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For this text set, I will help students build an understanding of these vocabulary words in various ways.

To start off, I would introduce the words before reading any texts. Then I would revisit words that they will hear and see in each specific text before reading them. They will be posted at the front of the room fro students to refer back too throughout the entire time of the text set.

After all the readings, I will use specific questioning techniques to get students using these terms in appropriate conversation (Neuman & Wright, 2013, p. 49).

Another way to help students build an understanding for these terms would be to set up scenarios and use picture cards (Neuman & Wright, 2013) to use with them (p. 50). For example, I may explain a scenario and students would show me, using the picture cards, which terms I am discussing or which terms would be appropriate.

At the end of the text set and after much practice using these terms, I would review them with the students using games and activities and assess their understandings (Neuman & Write, 2013, p. 55).

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The big ideas for this text set about bees and pollination are:
1. how a bee helps other living things
2. the cause and effect of bees on plants (a crosscutting concept)
3. how plants reproduce
4. how the survival of bees impacts the survival of other living things.
These big ideas are chosen to focus particularly on the unifying topic to ensure students receive overlapping information (Neuman & Wright, 2013) on bees and pollination to create experts in this topic (p. 70).

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NGSS Lead States (2013). Next Generation Science Standards: For States By States.  Washington, DC: National Academies Press.

Neuman, S. B. & Wright, T. S. (2013). All about words: Increasing vocabulary in the common core classroom, PreK-2. New York: Teachers College Press.

Harris, J., Golinkoff, R., & Hirsh-Pasek, K. (2011). Lessons from the crib to the classroom: How children really learn vocabulary. In S.B Neuman and D.K. Dickenson (Eds). Play and literacy in early childhood: Research from multiple perspectives (p. 3-25). Mahwah, NY: Lawrence Erlbaum Associates.

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Children learn vocabulary words best when they are in meaningful contexts, they hear the words often, and they have a clear definition (Harris et al., 2011, p. 53-57). Each of the chosen vocabulary terms repeats at least one time throughout the four texts and have a child friendly definition (Neuman & Wright, 2013, p. 45).

Seeds (tier 2): a flower's way to make more of itself.

Found in: "Pollination" p. 21, "What If.." p. 6 & 14.

Seeds relate to the unifying concept because seeds are an essential part in pollination and are what new plants grow from.

Pollen (tier 2): The yellow powder in plants that form seeds.

Found in "Bee & Me p. 7, "Bee" p. 8, "Pollination" p. 8-27, "What If.." p. 3 & 6.

Pollen is an essential term for this concept because it is the substance that is used in pollination.

Pollination (tier 3): the movement of pollen from one plant to another plant; commonly known as done by bees.

Found in: "Pollination" p. 8 & 26, "What If.." p. 6.

Pollination is essential for students to learn because it is the unifying concept and without knowing this term they will not be able to understand the concept.

Pollinators (tier 3): the animals that take part in pollination.

Found in: "Pollination", p. 22-24, "What If.." p. 13.

Pollinators is an important term for this concept because it explains the purpose of bees and other animals in the pollination process.

Grow (tier 1): how things naturally get bigger.

Found in: "Bee & Me p. 7, "Pollination" p. 7.

Grow is essential to the unifying topic because new plants are growing as a result of pollination.

Nectar (tier 3): a sweet liquid formed inside of plants; bees use to make honey.

Found in: "Bee" p. 8, "What If.." p. 3 & 6.

Nectar is an important term because nectar is why bees go to flowers and as a result they are participating in pollination.

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Text 4: Pollination, by Dona Herweck Rice

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Text 4: Pollination, by Dona Herweck Rice

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Genre: Informational text

Summary: This text is rich in information about pollination and gives direct facts about how pollination is a key factor in plant reproduction.

Why I chose this text: I wanted to keep "Pollination" as the final book in the text because it gives a lot of information about the topic and expands on it in ways that would seem complex if students had no background knowledge they gained from the previous books. The vocabulary words for the set that are presented in this text expand on the definitions and information given in the previous three texts. I think this text gives the final bits of information to make the students experts on the unifying topic (Neuman & Wright, 2013, p. 72).

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Text 3: What If There Were No Bees?, by Suzanne Slade

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Text 3: What If There Were No Bees?, by Suzanne Slade

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Genre: Informational text

Summary: This text talks about all the different purposes for bees. It focuses on a grassland ecosystem and gives information about bees in the food chain, how they help flowers, and the impact on the environment if bees became extinct. It gives a lot of rich information about bees and pollination and the visuals help children see how different the environment would be without bees.

Why I chose this text: I chose to finish the set with the two informational texts and this one I chose third because it uses some vocabulary terms that were presented in the first two stories, but then introduces some new key terms for the set. These words are more complex terms in the set and this text sets a good basis for them. It gets students ready to focus on what pollination really is.

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Genre: Storybook text

Summary: This storybook takes children through a day in the life of a bee. It shows children how bees effect flowers by spreading their pollen and helps them grow across the fields and forests. This texts helps students understand more of how bees are a key part in pollination, but in a child-friendly manne

Why I chose the text: I chose “Bee” as the second text in the set because it begins to unfold some more key vocabulary terms and builds on the unifying concept. It is an easy story for students to follow and guide them in building a schema for our topic.

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Genre: Predictable text

Summary: The story begins with a bee who is chased into a house and gets stuck there. The bee proceeds to explain to the boy in the house, who is the narrator, how he needs to leave, and the bee tells the boy about what bees do other than make honey.

Why I chose the text: The rhyming helps students follow the story and keeps them focused on listening, but it also touches on some good vocabulary words to start the text set off with (Neuman & Wright, 2013).  This text starts students off with the idea, whether students know this yet or not, that bees have a purpose other than making honey. For students who know about this concept, the story is activating their prior knowledge and for other students it is setting some background knowledge that they will need.

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This text set is designed for students in second grade who will be learning about bees and pollination through a series of texts with different genres (Neuman & Wright, 2013, p.70). Each text in this set contains vocabulary words that relate to our unifying topic. The texts and rich vocabulary will help students build on their prior knowledge of bees and pollination to set a base for their understanding of plant reproduction.

This unifying topic falls under the Next Generation Science Standard 2-LS2-2 Ecosystems: Interactions, Energy, and Dynamics (NGSSLead States, 2013). It is important for students to learn about bees and pollination because this standard focuses on creating a model of animals taking part in the process of seed dispersal, a form of plant reporduction.

This text set focuses on the first part of this concept that students need to know. Before developing a model of seed dispersal, students need to learn about how bees aid plants in pollination to help them reproduce.