letter Instructional Master 5B-2 *

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 Autumn 5A
Introducing the Read-Aloud 10 minutes
What Have We Already Learned?
Review with students that different parts of the earth experience
different types of weather. Remind them that, in most parts of
the United States, there are four seasons and that each season
has distinct characteristics, or clearly different ways to describe
them. Review the song about the four seasons, sung to the
tune of “Oh My Darling, Clementine.” Have students identify in
proper sequence the four seasons of the year that are distinctly
experienced in the United States.
Tell students that, so far, they have learned about three of the
four seasons: winter, spring, and summer. Using the Seasons
Comparison Chart, review the specific information they have
already learned about winter, spring, and summer, noting any
unique characteristics in your locality.

Calendar Review
Tell students that today’s read-aloud is called “Autumn.” Show
the students the monthly calendar and assist them in identifying
today’s month and date. Then, explain that in the United States, the
season of autumn begins in the month of September and includes
the months of October and November, flipping to these pages in the
calendar. Remind students of the current date, especially the month,
and ask if they are presently in the autumn season. (Note: Since you
have now discussed the months included in all the seasons, the
students may be able to identify the current season.)

Interactive Read-Aloud
Tell students that you will need their help during the read-aloud.
Whenever students hear the word autumn in the read-aloud, they
should use their hands to demonstrate the motion of the falling
leaves.

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 Purpose for Listening
Tell students that the main topic, or main idea, of today’s read-
aloud is autumn. Tell students to listen for details about how the
weather changes from summer to autumn. Tell them to also listen
carefully for details about the activities people do during autumn.

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Presenting the Read-Aloud 10 minutes
Autumn
 Show image 5A-1: Autumn months 1

Dear Kindergartners,
1 What clue in the picture tells you it
is autumn? Eventually the warm weather of summer ends and autumn
2 [Prompt students to use their begins. 2 Kids are back in school in autumn. Autumn officially
hands to demonstrate leaves starts in the middle of September, and includes the months of
falling whenever they hear the
word autumn in the read-aloud.] October and November.
By autumn, the air becomes cooler than it was during the
scorching, or very hot, summer months. It might still feel warm
3 cold feeling on some early autumn days, but there’s a slight chill 3 in the air at
night. And by the end of autumn, it can be really cold during the
day and at night!
 Show image 5A-2: Deciduous tree

As autumn progresses, 4 the days get shorter and shorter. The

4 or moves forward
sun rises just a little bit later and sets just a little bit earlier each
5 [Review with students deciduous
and evergreen trees from the Plants day. By October in Washington, D.C., many of the trees’ leaves
domain. Remind students that don’t look so green anymore. 5
deciduous trees lose their leaves in
the fall.]

 Show image 5A-3: Blue Ridge in autumn

During autumn, most of the leaves on the trees turn from green
to bright yellow, orange, red, or brown. It’s so beautiful! Last
autumn, my family took a trip to the mountains near Washington,
D.C., to enjoy the colors. The air was so cool and crisp, and we
had a great time. Look at this picture from our trip: the forests as
far as the eye can see are bright with fiery color!
 Show image 5A-4: Raking leaves

Within a few weeks after the leaves of many trees turn different
colors, deciduous trees begin to shed, or lose, their leaves. That’s
why another name for autumn is fall, because autumn is when the

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6 Remember that evergreen trees leaves of deciduous trees fall to the ground. 6 The grass is soon
stay green all year round, while
deciduous trees lose their leaves covered with a blanket of brown leaves.
in the autumn. The word fall has Do the leaves change color and fall off the trees where you
multiple meanings. The word fall
can mean the season of autumn or live? If they do, you can do the same thing that the kids in my
when something drops down. neighborhood do: we rake up all the leaves into one enormous pile
and then jump in it, just for fun. The leaves make a soft, crunchy
cushion.
 Show image 5A-5: Harvest time in the fields

If you travel for a few hours outside Washington, D.C., you will
7 Harvest time is when farmers start to see farms. Autumn means harvest time for farmers. 7 It’s
gather their crops.
hard work being a farmer. All summer, farmers have been caring
for their plants while they grow—watering them and making sure
the weeds and bugs of summer do not ruin them. Autumn is the
time to gather the fruits and vegetables in the fields.
When they’ve harvested their crops, the farmers all get together
for a really fun event: the county fair. My family goes every year to
the nearest county fair, and it is incredible. The farmers all bring
their best vegetables and animals to show off how good they are
at growing vegetables and raising farm animals.
 Show image 5A-6: Pumpkins at the county fair

I took this picture of the pumpkins at last year’s county fair.

The fair’s judges had already come by and judged them. Which
pumpkins do you think the judges liked best? How do you know?
 Show image 5A-7: County fair rides and booths

I wouldn’t get so excited about the fair if it were only about

vegetables! There are lots of fun rides and all kinds of foods, from
cotton candy to corn dogs. Some people also take their chances
playing games to win stuffed animals. Once, I won a gigantic
teddy bear.

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  Show image 5A-8: Fall in the city

By early November, the air outside gets chilly in Washington,

D.C. Sometimes the skies are clear and sunny, while other days
are gray and cloudy. The wind blows more than it did during the
summer. The autumn wind sends dry, crunchy leaves whirling and
twirling through the streets and parks, and whispers that winter is
coming soon!
 Show image 5A-9: Thanksgiving dinner 8

In late November—as the autumn season is gradually winding

8 [Tell students that they will learn
more about the first Thanksgiving
to a close—comes one of the most important holidays in the
in the next domain.] United States: Thanksgiving Day. On this day, people in the United
States like to gather with their families and friends. In my family,
my grandparents and cousins and uncles and aunts from all over
travel to have Thanksgiving dinner together. I always look forward
to a grand feast of turkey, stuffing, potatoes, rolls, and cranberry
sauce—with pumpkin pie for dessert. Then, my cousins and I play
football in the yard!
 Show image 5A-10: Bare trees

Thanksgiving is very close to the end of autumn in Washington,

D.C. By that time, the trees are bare, the leaves are raked, and the
air starts to feel very cold, especially at night. Once the trees look
like this, you know that autumn is nearing an end, and that it will
soon be winter. We are once again at the beginning of the cycle of
the seasons!
 Show image 5A-11: Seasons diagram 9

Now we’ve talked about every season and their different

9 [Point to each season and name characteristics. What will I tell you about next? You’ll just have to
them in order.]
wait and see!
Your friend,
Annie

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Discussing the Read-Aloud 15 minutes
Comprehension Questions 10 minutes
If students have difficulty responding to questions, reread pertinent
passages of the read-aloud and/or refer to specific images. If
students give one-word answers and/or fail to use read-aloud
or domain vocabulary in their responses, acknowledge correct
responses by expanding students’ responses, using richer and
more complex language. Ask students to answer in complete
sentences by having them restate the question in their responses.
1. Inferential What is the main topic, or main idea, of today’s
lesson? (The main topic of today’s lesson is autumn.)
2. Literal Name the months of autumn. (The months of autumn
are September, October, and November.)
3. Inferential What changes do you notice as summer progresses
to autumn? (As summer progresses to autumn, the weather
becomes cooler, days are shorter, and trees change color and
shed their leaves.)
4. Literal Name a holiday that takes place during the autumn
season. (A holiday that takes place during the autumn season
is Thanksgiving.)
[Please continue to model the Think Pair Share process for
students, as necessary, and scaffold students in their use of the
process.]
I am going to ask a question. I will give you a minute to think about
the question, and then I will ask you to turn to your neighbor and
discuss the question. Finally, I will call on several of you to share
what you discussed with your partner.
5. Evaluative Think Pair Share: Which season is your favorite
season of the year? Why is it your favorite? (Answers may vary.)
6. After hearing today’s read-aloud and questions and answers,
do you have any remaining questions? [If time permits, you
may wish to allow for individual, group, or class research of
the text and/or other resources to answer these remaining
questions.]

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 Word Work: Progresses 5 minutes
1. In the read-aloud you heard, “As autumn progresses, the days
get shorter and shorter.”
2. Say the word progresses with me.
3. Progresses means moves forward or continues. As something
progresses, it usually changes. Things can progress over time,
like when a person who progresses in age slowly gets older.
4. As the school year progresses, I learn more and more.
5. As winter progresses, it gets colder and colder. Tell about
something that progresses, or moves forward. Try to use the
word progresses when you tell about it. [Ask two or three
students. If necessary, guide and/or rephrase students’
responses: “Something that progresses quickly is .” Or
“Something that progresses slowly is .”]
Use a Making Choices activity for follow-up. Directions: If
any of the things I name move forward and change, say, “
progresses.” If any of the things I name do not progress, say,
“  stops.” (Students may have different responses. If so, you
may ask them to explain their responses.)
1. the autumn season from September to November (The
autumn season from September to November progresses.)
2. the amount of knowledge you learn from year to year (The
amount of knowledge you learn from year to year progresses.)
3. when someone slams a door (When someone slams a door, it
stops.)
4. when someone pushes on the brakes in a car (When someone
pushes on the brakes in a car, it stops.)
5. a baby crawling and then learning how to walk (A baby
crawling and then learning how to walk progresses.)

 Complete Remainder of the Lesson Later in the Day

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 Autumn 5B
Extensions 15 minutes
 Multiple Meaning Word Activity: Fall
Definition Detective
1. In the read-aloud you heard, “That’s why another name
for autumn is fall, because autumn is when the leaves of
deciduous trees fall to the ground.”
2. With your neighbor, think of as many meanings for fall or ways
you can use the word fall.
3. [Show Poster 4M: Fall.] Have students hold up one or two
fingers to indicate which image on the poster shows how the
word fall is used in the lesson.
4. Fall can also mean other things. Fall can mean to drop from a
higher place to a lower place. [Have students hold up one or
two fingers to indicate which image on the poster shows this
meaning.]
5. Now quiz your neighbor on the different meanings of fall. For
example you could say, “I love how the trees change colors in
the fall.” Your neighbor should hold up one finger to indicate
the picture of autumn to show you that you meant that kind of
fall.

Seasons Comparison Chart

Reintroduce the Seasons Comparison Chart. Tell students
that they have now learned about all four seasons and their
characteristics. Discuss each item listed in the left-hand column
as it relates to Annie’s description of autumn in today’s read-aloud,
making notes on the chart. Refer to the images of today’s read-
aloud as needed. Take this opportunity to talk about any unique
seasonal differences that are characteristic of your own locality
in autumn. Tell students that you are going to write down what

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 they say so that you will all remember important facts about each
season. Tell them that you will read the written words to them
whenever you are working on the chart, because they still have not
learned all of the sounds that different letters and combinations
of letters represent. Add Image Card 5 (autumn) to the top of
the chart above the “autumn” heading. Save the chart for future
reference.

My Four Seasons Drawing Book (Instructional Master 5B-1)

Tell students that they are going to add autumn to their four
seasons drawing book. Distribute drawing tools and Instructional
Master 5B-1 to students. Have students draw an autumn scene.
If students have trouble thinking of what to draw, you may wish
to show them images from the read-aloud. Have students include
colors, plants, and animals they would see during autumn. Also,
have them try to include themselves and what they would be
wearing and doing during this season. After they have finished
drawing, have students present their scene to a partner and
explain the characteristics of autumn they have chosen to draw.
Tell students that they have now completed their four seasons
drawing book. Bind the Instructional Masters that compose
the drawing book. Have students share their books with their
classmates.

➶ Above and Beyond: Have students include a word, phrase, or

sentence that describes their drawing, using the sound-spelling
correspondences taught thus far.

