# data[].attributes.attachment_caption
This isn't quite what I had in mind, but something similar with more space. The life cycle of a plant board will be posted on the wall to display the life cycle of a plant. I will also put the "plant needs" activity on the wall. On the table, there will be an interactive activity using felt boards, which we will guide the children through when it’s time for that step. Additionally, I’ll include a read-aloud book that I will share with the group. I expect the children to sort cards into yes or no columns for the yes/no chart. Some children might simply point or say a single word, while others could provide a short explanation. On the Felt plant life cycle board, children will arrange felt pieces to show the correct growth sequence. They might say phrases like "seed first" or repeat after the teacher's prompts as they place the pieces. This activity builds the concepts of first, next, and last, which are essential for retelling stories. Lastly, when reading "Lola Plants a Garden," children will retell and reenact what Lola did. This helps them connect real science concepts to story events, potentially developing and strengthening their comprehension and vocabulary skills. Retelling a story is valuable because it gives children repeated chances to practice new words, strengthen their memory of story sequences, and build their skills. According to FELDS benchmark A, these abilities support early reading by helping kids understand that books follow a logical order and that print carries meaningful details. As children improve their skills and gain confidence using pictures, felt boards, and activities, they progress toward more advanced comprehension and writing abilities.

# data[].attributes.attachment_caption
Showing the plant's life cycle on this board directly supports FELDS, helping children understand the sequence of events—a key skill for retelling both scientific processes and story narratives. By guiding them and asking questions about each stage, we help strengthen their comprehension and recall abilities. Showing this board will allow me to ask open ended questions like "what comes after the sprout?" while using a pointer on the board. Asking open ended questions promotes expressive language and vocabulary development. 

# data[].attributes.attachment_caption
This yes/no chart supports learning for children aged 4 to kindergarten by promoting science exploration and early literacy skills. It helps children demonstrate what plants need by sorting picture cards into yes or no categories with guidance. Clear pictures paired with printed words help them understand where each item belongs. Children with emerging skills can sort or match with detailed explanations. This chart not only aids skill development but also offers hands-on practice as a powerful tool for building vocabulary. Teachers can model language by saying things like "Plants need sun, so let's put the sun here," allowing children to hear the vocabulary repeatedly. Keeping the task visual and interactive enables children with limited verbal skills or developing fine motor abilities to participate successfully. 

# data[].attributes.attachment_caption
The felt board will be more detailed, with each circle labeled as "seed," "seedling" or "little plant," "sprout," "plant," "flower," and so on. It will include stick-Ons to represent the life cycle in order. This setup helps children develop print awareness by connecting spoken language and pictures to written text. Moving the pieces in sequence reinforces concepts like first, next, and last, strengthening cognitive skills. For children with limited language, teachers can assist by pointing, placing pieces, or saying simple words like "seed" or "little plant." 

# data[].attributes.attachment_caption
I plan to present "Lola Plants a Garden" by Anna Mcquinn at the science literature center. This book supports young children's emergent reading and science understanding, aligning with Florida early learning and developmental standards. As I read about Lola choosing seeds, planting, watering, and waiting for her garden to grow, children can use picture cards or felt pieces to sequence the events with the assistants. This activity is an age-appropriate step toward retelling a story. By seeing the printed words while I read and pointing to pictures as they talk, children develop print awareness, understanding that print carries meaning. After finishing the story, we can do a fun outdoor activity, acting out the steps Lola took in the book. This hands-on reenactment combines storytelling with science, meeting benchmark A.