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Plants are living things
Plants need sunlight and water to survive
Plants go through a life cycle
Plants have parts that help them grow
Plants need pollination to grow

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Seed-a plant part that can make a new plant

Bud- a small growth on a plant stem that changes into a flower of leaf

Seedlings- When the seed first starts growing and has leaves
Pollen- tiny grains in a flower that look like yellow dust
Pollination- when pollen is moved from one plant to another to grow more plants

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3. Informational Text-From Seed to Plant By: Gail Gibbons. 

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3. Informational Text-From Seed to Plant By: Gail Gibbons. 

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The third book in this text set is an informational book titled From Seed to Plant By: Gail Gibbons. The text is about the different parts of a plant and each part’s purpose. It explains the plant’s life cycle and how plants grow. The images are thoroughly labeled. This text is informational and factual and repeats the topic (Neuman & Wright, 2013). There are images to support the text. There are descriptive definitions and explanations for each part of the plant, The vocabulary words seed, pollen and pollination are repeated throughout the text many times. I chose this text because it is very descriptive and goes into great detail about the function of plants and how they grow (Neuman & Wright, 2013).

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1. Predictable Book- Plants Can't Sit Still By: Rebecca E. Hirsch 

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1. Predictable Book- Plants Can't Sit Still By: Rebecca E. Hirsch 

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I started my text set with a predictable book titled Plants Can’t Sit Still by: Rebecca E. Hirsch because it is not heavy on material but introduces the topic in a fun and inviting way. This book has fun and silly words such as “whoosh” or “sploosh” on page 16 and 22.
It repeats the title phrase of "plants can’t sit still”. It also introduces vocabulary relevant to the material of the lesson such as seedlings (pg.3) or seeds (pg. 17). I selected this text because it repeats the vocabulary multiple times throughout the text and the ideas and words within the text help introduce learners to the topic. On page 6, it describes that all plants need water, sunshine and room to grow, which taps into a few of the big ideas of the topic. This read aloud is light and achievable so it is a perfect book to start off the text set.  (Neuman & Wright, 2013).

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2. Narrative Storybook-Lola Plants a Garden by Anna McQuinn 

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2. Narrative Storybook-Lola Plants a Garden by Anna McQuinn 

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Lola Plants a Garden by Anna McQuinn and illustrated by Rosalind Beardshaw is the second book chosen for this text set and is a great narrative storybook for the topic. It is about a girl named Lola who wants to plant a garden and shows step by step what she does to prepare to build her garden. I choose this book because not only is an intriguing story with characters and a plot but she describes how flowers grow and repeats the vocab word seed (pgs 6,7,11). It provides information on the topic but does it through a story format.

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The rationale for the vocabulary for this text set is that for kindergarten, it is a little challenging but also is appropriate to the topic of study. They are repeated throughout the text set as well. I would strengthen their knowledge of the vocabulary by using repetition of the words so they may retain what they learn and deepen their understanding of what the words mean. I will have the vocabulary words on big index cards on the board and go over them every day as we learn more about the science topic on how plants grow. I might even translate the words in another language for my ELL students or include images to assist the vocabulary. When they encounter these words another time, they can use their background knowledge to decipher what the vocabulary word means (Neuman & Wright, 2013). For the term seed, it appears in every book across the text set and is a vital aspect of the topic. I decided to opt out of including the word stem because I have taught about plants before, and the stem is always the one students rarely have difficulty on. I wanted challenging vocabulary that were not as concrete or highly imageable where stem would be. Bud shows up in the final expository text and is a great term to build upon. The term seed was relevant in every book. Seedlings appeared more than once and in every text set as well. This term is relevant to the big idea that plants have parts that help them grow, along with seed and bud. Pollen is a relevant vocabulary term because it caters to the big ideas that plants need pollination to grow, they go through a life cycle and are living things. The vocabulary word pollination is the most complex word on the list, and it is needed because it ties into the purpose of pollen.

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1. Why do you think the author titled the book "Plant's Can't Sit Still?"
2. Did anything surprise you in the text?
3. How do you think plants eat?
4. Do you think a plant could grow anywhere?
5. If you cut off part of the stem, do you think the plant could keep growing?
6. If you take away sunlight, do you think a plant could still survive?
7. How do you think sunlight works?
8. What do you wonder after today's lesson?

I want to use these discussion questions to clarify my student’s ideas firstly. I want to check for understand and assist in gaps where they might need more clarification. I would like them to also connect to the material and become engaged and involved with the topic. I want them to become excited and ask more questions or answer mine to show their understanding. Lastly, I would like to provide coherent instruction so my students can have support in these discussion questions as well as have deeper knowledge of what they are discussing (West et al., 2021).

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4. Expository Text-Exploring Flowers By: Kristin Sterling 

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4. Expository Text-Exploring Flowers By: Kristin Sterling 

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The final book in this text set is Exploring Flowers By: Kristin Sterling and is an expository text. I chose this book to close the text set because it sums up everything pretty nicely and repeats the vocabulary with their corresponding definitions as well. Readers can discover how flowers develop into fruits, vegetables, or seeds for producing more plants. It has bolded words, labels on images describing the parts of a plant, and explains the job of each part of the plant. The vocabulary words seedlings, seeds and bud are first introduced on page 3. Pollen is introduced on page 6. I chose this book because the factual information in the book is appropriate, the vocabulary is described, and examples are given. Reading nonfiction texts such as this one allows students to connect to real word experiences as well as stimulate interests in the topic. (Lemaster & Willet, 2019).

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Hadley, E.B., Newman, K.M., & Mock, J. (2020). Setting the stage for TALK: Strategies

for encouraging language-building conversations. The Reading Teacher, 74(1),

39-48. doi: 10.1002/trtr1900.

Lemaster, J., & Willett, V. (2019). Pushes, Pulls, and Playgrounds.  In Science & Children, (Vol. 56, pp. 50-56). National Science Teaching Association.

Neuman, S. B., & Wright, T. S. (2013). Supporting content-rich vocabulary

through book reading. All About Words. pp. 62–82. Teachers College Press, NY, NY.

West, J.M., Wright, T.S., & Gotwals, A. (2021). Supporting scientific discussions: Moving

kindergartners’ conversations forward. The Reading Teacher, 7 4(6), 703-712