Take-Home Material
Family Letter
Send home Instructional Master 5B-2.

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 Pausing Point PP
Note to Teacher
You should pause here and spend one day reviewing, reinforcing,
or extending the material taught thus far.
You may have students do any combination of the activities listed
below, but it is highly recommended you use the Mid-Domain
Student Performance Task Assessment to assess students’
knowledge of seasons and weather. The other activities may be
done in any order. You may also choose to do an activity with the
whole class or with a small group of students who would benefit
from the particular activity.

Core Content Objectives Up to This Pausing Point

Students will:
 Demonstrate understanding of the following units of time and
their relationship to one another: day, week, month, year
 Name the four seasons in cyclical order, as experienced in the United
States, and correctly name a few characteristics of each season
 Characterize winter as generally the coldest season, summer
as generally the warmest season, and spring and autumn as
transitional seasons
 Draw pictures that show an understanding of each season
 Characterize the North and South Poles as always cold in
temperature, the middle section of the earth as usually warm,
and most of the United States as having four seasons
 Describe daily weather conditions of their own locality in terms
of temperature (hot, warm, cool, cold), cloud cover (sunny,
cloudy), and precipitation (rain, snow, or sleet)
 Name at least one month in a specific season while referring to a
calendar

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  Name at least one holiday in a specific season
 Describe any unique seasonal differences that are characteristic of
their own locality (change of color and dropping of leaves in autumn;
snow or ice in winter; increased rain and/or flooding in spring, etc.)
 Identify ways in which weather affects daily routines, such as
dress, activities, etc.
 Identify a thermometer as an instrument used to measure
temperature and describe how it works: when it is hotter outside, the
liquid in the thermometer rises; when it is cooler, the liquid descends

Student Performance Task Assessment

 Riddles for Core Content
Materials: Instructional Master PP-1
Ask students riddles such as the following to review core content.
Directions: I am going to name characteristics of a certain season
in most of the United States. Circle the season I am describing on
your paper. The snowflake stands for winter, the flower stands for
spring, the sun stands for summer, and the leaf stands for autumn.
1. I am the season that has snowstorms called blizzards with
very cold temperatures and lots of snow and wind. What
season am I? (winter)
2. I am the season in which people go to swimming pools to
keep cool. What season am I? (summer)
3. Young plants pop up out of the ground in this season. What
season am I? (spring)
4. I am the season when leaves change colors and fall off some
types of trees. What season am I? (autumn)
5. Some people celebrate Thanksgiving Day with turkey, pie, and
football in this season. What season am I? (autumn)
6. I am the coldest season of the year. What season am I? (winter)
7. I am the season after winter when flowers bloom, plants grow,
and baby animals are born. What season am I? (spring)
8. I am the hottest season of the year. What season am I? (summer)

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Activities
Taking Temperatures: Water
Materials: Cups of warm, cool, and ice-cold water;
thermometer; chart paper, chalkboard, or whiteboard
Place cups of warm, cool, and ice-cold water on a table. Take the
temperature of each cup of water and show students the readings
on the thermometer. Have students feel the water. Record the
temperature of each cup on a chart. Ask students what they think
will happen to the temperature of the water throughout the day.
Later in the day, take the temperature of the water again. Have
students feel the water again. Record the temperature of each cup
on the chart. Ask students if their predictions were correct.

Image Card Review

Materials: Image Cards 1– 5
In your hand, hold Image Cards 1– 5 fanned out like a deck of
cards. Ask a student to choose a card but not show it to anyone
else in the class. The student must then perform an action or give
a clue about the picture s/he is holding. For example, for winter,
a student may pretend to be shivering. The rest of the class will
guess what is being described. Proceed to another card when the
correct answer has been given.

Holidays and Seasons

Materials: Seasons Comparison Chart; large monthly calendar;
drawing paper, drawing tools
Show students the Seasons Comparison Chart you have
completed as a class. Ask students which holidays occur in each
season. You may prompt students’ responses by flipping through
a large monthly calendar, calling out the names of the different
months and reinforcing what months make up each season. Have
students draw pictures of their favorite holidays. Help them to
write at the top of their drawings the name of the holiday, and the
month and season in which it occurs.

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Seasonal Temperatures
Materials: Image Card 6 (thermometers); drawing paper, red
markers or crayons
Remind students that in the United States there are four distinct
seasons: winter, spring, summer, and autumn. Have students form
four groups. Assign each group a season. Review with students
the characteristics of each season. Show students Image Card
6 (thermometers), and review how the liquid rises with higher
temperatures and falls with lower temperatures. Tell students that
they are going to create their own thermometers. Have students
draw their own thermometers on drawing paper. Then tell students
to color in their thermometers with red to show a possible
temperature during their season. Help students write the name of
their season above their thermometers. Ask students to stand up
and share their thermometers. Prompt them with questions, such
as, “What is the temperature you feel during your season? Is your
season cold, hot, or in between? Depending on the temperature,
what would you wear?”

Key Vocabulary Brainstorming

Materials: Chart paper, chalkboard, or whiteboard
Give students a key domain concept or vocabulary word such
as frigid. Have students brainstorm everything that comes to
mind when they hear the word, such as, “really cold, winter,”
etc. Record their responses on chart paper, a chalkboard, or a
whiteboard for reference.

Hands On: What to Wear

Materials: Various articles of seasonal clothing; models or
dolls
Place articles of clothing on a table (hat, gloves, swimsuit, sweater,
T-shirt, earmuffs, etc.) Allow students to pick up the articles and
talk about them. Ask students which articles they would wear in
each season. Have students form four groups. Give each group
a doll or other type of model and have them dress it for each
season. Review the vocabulary for each season as the students
change the doll’s clothing.

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 Domain Related Trade Book or Student Choice
Materials: Trade book
Read a trade book to review a particular season; refer to the books
listed in the Introduction. You may also choose to have students
select a read-aloud to be heard again.

April Showers Bring May Flowers

Materials: Drawing paper, drawing tools
Remind students of the phrase, “April showers bring May flowers.”
Ask students if they remember what this means. Remind them that
this saying can have two meanings. Tell them that this phrase can also
mean that after having many rough or bad days, you will have a good
one eventually. Have students draw a line down the middle of their
papers. On one side, have them draw the literal meaning of the phrase
(rain bringing flowers); on the other, have them draw an example of the
other meaning (unhappy times leading to happier times).

Seasonal Sort
Materials: Image Cards 2–5; magazine pictures; construction
paper, glue or tape
Bring in different pictures from magazines depicting the four
seasons of the year experienced in the United States. Divide
students into groups, and have them sort through their pile of
pictures and divide them into four groups: winter, spring, summer,
and autumn. You may wish to use Image Cards 2–5 to group the
students. Ask students to support their sorts with evidence from
what they have heard about the characteristics of each season.
Each group can then glue or tape the pictures onto four different
pieces of construction paper.

➶ Above and Beyond

Have students write a word, phrase, or simple sentence describing
the collage, using the sound-spelling correspondences taught thus
far.

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 The Grasshopper
and the Ants 6
 Lesson Objectives
Core Content Objectives
Students will:
 Name the four seasons in cyclical order, as experienced in the
United States, and correctly name a few characteristics of each
season
 Describe any unique seasonal differences that are characteristic of
their own locality (change of color and dropping of leaves in autumn;
snow or ice in winter; increased rain and/or flooding in spring, etc.)
 Explain the lesson that the grasshopper learns at the end of the
fable, “The Grasshopper and the Ants”

Language Arts Objectives

The following language arts objectives are addressed in this
lesson. Objectives aligning with the Common Core State
Standards are noted with the corresponding standard in
parentheses. Refer to the Alignment Chart for additional standards
addressed in all lessons in this domain.
Students will:
 With prompting and support, recall facts from “The Grasshopper
and the Ants” and accurately answer questions such as who,
what, where, and when (RL.K.1)
 With prompting and support, interpret information to answer
questions and make judgments about “The Grasshopper and
the Ants,” including answering why questions that require
recognizing cause/effect relationships (RL.K.1)
 With prompting and support, define and use new words, such
as last, from the read-aloud and the discussion about “The
Grasshopper and the Ants” (RL.K.4)

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  Listen to a variety of texts, including stories such as the fable
“The Grasshopper and the Ants” (RL.K.5)
 With prompting and support, describe an illustration of a
grasshopper and ants in “The Grasshopper and the Ants,” using
the illustration to check and support comprehension of the read-
aloud (RL.K.7)
 Actively engage in the fiction read-aloud “The Grasshopper and
the Ants” (RL.K.10)
 Add pictures to a cycle chart about the seasons based on multi-
step oral directions (W.K.3)
 While listening to “The Grasshopper and the Ants,” orally explain
why the ants didn’t pay attention to the grasshopper in the
summer and why the grasshopper knocked on the ants’ door in
the winter, based on text heard thus far
 Explain that “The Grasshopper and the Ants” is fantasy because
animals cannot really talk, sing, and dance like people

Core Vocabulary
bare, adj. Not covered
Example: The trees are bare because they have lost all their leaves.
Variation(s): barer, barest
future, n. A time that will happen later
Example: I have never visited Disney World, but I hope to go there in the
future.
Variation(s): futures
last, v. To have enough of something for a certain period of time
Example: The holiday treats will last them through the month.
Variation(s): lasts, lasted, lasting
personification, n. A writing technique an author uses in which animals
act like people in a story.
Example: Aesop uses personification when the animals in his story talk
just like people do.
Variation(s): none
shivering, v. Shaking from the cold; trembling
Example: Mary was shivering from the chill in the air, and wished she
had worn her scarf.
Variation(s): shiver, shivers, shivered

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At a Glance Exercise Materials Minutes
Seasons Comparison Chart
What Have We Already Learned?
large monthly calendar
Introducing the Read-Aloud Essential Background Information 10
world map
or Terms
Purpose for Listening
Presenting the Read-Aloud The Grasshopper and the Ants 10
Comprehension Questions 10
Discussing the Read-Aloud
Word Work: Last 5

 Complete Remainder of the Lesson Later in the Day

Syntactic Awareness Activity:
Asking and Answering Questions
Using Who
Extensions 15
Instructional Master 6B-1;
Cycle of the Seasons Image Cards 2–5;
scissors; glue or tape

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 The Grasshopper
and the Ants 6A
Introducing the Read-Aloud 10 minutes
What Have We Already Learned?
Review with students that different parts of the earth experience
different types of weather. Remind them that, in most of the United
States, there are four seasons and that each season has distinct,
or clearly different, characteristics. Review the song about the four
seasons, sung to the tune of “Oh My Darling, Clementine.” Have
students identify in proper sequence the four seasons of the year in
most of the United States.
Remind students that their pen pal, Annie, has written them about
all four seasons. Briefly review the characteristics of each season
on the Seasons Comparison Chart. As you discuss the months in
each season, be sure to flip through your monthly calendar.
Now tell students that they will not hear a letter from Annie today.
Instead they will hear a story that is about different seasons of the
year.

Essential Background Information or Terms

Note: As students have already completed the Nursery Rhymes
and Fables domain, the following introduction may be adapted
by asking questions to review, rather than simply providing the
information below. Ask students if they remember any of the fables
that they heard earlier in the year.
Tell the class that there was a man named Aesop [EE-SOP] who lived
in Greece a very long time ago. Locate Greece for students on
a world map. Ask them to say the name Aesop. Tell them that in
Aesop’s time, people did not have storybooks, so they told stories
aloud to one another. Stories were passed down from parents to
children and from neighbor to neighbor for thousands of years.
Stories today can still be passed down orally, or by word of mouth,
although many stories are also written down and read in books.

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 Explain that Aesop was a great storyteller. He was known for
collecting and retelling many short stories called fables. Fables
often have animals as characters in the story, instead of people.
Remind students that when any animal or thing acts like a person
in a story, the writing technique that the author is using is called
personification. Have students say the word personification.
Personification is when animals in a story talk and act like people
do.
Like all fables, Aesop’s fables were intended to teach a lesson,
called “the moral of the story.” Ask students to repeat the name
Aesop once again. Then have them tell you what the lesson taught
in a fable is called. (The lesson taught in a fable is called the moral
of the story.)

Purpose for Listening

Tell students that today they are going to hear the story of “The
Grasshopper and the Ants,” one of Aesop’s many fables. Explain
that this story takes place throughout the different seasons of
the year. Tell them to listen carefully so that they can identify the
different seasons and learn what happens in the story.
Have students also listen to find out what moral or lesson the
grasshopper learns at the end of the fable.

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Presenting the Read-Aloud 10 minutes
The Grasshopper and the Ants
 Show image 6A-1: Grasshopper and ants 1

In a field on a fine summer’s day, a grasshopper was hopping

1 [Have students identify the
grasshopper and the ants in the about, singing and dancing and enjoying himself.
image.] Nearby, a group of ants was hard at work. They had built their
house underground, and they were filling it with food to last them
2 They were filling the house with through the long, cold winter ahead. 2
lots of food during the summer,
so that they would have enough “Why not come and play with me?” asked the grasshopper.
to eat throughout the entire “Why bother about winter? We have plenty of food now. Come,
winter.
leave your work. Now’s the time to dance and sing.”
3 Why do you think the ants are
working so hard? But the ants paid no attention to the grasshopper. They kept
working hard, all day and every day. 3
 Show image 6A-2: The grasshopper napping under a tree 4

But not the grasshopper. All summer long, while the ants
4 [Have students describe the
worked, he jumped about the field and danced and sang.
grasshopper in this image.]
Sometimes he’d sit for hours and listen to the humming of the
bees, or watch the butterflies flitting about, or take long, lazy naps
in the warm sun. And when he woke up, he would sing this song:

The summertime’s the time for me,

For then I’m happy as can be.

I watch the butterflies and bees,

As they fly around as they please.

Oh, summertime’s the time for me!

For I’m as happy as can be.

Yes, the grasshopper was a happy fellow—but he never thought
5 He never thought about what about the future. 5
would happen later in time, in
the future; he only thought about
what was happening right now,
in the present.

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  Show image 6A-3: Grasshopper in late fall

One day the grasshopper woke up and felt a chill in the air.
Then he saw the leaves turn red, gold, and brown, and fall from
the trees. Then the days kept getting cooler, and soon, the
grasshopper saw no butterflies or bees, and the fields where he
6 Bare means not covered. The liked to sing and dance turned bare and hard. 6
leaves fell off the trees and the
grass in the fields died. What Soon, the cold days of winter were upon him, and the
season of the year is it now? grasshopper was freezing and hungry. He came to the ants’ house
and knocked on the door.
 Show image 6A-4: Grasshopper knocking at the ants’ door 7

“What do you want?” asked the ants.

7 Why do you think the
“May I come in and share your food?” asked the grasshopper.
grasshopper is knocking at the
ants’ door? “What did you do all summer?” asked the ants. “Didn’t you put
8 Didn’t you save food during the away some food to use now?” 8
summer to use now?
“No,” said the shivering grasshopper. 9 “I didn’t think of that
9 The word shivering means he was
shaking from the cold. Show me while I was singing and dancing in the sun.”
what the grasshopper looked like “So,” said the ants meanly, “you sang and danced all summer
when he was shivering. In what
season do people tend to shiver? while we worked. Well, now you can sing and dance while we
10 Was this a nice thing for the ants eat!” 10
to say to the grasshopper? Would
And as the hungry grasshopper walked away, he sang this
you have helped the grasshopper
if you were the ants? song:

Next time I’ll work as well as dance,

Then I’ll be ready, like the ants!

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Discussing the Read-Aloud 15 minutes
Comprehension Questions 10 minutes
1. Literal What is the season at the beginning of the fable?
(Summer is the season at the beginning of the fable.) What
season comes after summer? (Autumn is the season that
comes after summer.) What is the season at the end of the
fable? (Winter is the season at the end of the fable.)
2. Inferential What changes happen to the weather and the
trees in autumn after summer ends? (After summer ends, it
becomes cold. The trees become bare and there is less food
for the animals to eat.)
3. Inferential Describe the grasshopper at the beginning of the
fable, during the summer. (At the beginning of the fable in the
summer, the grasshopper is playful and happy.)
4. Inferential Describe the ants during the summer. (During the
summer, the ants are hardworking and looking for food to
save for the winter.)
5. Inferential In the fable, who is thinking about what would
happen later in time, in the future: the grasshopper or the
ants? (The ants are thinking about the future because they are
saving food to eat during the winter.)
6. Inferential What happened to the grasshopper at the end of
the fable? (The grasshopper was hungry and had no food at
the end of the fable.) Why? (He didn’t work hard like the ants,
so he did not have any food saved to eat.)
7. Evaluative What do you think the moral or lesson of the story
is? (You need to think ahead and prepare for the future.)
8. Evaluative Were the ants right to turn the grasshopper away?
What would you have done? (Answers may vary.)
[Please continue to model the Think Pair Share process for students,
as necessary, and scaffold students in their use of the process.]
I am going to ask a question. I will give you a minute to think about
the question, and then I will ask you to turn to your neighbor and
discuss the question. Finally, I will call on several of you to share
what you discussed with your partner.

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 9. Evaluative Think Pair Share: Do you think what happens in this
read-aloud could really happen, or is it pretend or fantasy?
Why? (The story is pretend or fantasy because animals cannot
talk, sing, and dance like people. However, the lesson is
real—it is important to think ahead and prepare for the future.)
Personification is when animals in a story talk like people do.
In which parts of this story does Aesop use personification?
(Aesop uses personification when the grasshopper and ants
talk and act like people in the story.)
10. After hearing today’s read-aloud and questions and answers,
do you have any remaining questions? [If time permits, you
may wish to allow for individual, group, or class research of
the text and/or other resources to answer these remaining
questions.]

Word Work: Last 5 minutes

1. In the read-aloud you heard, “[A group of ants] had built their
house underground and they were filling it with food to last
them through the long, cold winter ahead.”
2. Say the word last with me.
3. The word last has many meanings. In this case, last means to
have enough of something for a certain period of time.
4. A box of new crayons can last the school year, or a song can
last five minutes.
5. Tell about something you know that can last for a certain
amount of time, like a week or a day. Try to use the word
last when you tell about it. [Ask two or three students. If
necessary, guide and/or rephrase students’ responses:
“Something I know that can last a week is . . .” or “Something
I know that can last a day is . . .”]
6. What’s the word we’ve been talking about?

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 Use a Making Choices activity for follow-up. Directions: If any of
the things I say can last, say, “ will last.” If they cannot last,
say, “ will not last.”
1. an ice cube on the sidewalk during the summer (An ice cube
on the sidewalk will not last during the summer.)
2. one can of cat food for the cat for the entire winter (One can
of cat food for the cat will not last for the entire winter.)
3. a new pair of shoes for a week (A new pair of shoes will last
for more than a week.)
4. two sheets of paper for the school year (Two sheets of paper
will not last for the school year.)
5. a video or DVD that I can watch many times (A video or DVD
that I can watch many times will last.)

 Complete Remainder of the Lesson Later in the Day

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 The Grasshopper
and the Ants 6B
Extensions 15 minutes
 Syntactic Awareness Activity: Asking and Answering Questions
Using Who
Directions: Today we are going to practice answering questions
that use the question word who.
Note: There may be variations in the sentences created by your
class. Allow for these variations and restate students’ sentences
so that they are grammatical.
1. We ask questions by using question words. When someone
asks a question using the question word who, they are asking
a question about people.
 Show image 6B-1: Girls playing basketball

2. [Show image 6B-1.] Look at this picture and answer my

question using a complete sentence. Who is playing
basketball in this image? [Allow students to respond and then
restate student responses for proper sentence structure.] (The
girls are playing basketball.)
3. Which word in the question let you know that my question
was about the people in the image? (who)
4. Now repeat the question after me. That means you say what
I say. Who is playing basketball in this image? [Encourage
students to repeat the question.] Now, repeat the answer after
me. The girls are playing basketball in this image. [Encourage
students to repeat the answer.] Remember, who is a question
word used to ask questions about people.
 Show image 6B-2: Summer activities

5. Repeat this process for the three pictures in image 6B-2,

reinforcing to students that who is a question word used to
ask questions about people.

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 6. Work with your neighbor to ask and answer a question using
question word who.

 Cycle of the Seasons (Instructional Master 6B-1)

Name the set of months in each season as they occur in most of
the United States, and have students identify the corresponding
season. As they name the season, show the corresponding
Image Card for the season: Image Card 2 (Winter); 3 (Spring); 4
(Summer); and 5 (Autumn).
Distribute scissors and glue or tape along with Instructional Master
6B-1 to each student. Have students follow your instructions on
how to create the cycle of seasons: first, cut along the dashed
line directly above the season pictures; next, cut out each season
picture separately; then glue or tape each season picture in the
correct box, beginning with winter in the box labeled number one.
If time permits, have a volunteer show his or her cycle to the class
and say the seasons as they progress—naming the season that
comes after winter, and so on, until they reach winter again.

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 Safety in Storms 7
 Lesson Objectives
Core Content Objectives
Students will:
 Identify the following characteristics of thunderstorms: heavy
rain, thunder, lightning, and strong winds
 Describe safe and unsafe behaviors during thunderstorms

Language Arts Objectives

The following language arts objectives are addressed in this
lesson. Objectives aligning with the Common Core State
Standards are noted with the corresponding standard in
parentheses. Refer to the Alignment Chart for additional standards
addressed in all lessons in this domain.
Students will:
 With prompting and support, recall facts from “Safety in Storms”
and accurately answer questions such as who, what, where, and
when (RI.K.1)
 With prompting and support, interpret information to answer
questions about “Safety in Storms,” including answering why
questions that require recognizing cause/effect relationships (RI.K.1)
 With prompting and support, define and use new words, such as
severe, from the read-aloud and the discussion about “Safety in
Storms” (RI.K.4)
 With prompting and support, describe an image of storm clouds
in “Safety in Storms,” using the image to check and support
comprehension of the read-aloud (RI.K.7)
 Actively engage in the nonfiction/informational read-aloud
“Safety in Storms” (RI.K.10)

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  Draw a picture of what someone should do during bad weather
and state simple safety directions to a partner (W.K.2)
 With guidance and support, explore a variety of digital tools, such
as video clips and web images, to create a drawing of a content-
related question and answer, in collaboration with peers (W.K.6)
 Demonstrate understanding of the adjective severe by relating it
to its opposite, gentle (L.K.5b)
 Listen to a variety of texts, including informational narratives
such as “Safety in Storms”

Core Vocabulary
gear, n. Supplies, tools, or clothes needed for a special purpose
Example: Rain gear includes rubber boots and raincoats.
Variation(s): none
severe, adj. Very bad
Example: The severe look on his face shows that he is angry.
Variation(s): severer, severest
shelter, n. A place or covering that gives protection from bad weather or a
dangerous situation
Example: We took shelter indoors when it rained yesterday.
Variation(s): shelters
strike, v. Hit or attack with a sharp blow
Example: Lightning may strike a tall tree or tall building during a storm.
Variation(s): strikes, struck, striking

At a Glance Exercise Materials Minutes

What Have We Already Learned?
Introducing the Read-Aloud Brainstorming Links 10
Purpose for Listening
Presenting the Read-Aloud Safety in Storms 10
Comprehension Questions 10
Discussing the Read-Aloud
Word Work: Severe 5

 Complete Remainder of the Lesson Later in the Day

seasons and weather video
clips; drawing paper, drawing
Video Questioning tools
Extensions [This exercise requires
15
advance preparation.]
Interactive Illustrations drawing paper, drawing tools

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 Safety in Storms 7A
Introducing the Read-Aloud 10 minutes
What Have We Already Learned?
Discuss with students the different types of weather they have
learned about: sunny weather, cloudy weather, windy weather,
rainy weather, and stormy weather. Talk with students about each
type of weather and the activities that you can do inside or outside
during each type of weather. Explain that when the weather is nice,
people like to be outside. When the weather is not so nice, people
tend to stay indoors where it is safe and dry.

Brainstorming Links
Talk to students about the words safe and safety. Tell students that
these words can mean being careful or protected from danger. Ask
students what comes to mind when they think of the weather and
the words safe and safety.
Tell students you are going to name a type of weather that can be
not so nice. Say the word thunderstorm. Ask students what comes
to mind when they think of thunderstorms. Have students share
their ideas.

Purpose for Listening

Tell students that in the read-aloud today, Annie will be talking
about what you can do to stay safe during a thunderstorm. Tell
students to listen carefully for what they should do next time they
encounter stormy weather.

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Presenting the Read-Aloud 10 minutes
Safety in Storms
 Show image 7A-1: Storm clouds 1

Dear Kindergartners,
1 [Have students describe what they
see in the picture.] Have you ever seen a thunderstorm? I got caught in one the
other day, and it made me realize just how amazing and powerful
the weather can be! The thunder boomed and lightning flashed—
2 or very bad it was quite a show. Today I’m going to tell you about severe 2
weather, and how to stay safe during thunderstorms.
You probably know what kind of weather to expect when you
look up and see large, dark clouds like these in the sky. These are
3 The word soaked means to become
storm clouds, and unless you want to get soaked, it’s time to get
completely wet from the rain.
indoors when you see a storm like this moving in. 3
 Show image 7A-2: Lightning

During a thunderstorm, you can see lightning. Lightning is a

stroke of electricity that connects energy in the ground with energy
in a cloud. Sometimes, you can see a bolt of lightning when it
flashes and zig-zags in the sky.
Lightning is often followed by a loud clap of thunder. If the
thunderstorm is far away, then the thunder may only sound like a
distant rumble. But as the storm nears, the thunder gets louder
and louder, and the time between the lightning and thunder gets
shorter and shorter. Thunder cannot hurt you, but lightning can be
dangerous.
 Show image 7A-3: Lightning-struck tree

A lightning strike knocked down this tree. Lightning can start

fires, too. Worst of all, lightning can seriously injure, or hurt, a
person. There is a very small chance of being struck by lightning,
but it can happen. Fortunately, there are simple ways to be safe
from lightning during a storm. My teachers taught them to me, and
now I’m going to teach them to you.

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4 or hit with a sudden blow Lightning tends to strike 4 tall things like trees and tall buildings.
The smartest thing you can do in a storm is stay indoors. If you
can’t take cover in a building, then a car is also a safe place.
In case you ever get stuck outside in a thunderstorm and you
cannot get indoors, it is important that you remember never to
5 or look for protection take shelter 5 under or near a tree or tall object. Even though the
tree leaves may help keep you dry, you never want to be near a
tree if it gets hit by lightning. Instead, you should lie down flat on
the ground, far away from any trees, and wait for the storm to
pass—you’ll get drenched, but you won’t get struck by lightning or
6 The word drenched also means to a falling tree. 6
become completely wet from the
rain. Which other word in this read- Another important rule is always to get out of a pool, lake, river,
aloud means the same thing? or ocean immediately during a thunderstorm. Electricity moves
through water, so anyone in the water can be hurt by a single
lightning strike. It’s best to be safe and stay dry inside during a
thunderstorm!
 Show image 7A-4: Hail

When it is cold outside, you might see hail during a storm.

During a hailstorm, chunks of ice, called hailstones, fall from the
clouds onto the ground. Usually, hailstones are small—about the
size of peas or smaller. Sometimes, however, hailstones can be
as big as a golf ball or even a baseball. It is always best to stay
indoors during a hailstorm.
 Show image 7A-5: Annie in rain gear

It is important to know how to stay safe during storms and

other kinds of severe weather. If possible, don’t go outside at all
in any kind of storm. If you have to go outside, wear the right kind
7 or special type of clothing of gear, 7 like a raincoat, boots, and a hat during rainstorms. Be
smart and be safe, so you can enjoy the amazing power of nature.
It’s quite the show!
Your friend,
Annie

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Discussing the Read-Aloud 15 minutes
Comprehension Questions 10 minutes
1. Literal Describe some characteristics of a thunderstorm.
(Some characteristics of a thunderstorm are heavy rain,
thunder, lightning, and strong winds.)
2. Literal What is lightning? (Lightning is electricity that strikes
the ground during a thunderstorm.)
3. Inferential What should you do to stay safe during a
thunderstorm? (To stay safe during a thunderstorm, you
should stay indoors or in a car, stay away from tall trees, and
immediately get out of pools or other areas with lots of water.)
4. Literal What are hailstones? (Hailstones are chunks of ice that
fall from the clouds during a storm.)
5. Literal What gear, or special type of clothing, is best to wear if
you have to go outside in the rain? (If you have to go outside
in the rain, it is best to wear a raincoat, boots, and a hat.)
[Please continue to model the Think Pair Share process for students,
as necessary, and scaffold students in their use of the process.]
I am going to ask a question. I will give you a minute to think about
the question, and then I will ask you to turn to your neighbor and
discuss the question. Finally, I will call on several of you to share
what you discussed with your partner.
6. Evaluative Think Pair Share: Have you ever experienced a
thunderstorm? What did you see? What did you hear? Try to
use your five senses to describe it. (Answers may vary.)
7. After hearing today’s read-aloud and questions and answers,
do you have any remaining questions? [If time permits, you
may wish to allow for individual, group, or class research of
the text and/or other resources to answer these questions.]

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 Word Work: Severe 5 minutes
1. In the read-aloud you heard, “Today I’m going to tell
you about severe weather, and how to stay safe during
thunderstorms.”
2. Say the word severe with me.
3. Severe means very bad.
4. Someone’s facial expression can be severe if s/he is very
angry, or the weather can be severe if it is dangerous.
5. Tell about something you know that is severe. Try to use the
word severe when you tell about it. [Ask two or three students.
If necessary, guide and/or rephrase students’ responses: “One
thing I know that is severe is . . .”]
6. What’s the word we’ve been talking about?
Use an Antonyms activity for follow-up. Directions: The opposite
of severe is gentle. If any of the things that I say sound severe, say,
“  is severe.” If any of the things sound gentle, say, “ is
gentle.”
1. a kitten (A kitten is gentle.)
2. blisters from a sunburn (Blisters from a sunburn are severe.)
3. soft spring rain (Soft spring rain is gentle.)
4. breaking an arm (Breaking an arm is severe.)
5. snowflakes falling on your face (Snowflakes falling on your
face are gentle.)

 Complete Remainder of the Lesson Later in the Day

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 Safety in Storms 7B
Extensions 15 minutes
Note: If you do not have access to technology in your
classroom, you may skip the Video Questioning activity and
instead complete Interactive Illustrations with your class.

Video Questioning
Note: This activity requires advanced preparation. Teachers should
peruse the web for short (two minutes or less) videos or video
clips related to safety in storms, or any seasons and weather
content covered in this domain. This activity can also be done with
images from the Flip Book or the Internet.
Directions: Today we are going to practice answering questions
using complete sentences.
1. We ask questions by using question words, like who, what,
where, when, how, and why. When someone asks a question
using the question word who, they are asking a question
about people. When someone asks a question using the
question word what, they are asking a question about things.
Today, we will practice thinking about people and things using
the question words who and what.
2. We will watch a short video about seasons and weather. The
first time we watch the video you should just watch and listen
carefully. [Show video clip.]
3. We will now watch the video a second time. This time I will
ask a question about the video using who or what. Think
about my question while you watch the video for a second
time. Because my question uses who or what, the answer will
be about people or things. [Show video clip.]
4. In partners, answer the question I asked about the video. Take
turns responding in complete sentences.

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 ➶ Above and Beyond: Have students draw a picture that illustrates
a scene from the video. Students can then ask and answer who
and what questions about their illustrations with a partner.

Interactive Illustrations
Give each student a sheet of paper folded in half. On one half of
the paper, have students draw a picture of a thunderstorm using
the information they have just heard in the read-aloud. Then have
them meet with a partner to talk about their pictures for a minute
and then trade illustrations.
On the second half of the paper, have each partner draw a
picture of what a person should do to be safe in a thunderstorm.
Have partners talk to each other about how to be safe during a
thunderstorm.
Return the papers to the original owners and discuss with students
how each person was able to add some new information to the
original illustrations. Allow several volunteers to share and discuss
their own and their partner’s illustrations. As students discuss the
illustrations, remember to repeat and expand upon each response
using richer and more complex language, including, if possible,
any read-aloud vocabulary.

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 Meteorology 8
 Lesson Objectives
Core Content Objectives
Students will:
 Identify ways in which weather affects daily routines, such as
dress, activities, etc.
 Explain why weather prediction is important in their daily lives

Language Arts Objectives

Students will:
 With prompting and support, recall facts from “Meteorology”
and accurately answer questions such as who, what, where, and
when (RI.K.1)
 With prompting and support, interpret information to answer
questions about “Meteorology,” including answering why
questions that require recognizing cause/effect relationships
(RI.K.1)

 With prompting and support, define and use new words, such
as warning, from the read-aloud and the discussion about
“Meteorology” (RI.K.4)
 With prompting and support, describe an illustration of a family
outdoors in “Meteorology,” using the illustration to check and
support comprehension of the read-aloud (RI.K.7)
 Actively engage in the nonfiction/informational read-aloud
“Meteorology” (RI.K.10)
 Draw a picture of the weather outside (W.K.2)
 Participate in a class research project by creating a daily
weather diary (W.K.7)

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  Create a drawing with sufficient detail of today’s weather (SL.K.5)
 Listen to a variety of texts, including informational narratives
such as “Meteorology”
 Discuss personal responses to ways weather is important to
their daily lives, such as when planning outdoor activities and
wearing appropriate clothing

Core Vocabulary
meteorologist, n. A person who studies weather and predicts what the
weather will be like
Example: The meteorologist on the news predicts that it will snow
tomorrow.
Variation(s): meteorologists
meteorology, n. The study of weather and weather prediction
Example: I learned about ice storms when I took a class on
meteorology.
Variation(s): none
record, n. A written report of an event
Example: The weather record states that it rained a total of thirty
inches last year.
Variation(s): records
satellites, n. Objects designed to go around Earth in space and collect
information
Example: The weather satellites recorded the hurricane’s movements
over the Atlantic Ocean.
Variation(s): satellite
warning, v. Telling someone in advance that danger is near
Example: The siren wailed, warning us that a tornado was nearby.
Variation(s): warn, warns, warned

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At a Glance Exercise Materials Minutes
What Have We Already Learned?
Essential Background Information
Introducing the Read-Aloud or Terms 10
Personal Connections
Purpose for Listening
Presenting the Read-Aloud Meteorology 10
Comprehension Questions 10
Discussing the Read-Aloud
Word Work: Warning 5

 Complete Remainder of the Lesson Later in the Day

Vocabulary Instructional Activity:
Predict
Extensions 15
Weather Diary (Instructional
Weather Report Master 1B-1);
drawing paper, drawing tools

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 Meteorology 8A
Introducing the Read-Aloud 10 minutes
What Have We Already Learned?
Remind students that their pen pal, Annie, has written them many
letters about all four seasons. In the last read-aloud, Annie shared
information about how to be safe during thunderstorms. Lead
students in a discussion about safety tips during thunderstorms.
Tell students that today, they will hear Annie’s last letter about
seasons and weather. Have students discuss what they have
enjoyed learning about most from Annie.

Essential Background Information or Terms

Tell students that in today’s letter, Annie will discuss the study of
weather and predicting, or figuring out what the weather will be
like before it happens. Tell students that the words meteorology
and meteorologist deal with weather and predicting weather. Have
students say meteorology. Then, have them say meteorologist.
Explain to students that meteorology is the study of weather and
weather prediction, and a meteorologist is a person who studies
weather and predicts what the weather will be like before it happens.

Personal Connections
Have students discuss why being able to predict the weather for
the day or for the week is important. For example, they will need
to know what the weather will be like on the weekend if they are
going to an outdoor soccer game on Saturday. Encourage them to
name ways in which weather is important to their everyday lives
and how knowing the weather ahead of time will help them to
prepare for the day. For example, hearing the weather report will
help them know what to wear to school.

Purpose for Listening

Tell students to listen for the different types of people who depend
on meteorologists’ predictions of the weather.

© 2013 Core Knowledge Foundation

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Presenting the Read-Aloud 10 minutes
Meteorology
 Show image 8A-1: Annie writing

Dear Kindergartners,
This is my last letter to you about seasons and weather. Today
we will learn how to know what kind of weather is on the way.
 Show image 8A-2: Meteorologist

Have you ever watched the weatherman or weatherwoman

on the news? Sometimes, people blame the weatherman for bad
1 Here, spoiled means ruined. weather, especially when their plans are spoiled by rain. 1 But the
weatherman does not control the weather—he just tries to predict,
or make his best guess at, what the weather is going to be like
later in the day, tomorrow, or next week. Sometimes he is right,
and sometimes he is wrong.
The study of weather and making weather predictions is
called meteorology, and the person who does this is called a
meteorologist. The words weatherman and weatherwoman are
sometimes used to describe people who appear on television
to tell you about the weather. Maybe you’ve seen them on the
evening news. Often the weatherman or weatherwoman is a
meteorologist.
 Show image 8A-3: Family outdoors 2

Predicting weather is important so that people will know what

2 [Have students describe the
picture, concentrating on what the to wear that day and whether or not they will need an umbrella
weather is like in the picture.] because of rain. Predicting weather also helps people to plan
things like picnics or trips to the beach. If my parents are planning
a family picnic, for example, they would want to make sure that it’s
not going to rain on us while we’re outside!
 Show image 8A-4: Farmer watering plants

But picnickers and vacationers are not the only ones who care
what the meteorologist has to say. Farmers need to know how

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 much rain to expect. If the meteorologist says it is not going to
rain for a while, farmers may need to figure out another way to get
water to their plants. In fact, anyone whose job could be affected
by the weather needs a meteorologist, whether the person is a
baseball player, a construction worker, a garbage man, an airline
pilot, or an astronaut!
 Show image 8A-5: Weather report

One way meteorologists predict what the weather will be like in

the future is by studying weather patterns and temperatures from
the past. When you watch a weather report, the weatherperson
will tell you what the high, or warmest, temperature and the low,
or coldest, temperature will be for that day. High temperatures
usually come during the daytime and low temperatures are usually
at night. However, the weatherperson can also tell you if the
temperatures on a particular day are normal for that time of year
by checking the weather record. The weather record is kind of like
a weather diary: it lists what the weather was like on that day in
3 Here, the word record means previous years. 3
a written report of an event.
The word record can have other Besides looking at weather records, what else do
meanings. The word record also meteorologists use to predict the weather? How do they know
means a performance that is the
what is going to happen? In fact, predicting the weather is quite
best of its kind or an old-fashioned
music disc. complicated, and even with all of the amazing computers and
equipment that we have nowadays, the weatherperson is still
sometimes wrong.
 Show image 8A-6: Satellite in orbit

However, meteorologists’ predictions are also correct a lot of

the time. This is thanks in part to satellites like the one in this
4 [Point to the satellite.] picture. 4 Satellites are objects launched into space that contain
cameras, radios, and antennas, but no people. Once in space,
the satellites travel around the earth. The satellite cameras take
pictures and beam them down to meteorologists. Using the
photos, meteorologists can see storms as they develop and
predict whether the skies will be clear or cloudy.

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  Show image 8A-7: Cumulus clouds 5

Of course, you don’t always need a meteorologist to tell you

5 [Have students describe what they what the weather is going to be like, especially if dark clouds like
see in the picture.]
this roll over your town. These dark clouds are types of cumulus
clouds and often develop into thunderstorms. You can also find
cumulus clouds during nice weather, when they appear white and
puffy like a cotton ball.
 Show image 8A-8: Cirrus clouds 6

These are cirrus clouds. They are thin and wispy clouds that
6 [Have students describe what they
see in the picture.] float way up high in the sky. Usually, cirrus clouds mean the
weather is going to be clear and pleasant.
 Show image 8A-9: Stratus clouds 7

Stratus clouds are the third cloud type, and they float fairly low
7 [Have students describe what they
see in the picture.] to the ground. These flat clouds can stretch across the entire sky.
They sometimes drop light rain or drizzle.
 Show image 8A-10: Meteorologist studying hurricane

The most important part of a meteorologist’s job is to help save

8 or telling people in advance lives by warning people 8 when severe weather is on the way.
Look at this picture: it was taken when a hurricane was heading
toward land. A hurricane is a huge storm that forms out over the
ocean.
The meteorologist in this picture is studying images of a
hurricane just as it is about to strike land. The image was made by
a computer that is able—thanks to satellites, airplanes, and other
tools—to determine how fast the wind is moving, how much it is
raining, and in which direction the storm is moving.
Thanks to computers and satellites, the meteorologists saw the
hurricane days before it came anywhere near land, so they warned
people to leave their homes and head to safer ground if necessary.
A lot of people were kept safe from this severe weather because of
the meteorologists. Meteorologists help people stay prepared for and
safe during whatever challenges the weather may throw their way.

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  Show image 8A-11: Annie says goodbye

Even though you can predict what the weather should be like
during any given season where you live, it is difficult to always
predict—from day to day—exactly what the weather will really
be like. So, it is a good idea to listen to your local weatherman or
weatherwoman, so you will know to carry an umbrella that day or
bring along extra sunscreen. That way, you’ll always be prepared.
Thank you so much for helping me with my weather project.
From now on, I hope you’ll keep an eye to the sky and always pay
attention to the weather in your neighborhood!
Your friend,
Annie

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes
1. Literal What does a meteorologist do? (A meteorologist
studies and predicts the weather.)
2. Inferential Name some types of people who depend on
meteorologists. (Some types of people who depend on
meteorologists are farmers, baseball players, and people who
work outside.)
3. Evaluative If a meteorologist on the morning news show
says it is going to rain today, how will that prediction affect
your plans for the day? (Rain will affect plans to spend time
outdoors.) For example, what will you wear? (People wear a
raincoat, rain boots, and a hat when it is raining.)
4. Literal Describe how a weather satellite works. (The satellite
camera takes pictures of the weather on Earth. Then the
satellite beams the pictures down to Earth.)
5. Inferential What is one way you can tell what the weather will
be like without listening to a meteorologist? (You can tell what
the weather will be like by looking at the clouds.)

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 [Please continue to model the Think Pair Share process for students,
as necessary, and scaffold students in their use of the process.]
I am going to ask a question. I will give you a minute to think about
the question, and then I will ask you to turn to your neighbor and
discuss the question. Finally, I will call on several of you to share
what you discussed with your partner.
6. Evaluative Think Pair Share: Why is predicting the weather
important in your life? (Answers may vary.)
7. After hearing today’s read-aloud and questions and answers,
do you have any remaining questions? [If time permits, you may
wish to allow for individual, group, or class research of the text
and/or other resources to answer these remaining questions.]

Word Work: Warning 5 minutes

1. In the read-aloud you heard, “The most important part of a
meteorologist’s job is to help save lives by warning people
when severe weather is on its way.”
2. Say the word warning with me.
3. Warning means telling someone in advance that danger is
near. Other ways to say warning are warn or warns.
4. I help my little brother by warning him to look both ways when
he crosses the street.
5. Tell about something you are warning others not to do. Try
to use the word warning when you tell about it. [Ask two or
three students. If necessary, guide and/or rephrase students’
responses: “I am warning you not to . . .”]
6. What’s the word we’ve been talking about?

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 Use a Making Choices activity for follow-up. Directions: If any
of the things I say might be an example of warning someone of
something, say, “ is a warning.” If any of the things I say is
not an example of warning someone of something, say, “ is
not a warning.”
1. If you eat too much ice cream, you’ll get a stomachache! (That
is a warning.)
2. Come sit on the grass. It is soft. (That is not a warning.)
3. Don’t go outside! It’s raining! (That is a warning.)
4. What would you like for dinner? (That is not a warning.)
5. Come read with me. (That is not a warning.)

 Complete Remainder of the Lesson Later in the Day

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 Meteorology 8B
Extensions 15 minutes
 Vocabulary Instructional Activity: Predict
1. In the read-aloud you heard, “But the weatherman does not
control the weather—he just tries to predict, or make his best
guess at, what the weather is going to be like later in the day,
tomorrow, or next week.”
2. Say the word predict with me.
3. To predict means to use information you have to say that
something might happen in the future. Make predictions
means the same thing as predict.
4. Readers often use information about characters and plot in
a story to predict, or make predictions, about what might
happen later in the story.
5. What are some other things people try to predict? Try to use
the word predict when you tell about it. [Ask two or three
students. If necessary, guide and/or rephrase the students’
responses: “People try to predict . . .”]
6. What’s the word we’ve been talking about?
Use a Discussion activity for follow-up. Directions: Remind
students of the plot of “The Grasshopper and the Ants,” or any
other story read recently. Ask students to talk to their partners
about which characteristics of the characters and which clues
in the plot of the read-aloud helped them to predict what would
happen to the characters at the end of the story. Use the word
predict when you tell about it. Remember to use complete
sentences.

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Weather Report (Instructional Master 1B-1)
Tell students that they are going to pretend to be a weatherperson
on the news. Remind students that a weatherperson on the news
is often a meteorologist, meaning they study weather patterns and
try to predict, or guess, what the weather is going to be like. Tell
students that they have been keeping track of the weather in their
area and studying it, similar to what a meteorologist does.
Tell students to look over their Weather Diary for a couple of
minutes and come up with a prediction of what they think the
weather is going to be like tomorrow and a couple of days from
now. Have a few volunteers stand in front of the class to present
their predictions like a weatherperson does on the news.

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 Domain Review DR
Note to Teacher
You should spend one day reviewing and reinforcing the material
in this domain. You may have students do any combination of the
activities provided, in either whole-group or small-group settings.

Core Content Objectives Addressed in This Domain

Students will:
 Demonstrate understanding of the following units of time and
their relationship to one another: day, week, month, year
 Name the four seasons in cyclical order, as experienced in the
United States, and correctly name a few characteristics of each
season
 Characterize winter as generally the coldest season, summer
as generally the warmest season, and spring and autumn as
transitional seasons
 Draw pictures that show an understanding of each season
 Characterize the North and South Poles as always cold in
temperature, the middle section of the earth as usually warm,
and most of the United States as having four seasons
 Describe daily weather conditions of their own locality in terms
of temperature (hot, warm, cool, cold), cloud cover (sunny,
cloudy), and precipitation (rain, snow, or sleet)
 Name at least one month in a specific season while referring to a
calendar
 Name at least one holiday in a specific season
 Describe any unique seasonal differences that are characteristic
of their own locality (change of color and dropping of leaves in
autumn; snow or ice in winter; increased rain and/or flooding in
spring, etc.)

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  Identify ways in which weather affects daily routines, such as
dress, activities, etc.
 Identify a thermometer as an instrument used to measure
temperature and describe how it works: when it is hotter
outside, the liquid in the thermometer rises; when it is cooler, the
liquid descends
 Explain the lesson the grasshopper learns at the end of the fable
“The Grasshopper and the Ants”
 Identify the following characteristics of thunderstorms: heavy
rain, thunder, lightning, and strong winds
 Describe safe and unsafe behaviors during thunderstorms
 Explain why weather prediction is important in their daily lives

Review Activities
My Active Season
Materials: Drawing paper, drawing tools
Review with students the various activities that are common
during each season. Ask students to draw themselves doing their
favorite activities. Remind them to draw themselves dressed for
the season. Help them to write the name of the activity and season
on their papers.

Image Card Review

Materials: Image Cards 1–11
In your hand, hold Image Cards 1–11 fanned out like a deck of
cards. Ask a student to choose a card but not show it to anyone
else in the class. The student must then perform an action or give
a clue about the picture s/he is holding. For example, for cumulus
clouds, a student may say, “white and puffy.” The rest of the class
will guess what is being described. Proceed to another card when
the correct answer has been given.

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 Weather Safety Tips
Review with students safety tips for thunderstorms. Review
the word severe. Ask them if they have ever experienced a
thunderstorm. Allow students to share their stories. Reinforce what
they should do to be safe in these situations.

Teacher Choice
Reread a particular read-aloud to students in order to review
important domain concepts.

Key Vocabulary Brainstorming

Materials: Chart paper, chalkboard, or whiteboard
Give students a key domain concept or vocabulary word such as
clouds. Have students brainstorm everything that comes to mind when
they hear the word, such as, “puffy, white,” etc. Record their responses
on chart paper, a chalkboard, or a whiteboard for reference.

Riddles for Core Content

Ask students riddles such as the following to review core content:
• In the fable “The Grasshopper and the Ants,” you heard that I
spent my summer and autumn playing and singing instead of
working. Who am I? (the grasshopper)
• In the fable “The Grasshopper and the Ants,” you heard that we
worked hard all summer and autumn and, because of our hard
work, had plenty of food for the winter. Who are we? (the ants)
• I happen when it rains really, really hard and the ground and
rivers cannot hold any more water. What am I? (a flood)
• I am a refreshing summer activity that cools you off. What am I?
(swimming)
• Sometimes I strike tall things like trees and tall buildings. What
am I? (lightning)
• You should never take shelter under me during a thunderstorm.
What am I? (a tree)
• I study weather and give you my best prediction. What am I? (a
meteorologist)

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On Stage
Choose students to act out the characters while you read “The
Grasshopper and the Ants.” Ask students what the moral of the
story is. Ask students if they have ever chosen to play when they
were supposed to work, and if so, what happened. If time allows,
switch characters and read the story again, allowing students to
dance while you sing or say the grasshopper’s songs.

Rain Gauge
Materials: Clear bottle; funnel; ruler; tape
Have students create a simple rain gauge using a clear bottle,
a funnel, and a ruler. Tape the ruler to the side of the bottle and
place the funnel in the mouth of the bottle. Place the rain gauge
outside so that students can measure the amount of rain that falls
in one week. Have students check the rain gauge daily and record
the daily rainfall in their weather diaries.

Where is the Wind?

Materials: Grass or balloon; construction paper; scissors;
tape; string
Review with students what happens when the weather is windy.
Take students outside on a windy day to learn more about the
wind. Tell students that they can tell a lot about the wind, just by
wetting their fingers and holding them up in the air. Have students
discuss what they feel and which way they think the wind is
blowing. Now have students confirm the direction of the wind by
throwing grass or a balloon into the air. Discuss with students if
their predictions about wind direction were correct.
Students can also create a wind snake in order to make
observations about the wind. Draw and cut a spiral on a piece
of construction paper. Tape a piece of string to the middle of the
snake and have students observe what happens to the snake
when they hold it in the wind.

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 Domain Assessment DA
This domain assessment evaluates each student’s retention of
domain and academic vocabulary words and the core content
targeted in Seasons and Weather. The results should guide review
and remediation the following day.
There are three parts to this assessment. You may choose to
do the parts in more than one sitting if you feel this is more
appropriate for your students. Part I (vocabulary assessment)
is divided into two sections: the first assesses domain-related
vocabulary and the second addresses academic vocabulary. Parts
II and III of the assessment address the core content targeted in
Seasons and Weather.

 Part I (Instructional Master DA-1)

Directions: I am going to say a sentence using a word you have
heard in the read-alouds and the domain. First I will say the word
and then use it in a sentence. If I use the word correctly in my
sentence, circle the smiling face. If I do not use the word correctly
in my sentence, circle the frowning face. I will say each sentence
two times. Let’s do number one together.
1. Seasons: There are four seasons: spring, summer, autumn,
and winter. (smiling face)
2. Weather: Weather includes the temperature for the day and if
there will be rain or sun. (smiling face)
3. Blizzards: Blizzards happen in the summer. (frowning face)
4. Freezing Point: The freezing point is the temperature at which
water freezes. (smiling face)
5. Frigid: When the weather is frigid outside, we can wear
shorts! (frowning face)
6. Blossoms: You can see the cherry blossoms in Washington,
D.C., during the winter. (frowning face)

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 7. Floods: Floods occur when it rains really, really hard and the
rivers cannot hold any more water. (smiling face)
8. Thermometer: When we want to know the temperature
outside, we check the thermometer. (smiling face)
9. Meteorologist: A meteorologist is a person who studies
meatballs. (frowning face)
10. Satellites: Satellites help scientists see storms as they
develop and predict whether the skies will be clear or cloudy.
(smiling face)
Directions: Now I am going to read more sentences using other
words you have heard and practiced. First I will say the word
and then use it in a sentence. If I use the word correctly in my
sentence, circle the smiling face. If I do not use the word correctly
in my sentence, circle the frowning face. I will say each sentence
two times.
11. Characteristics: Characteristics of winter include snow and
cold temperatures. (smiling face)
12. Cycle: When something happens over and over again in the
same order, it’s called a cycle. (smiling face)
13. Patterns: Patterns are things that only happen once.
(frowning face)
14. Gradually: When something happens gradually, it happens
very, very quickly. (frowning face)
15. Severe: Thunderstorms are a type of severe weather. (smiling
face)

 Part II (Instructional Master DA-2)

Directions: I am going to name characteristics of a certain season
in most of the United States. Circle the season I am describing on
your paper. The snowflake stands for winter, the flower stands for
spring, the sun stands for summer, and the leaf stands for autumn.
Draw a picture of the current season on the back of the paper
when you are finished.
1. During this season, the weather is very cold and it can even
snow. (winter)

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 2. This is usually the hottest season of the year. (summer)
3. This is the season for farmers to plant seeds. (spring)
4. This is the season when leaves change colors and fall off
trees. (autumn)
5. I would wear boots, a coat, mittens, a scarf, and a hat to go
outside and play in this season. (winter)
6. The phrase, “April showers bring May flowers,” is about what
season? (spring)
7. This is the season for farmers to gather fruits and vegetables
from their fields. (autumn)

 Part III (Instructional Master DA-3)

Directions: I am going to read some sentences to you. If the
sentence is correct, circle the smiling face. If the sentence is not
correct, circle the frowning face. I will say each sentence two times.
Let’s do number one together.
1. A meteorologist studies the weather so he can predict what
the weather will be like. (smiling face)
2. When I hear thunder, I should go outside and play. (frowning
face)
3. During a thunderstorm, I should sit near a window so I can
see what is going on outside. (frowning face)
4. I should stay away from trees and tall objects when I see
lightning in the sky. (smiling face)
5. I should wear a jacket to go swimming in a pool during the
summer. (frowning face)
6. When it is hot outside, the liquid in the thermometer is high
and near the top. (smiling face)
7. When it is cold outside, the liquid in the thermometer is low
and near the bottom. (smiling face)
8. The Fourth of July is a holiday we celebrate during the
summer. (smiling face)
9. During a thunderstorm, it’s sunny outside. (frowning face)
10. A month is shorter than a year. (smiling face)

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 Culminating Activities CA
Note to Teacher
Please use this final day to address class results of the Domain
Assessment. Based on the results of the Domain Assessment
and students’ Tens scores, you may wish to use this class time
to provide remediation opportunities that target specific areas of
weakness for individual students, small groups, or the whole class.
Alternatively, you may also choose to use this class time to extend
or enrich students’ experience with domain knowledge. A number
of enrichment activities are provided below in order to provide
students with opportunities to enliven their experiences with
domain concepts.

Remediation
You may choose to regroup students according to particular area
of weakness, as indicated from Domain Assessment results and
students’ Tens scores.
Remediation opportunities include:
• targeting Review Activities
• revisiting lesson Extensions
• rereading and discussing select read-alouds
• reading the corresponding lesson in the Supplemental Guide, if
available

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Enrichment
Cotton Clouds
Materials: Image Cards 7 (Cumulus Clouds), 8 (Cirrus Clouds),
and 9 (Stratus Clouds); cotton balls, blue
construction paper; glue, paint
Using Image Cards 7–9, review the three types of clouds students
learned: cumulus, cirrus, and stratus. Show students the image
cards, and remind them of the different characteristics the
different types of clouds have (e.g., cumulus clouds can be dark
and stormy or white and puffy). Have students create their own
pictures using cotton balls as the clouds. Help them to pull apart
and shape the cotton balls to represent the type of clouds they
choose. If the clouds are stormy, have students lightly paint the
cotton balls a dark color.

Domain Related Trade Book or Student Choice

Materials: Trade book
Read an additional trade book to review a particular concept
introduced in the read-alouds up to this point; refer to the list of
resources included in the Introduction. You may also choose to
have students select a read-aloud to be heard again.

On Stage
Choose students to act out the characters while you read “The
Grasshopper and the Ants.” Ask students what the moral of the
story is. Ask students if they have ever chosen to play when they
were supposed to work, and if so, what happened. If time allows,
switch characters and read the story again, allowing students to
dance while you sing or say the grasshopper’s songs.

Severe Weather Drill

Take some time to review your school’s procedures for events
of severe weather, such as a tornado drill. You may choose to
practice a drill as a class. Tell students that you are going to
practice what to do in the event that a tornado or hurricane hits
while students are in school. Discuss safety procedures for severe

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 weather. Explain that practicing what to do before a tornado or a
hurricane hits will help the school be more prepared to take care of
its students.

Meteorologist at Work
Materials: Video clip of the morning’s weather report; chart
paper, chalkboard, or whiteboard
Show students a clip of a meteorologist giving a weather report
for the current day. Tell students that often people watch the
weather report to know how to dress or be prepared for the
day. Record on chart paper, a chalkboard, or a whiteboard the
predicted high and low temperatures of the day. Have students
predict whether the highs and lows will be accurate. Check the
temperature throughout the day and record it on chart paper, a
chalkboard, or a whiteboard. Compare the weather report with the
actual temperatures. Ask students when the highest and lowest
temperatures occurred. Tell them to check with their parents
tonight to see how low the temperatures go.

Tornado in a Bottle
Materials: Clear glass or plastic jar with lid; dish soap; glitter
Tell students that a tornado is an enormous wind funnel that can
occur in certain parts of the United States. Tell students that they
can create a wind funnel using a jar and dish soap. You may also
wish to add glitter for effect. Fill the jar with water and add one
or two drops of dish soap to the jar of water. Hold the jar upright
and shake in a circular motion to create a wind funnel, similar to
the wind funnels created by tornadoes during certain types of
thunderstorms. Have students discuss what they observe.

Cloud Observation
Materials: Window; plastic wrap; markers; clear tape
Tell students that clouds are always moving in the sky, even when
it is hard to see them move. Stretch plastic wrap over a window
in your classroom and secure it with clear tape. Have students
choose one marker color to trace the clouds in the morning,
another marker color to trace the clouds mid-morning, and a third

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 marker color to trace the clouds in the afternoon. Discuss with
students what they observe about the clouds’ movement: did the
clouds stay in one place? Did they move slowly or quickly?

Class Book: Seasons and Weather

Materials: Drawing paper, drawing tools
Tell the class or a group of students that they are going to create a
class book to help them remember what they have learned in this
domain. Have students brainstorm important information about
the four seasons, weather prediction, and “The Grasshopper and
the Ants.” Have each student choose one idea to draw a picture
of, and ask him or her to write a caption for the picture. Bind the
pages to make a book to put in the class library for students to
read again and again.

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For Teacher Reference Only:
Copies of Tell It Again! Workbook

Seasons and Weather 123

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124 Seasons and Weather
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 Directions:
Take this sheet and staple two
blank pieces of 8½” by 11” paper
to make a small book. Read the
1B-1
title to students, and encourage
each of them to write their names
on the blank line.
Track the weather on a daily basis
for a week, starting with today’s
date.
Draw a simple picture of a sun,
a sun with clouds, clouds, or
clouds and rain, depending on the
Name

weather each day.

Write down the outside
temperature and/or draw a simple
thermometer. Color in how high or
low the liquid in the thermometer
is.

By ___________

© 2013 Core Knowledge Foundation

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1B-2

Dear Family Member,

Over the next several days, your child will be learning about seasons and weather.
Each day s/he will hear a read-aloud that is often set in the form of a letter from a fictional
fifth-grader named Annie. In her letters, Annie discusses the different seasons and some
of the characteristics of those seasons, as well as holidays and other activities that often
occur during particular seasons.

Below are some suggestions for activities that you may do at home to reinforce what
your child is learning about seasons and weather.

1. Use the Word Characteristics

Your child is learning and using the word characteristics to talk about the different
seasons. Ask your child, “What season is it now? What are some characteristics of
this season?” Encourage your child to use this word in situations other than ones in
which you talk about the seasons. Ask, “What is your favorite animal? What are some
characteristics of that animal?”

2. Imagine the Seasons

Have your child close his/her eyes and imagine each season, one at a time. Have your
child describe what s/he is imagining, using his/her senses of sight, taste, touch, hearing,
and smell.

3. Sayings and Phrases: April Showers Bring May Flowers

Your child will learn the well-known saying, “April showers bring May flowers.” Have
your child draw this saying with crayons and paper. The next time your child is having
a difficult time, tell your child that “April showers bring May flowers,” reminding him/her
that happy times can come after unhappy ones.

4. Draw a Season

Have your child draw a picture of him/herself in the current season. Guide your child
to draw the picture of him/herself wearing the appropriate seasonal clothes and doing
an appropriate seasonal activity, such as sledding during winter or swimming during
summer. Ask your child which season s/he most enjoys and why that season is his/her
favorite.

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 5. Read Aloud Each Day

Set aside time to read to your child each day. The local library has many books
on seasons and weather. A list of books and other resources relevant to this topic is
attached to this letter.

Be sure to praise your child whenever s/he shares what is learned at school.

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 1B-3

Recommended Resources for Seasons and Weather

Trade Book List
1. Angels Ride Bikes and Other Fall Poems/Los ángeles andan
en bicicleta y otros poemas de otoño, by Francisco X. Alarcón,
illustrated by Maya Christina Gonzalez (Lee and Low, 2005)
ISBN 978-0892391981
2. Animals in Winter (Let’s-Read-and-Find-Out Science 1), by
Henrietta Bancroft and Richard G. Van Gelder, illustrated by
Helen K. Davie (HarperTrophy, 1996) ISBN 978-0064451659
3. The Boy Who Didn’t Believe in Spring, by Lucille
Clifton, illustrated by Brinton Turkle (Puffin, 1992) ISBN
978-0140547399
4. Brave Irene, by William Steig (Square Fish, 2011) ISBN
978-0312564223
5. Bring Me Some Apples and I’ll Make You a Pie: A Story About
Edna Lewis, by Robbin Gourley (Houghton Mifflin Harcourt,
2009) ISBN 0618158362
6. Can You See the Wind? (Rookie Read-About Science), by
Allan Fowler (Children’s Press, 1999) ISBN 978-0516264790
7. The Cloud Book, by Tomie dePaola (Holiday House, 1984)
ISBN 978-0823405312
8. Cloudy with a Chance of Meatballs, by Judi Barrett, drawings
by Ron Barrett (Atheneum, 1978) ISBN 978-0689306471
9. Cold Snap, by Eileen Spinelli, illustrated by Marjorie
Priceman (Knopf Books for Young Readers, 2012) ISBN
978-0375957000
10. Energy from the Sun (Rookie Read-About Science), by Allan
Fowler (Children’s Press, 1998) ISBN 978-0516262550
11. Fall (Thinking About the Seasons), by Clare Collinson (Sea-to-
Sea Publications, 2011) ISBN 978-1597712590

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 12. Frederick, by Leo Lionni (Dragonfly Books, 1973) ISBN
978-0394826141
13. Frog and Toad All Year, by Arnold Lobel (HarperFestival,
1990) ISBN 978-1559942287
14. From the Bellybutton of the Moon and Other Summer
Poems/Del ombligo de la luna y otros poemas
de verano, by Francisco X. Alarcón, illustrated by
Maya Christina Gonzalez (Lee and Low, 2005) ISBN
978-0892392018
15. Four Seasons Make a Year, by Anne Rockwell, illustrated
by Megan Halsey (Walker & Company, 2004) ISBN
978-0802788832
16. If It’s Really Cold. . . and Other Weather Predictions,
by Blake A. Hoena (Capstone Press, 2012) ISBN
978-1429687195
17. Iguanas in the Snow and Other Winter Poems/Iguanas
en la nieve y otros poemas de invierno, by Francisco
X. Alarcón, illustrated by Maya Christina Gonzalez
(Children’s Book Press, 2001) ISBN 978-0892391684
18. Laughing Tomatoes and Other Spring Poems/Jitomates
risueños y otros poemas de primavera, by Francisco
X. Alarcón, illustrated by Maya Christina Gonzalez
(Children’s Book Press, 2005) ISBN 978-0892391998
19. Little Cloud and Lady Wind, by Toni Morrison and
Slade Morrison, illustrated by Sean Quails (Simon and
Schuster, 2010) ISBN 978-1416985235
20. On the Same Day in March: A Tour of the World’s
Weather, by Marilyn Singer, illustrated by Frane Lessac
(HarperCollins, 2000) ISBN 978-0060281878
21. The Rainbow and You, by E.C. Krupp, illustrated
by Robin Reetor Krupp (HarperCollins, 2000) ISBN
978-0688156015
22. The Reasons for Seasons, by Gail Gibbons (Holiday
House, 1996) ISBN 978-0823412389

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23. The Seasons of Arnold’s Apple Tree, by Gail Gibbons
(Voyager Books, 1988) ISBN 978-0152712457
24. Snow Is Falling (Let’s-Read-and-Find-Out-Science,
Stage 1), by Franklyn Branley and illustrated by Holly
Keller (HarperTrophy, 2000) ISBN 978-0064451864
25. Snowflake Bentley, by Jacqueline Briggs Martin,
illustrated by Mary Azarian (Houghton Mifflin, 1998)
ISBN 978-0395861622
26. Spring (Thinking About the Seasons), by Clare Collinson
(Sea-to-Sea Publications, 2011) ISBN 978-1597712606
27. Spring With Rabbit (Animal Seasons), by Anita Loughrey
(Qed Publishing, 2012) ISBN 978-1848358164
28. Weather (Step-By-Step Weather), by Paul Humphrey
(Children’s Press, 1996) ISBN 978-0749645427
29. Summer (Thinking About the Seasons), by Clare
Collinson (Sea-to-Sea Publications, 2011) ISBN
978-1597712613
30. Thunder Cake, by Patricia Polacco (Puffin, 1997) ISBN
978-0698115811
31. Tornado Alert (Let’s-Read-and-Find-Out Science 2), by
Franklyn M. Branley and Giulio Maestro (HarperTrophy,
1999) ISBN 978-0064450942
32. Weather Forecasting, by Gail Gibbons (Aladdin Library,
1993) ISBN 978-0689716836
33. Weather (I Know That!), by Claire Llewellyn (Sea-to-Sea
Publications, 2007) ISBN 978-0749689025
34. Weather Words and What They Mean, by Gail Gibbons
(Holiday House, 1992) ISBN 978-0823409525
35. Weather: Rain or Shine (Science Starters), by Jim Pipe
(Stargazer Books, 2008) ISBN 978-1596041301
36. What Will the Weather Be?, by Lynda DeWitt,
illustrated by Carolyn Croll (HarperTrophy, 1993) ISBN
978-0064451130
37. What’s the Weather Today?, by Allan Fowler (Children’s
Press, 1991) ISBN 978-0516449180

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 38. When a Storm Comes Up (Rookie Read-About Science), by
Allan Fowler (Children’s Press, 1995) ISBN 978-0516460352
39. When Spring Comes, by Solomon Gordon (National
Geographic Society, 2006) ISBN 0792242742
40. Why Do Leaves Change Color? (Let’s-Read-and-Find-Out
Science, Stage 2), by Betsy Maestro and illustrated by Loretta
Krupinski (Harper Trophy, 1994) ISBN 978-0064451260
41. Winter (Thinking About the Seasons), by Clare Collinson (Sea-
to-Sea Publishing, 2011) ISBN 978-1597712620
42. Winter Is Here, by Sid Webb (National Geographic Society,
2003) ISBN 0792242920

Websites and Other Resources

Student Resources
1. Weather Word Search
http://www.weatherwizkids.com/weather-games-word-search.htm

2. Weather Games
http://theweatherchannelkids.com/weather-games/

3. Interactive Seasons
http://www.sheppardsoftware.com/scienceforkids/seasons/seasons.
htm

Teacher Resources
1. Weather Photos
http://www.ussartf.org/predicting_weather.htm

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 Directions: In the big box, draw a winter scene. Try to include any colors, plants, and animals you would see during
winter. Also, try to include yourself and what you would be wearing and doing during the season. 2B-1
Name

© 2013 Core Knowledge Foundation

Seasons and Weather 133
134 Seasons and Weather
© 2013 Core Knowledge Foundation
 Directions: In the big box, draw a spring scene. Try to include any colors, plants, and animals you would see during
spring. Also, try to include yourself and what you would be wearing and doing during the season. 3B-1
Name

© 2013 Core Knowledge Foundation

Seasons and Weather 135
136 Seasons and Weather
© 2013 Core Knowledge Foundation
 Directions: In the big box, draw a summer scene. Try to include any colors, plants, and animals you would see during
summer. Also, try to include yourself and what you would be wearing and doing during the season. 4B-1
Name

© 2013 Core Knowledge Foundation

Seasons and Weather 137
138 Seasons and Weather
© 2013 Core Knowledge Foundation
 Directions: In the big box, draw an autumn scene. Try to include any colors, plants, and animals you would see during
autumn. Also, try to include yourself and what you would be wearing and doing during the season. 5B-1
Name

© 2013 Core Knowledge Foundation

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140 Seasons and Weather
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5B-2

Dear Family Member,

Over the next several days, your child will continue to learn about seasons and
weather. Students will listen to “The Grasshopper and the Ants,” an Aesop’s fable about
the seasons and thinking ahead. The letters from Annie will discuss thunderstorms and
safety tips. Your child will also learn about meteorologists and weather forecasting.

Below are some suggestions for activities that you may do at home to reinforce what
your child is learning about seasons and weather.

1. “The Grasshopper and the Ants”

Have your child retell the story of “The Grasshopper and the Ants” to you. Ask your
child what the grasshopper and the ants were doing during the summertime, and what
happened to the grasshopper and the ants during the wintertime. Discuss the importance
of being prepared for the future and thinking ahead, as well as the importance of helping
others who are in need.

2. Use the Word Severe

Your child will learn and use the word severe to talk about serious weather. Ask your
child to name some severe types of weather. Have your child describe those types of
weather. Then, ask your child if s/he can name words that mean the opposite of severe,
such as gentle or mild. Finally, have your child describe the opposite of severe weather,
such as a sunny, spring day.

3. What to Do in a Thunderstorm

Give your child prompts, such as, “What should I do during a thunderstorm?” Have
him/her describe safety tips for thunderstorms. Remind your child that if s/he is ever in a
severe storm, s/he should look for a trusted adult to help your child find safety.

4. Draw a Seasonal Activity Scene

Have your child draw a picture of him/herself in the current season doing a familiar
seasonal activity. Guide your child to draw the picture of him/herself with the appropriate
clothes for the season and the activity. Then, have your child describe the picture to you,
explaining his/her artistic choices in clothing, scenery, and color.

5. Read Aloud Each Day

Set aside time to read to your child each day. Please refer to the list of books and

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 other resources sent home with the previous family letter, recommending resources
related to seasons and weather.

Be sure to praise your child whenever s/he shares what has been learned at school.

142 Seasons and Weather

© 2013 Core Knowledge Foundation
PP-1 Name

1.

2.

3.

4.

5.

6.

7.

8.

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144 Seasons and Weather
© 2013 Core Knowledge Foundation
PP-1 Name Answer Key

1.

2.

3.

4.

5.

6.

7.

8.

Seasons and Weather 145

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146 Seasons and Weather
© 2013 Core Knowledge Foundation
 Directions: Cut along the dashed lines below. Then, cut out each season picture. Mix them up. Now, find winter. Find
the square with a number one on it and paste winter on top of that square. Next, find the season that follows winter
and paste it on the square numbered two. Repeat until all four seasons are pasted to the circle, showing the cycle of
seasons.
6B-1

4
Name

3
2

© 2013 Core Knowledge Foundation

Seasons and Weather 147
148 Seasons and Weather
© 2013 Core Knowledge Foundation
 Directions: Cut along the dashed lines below. Then, cut out each season picture. Mix them up. Now, find winter. Find
the square with a number one on it and paste winter on top of that square. Next, find the season that follows winter
and paste it on the square numbered two. Repeat until all four seasons are pasted to the circle, showing the cycle of
seasons.
6B-1

1
4
Name

2
1

3
Answer Key

4
2

© 2013 Core Knowledge Foundation

Seasons and Weather 149
150 Seasons and Weather
© 2013 Core Knowledge Foundation
 Directions: Lister carefully to the words and sentences read by your teacher. If the sentence uses the word correctly,
circle the smiling face. If the sentence does not use the word correctly, circle the frowning face.

9.
8.
7.
6.
5.
4.
3.
2.
1.
DA-1

10.










Name












© 2013 Core Knowledge Foundation

Seasons and Weather 151
 11.
 
12.
 
13.
 
14.
 
15.
 

152 Seasons and Weather

© 2013 Core Knowledge Foundation
 Directions: Lister carefully to the words and sentences read by your teacher. If the sentence uses the word correctly,
circle the smiling face. If the sentence does not use the word correctly, circle the frowning face.

9.
8.
7.
6.
5.
4.
3.
2.
1.
DA-1

10.










Name











Answer Key

© 2013 Core Knowledge Foundation

Seasons and Weather 153
 11.
 
12.
 
13.
 
14.
 
15.
 

154 Seasons and Weather

© 2013 Core Knowledge Foundation
 Directions: For each number below, listen to the characteristic of a season that I will describe. Then, circle the picture
of the season I am describing. Afterward, on the back of your paper, draw a picture of the season it is right now. DA-2

1.

7.
2.

6.
4.
3.

5.
Name

© 2013 Core Knowledge Foundation

Seasons and Weather 155
156 Seasons and Weather
© 2013 Core Knowledge Foundation
 Directions: For each number below, listen to the characteristic of a season that I will describe. Then, circle the picture
of the season I am describing. Afterward, on the back of your paper, draw a picture of the season it is right now. DA-2

1.

7.
2.

6.
4.
3.

5.
Name
Answer Key

© 2013 Core Knowledge Foundation

Seasons and Weather 157
158 Seasons and Weather
© 2013 Core Knowledge Foundation
 DA-3 Name

1.
 
2.
 
3.
 
4.
 
5.
 
6.
 
 
Directions: Listen to your teacher’s instructions.

7.

8.
 
9.
 
10.
 
Seasons and Weather 159
© 2013 Core Knowledge Foundation
160 Seasons and Weather
© 2013 Core Knowledge Foundation
 DA-3 Name Answer Key

1.
 
2.
 
3.
 
4.
 
5.
 
6.
 
 
Directions: Listen to your teacher’s instructions.

7.

8.
 
9.
 
10.
 
Seasons and Weather 161
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162 Seasons and Weather
© 2013 Core Knowledge Foundation
 Tens Recording Chart
Use this grid to record Tens scores. Refer to the Tens Conversion Chart that follows.

Name
 Tens Conversion Chart
Number Correct
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 0 10
2 0 5 10
3 0 3 7 10
4 0 3 5 8 10
5 0 2 4 6 8 10
6 0 2 3 5 7 8 10
7 0 1 3 4 6 7 9 10
Number of Questions

8 0 1 3 4 5 6 8 9 10
9 0 1 2 3 4 6 7 8 9 10
10 0 1 2 3 4 5 6 7 8 9 10
11 0 1 2 3 4 5 5 6 7 8 9 10
12 0 1 2 3 3 4 5 6 7 8 8 9 10
13 0 1 2 2 3 4 5 5 6 7 8 8 9 10
14 0 1 1 2 3 4 4 5 6 6 7 8 9 9 10
15 0 1 1 2 3 3 4 5 5 6 7 7 8 9 9 10
16 0 1 1 2 3 3 4 4 5 6 6 7 8 8 9 9 10
17 0 1 1 2 2 3 4 4 5 6 6 7 7 8 8 9 9 10
18 0 1 1 2 2 3 3 4 4 5 6 6 7 7 8 8 9 9 10
19 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10
20 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 10

Simply find the number of correct answers the student produced along
the top of the chart and the number of total questions on the worksheet
or activity along the left side. Then find the cell where the column and
the row converge. This indicates the Tens score. By using the Tens
Conversion Chart, you can easily convert any raw score, from 0 to 20,
into a Tens score.
Please note that the Tens Conversion Chart was created to be used
with assessments that have a defined number of items (such as written
assessments). However, teachers are encouraged to use the Tens system
to record informal observations as well. Observational Tens scores are
based on your observations during class. It is suggested that you use the
following basic rubric for recording observational Tens scores.
9–10 Student appears to have excellent understanding
7–8 Student appears to have good understanding
5–6 Student appears to have basic understanding
3–4 Student appears to be having difficulty understanding
1–2 Student appears to be having great difficulty understanding
0 Student appears to have no understanding/does not participate
 CORE KNOWLEDGE LANGUAGE ARTS
SERIES EDITOR-IN-CHIEF
E. D. Hirsch, Jr.

PRESIDENT
Linda Bevilacqua

EDITORIAL STAFF DESIGN AND GRAPHICS STAFF

Carolyn Gosse, Senior Editor - Preschool Scott Ritchie, Creative Director
Khara Turnbull, Materials Development Manager
Kim Berrall
Michelle L. Warner, Senior Editor - Listening & Learning
Michael Donegan
Mick Anderson Liza Greene
Robin Blackshire Matt Leech
Maggie Buchanan Bridget Moriarty
Paula Coyner Lauren Pack
Sue Fulton
Sara Hunt CONSULTING PROJECT MANAGEMENT SERVICES
Erin Kist ScribeConcepts.com
Robin Luecke
Rosie McCormick ADDITIONAL CONSULTING SERVICES
Cynthia Peng Ang Blanchette
Liz Pettit Dorrit Green
Ellen Sadler Carolyn Pinkerton
Deborah Samley
Diane Auger Smith
Sarah Zelinke

ACKNOWLEDGMENTS
These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already
know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of
the enterprise alone. To helpers named and unnamed we are deeply grateful.

CONTRIBUTORS TO EARLIER VERSIONS OF THESE MATERIALS

Susan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford,
Ted Hirsch, Danielle Knecht, James K. Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson,
Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E. Vidaver, Catherine S. Whittington, Jeannette A. Williams

We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early
development of this program.

SCHOOLS
We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for
their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical
Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation
Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan),
PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy),
Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical
Academy, Three Oaks Elementary, West Manor Elementary.

And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day
support to teachers using these materials in their classrooms was critical.

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© 2013 Core Knowledge Foundation
CREDITS
Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where
copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this
publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective
owners. The references to trademarks and trade names given herein do not affect their validity.

The Word Work exercises are based on the work of Beck, McKeown, and Kucan in Bringing Words to Life (The Guilford Press, 2002).

All photographs are used under license from Shutterstock, Inc. unless otherwise noted.

EXPERT REVIEWER
Scott Curtis

WRITERS
Michael L. Ford

ILLUSTRATORS AND IMAGE SOURCES

Cover: Steve Morrison; Title Page: Steve Morrison; Domain Icon: Core Knowledge Staff; Take Home Icon: Core Knowledge Staff; Cover: Steve
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166 Seasons and Weather

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 Seasons and Weather
Tell It Again!™ Read-Aloud Anthology

Listening & Learning™ Strand

kindergarten

The Core Knowledge Foundation

www.coreknowledge.org