The Four Seasons
Level E 

About the Book 

Text Type: Informational
Page Count: 12
Word Count: 81 

Text Summary
Who wouldn’t like to play in the rain during a spring shower? Or swim at the beach on a hot summer’s day? In this informational book, students will learn the seasons that these activities are usually associated with, as well as some of the characteristics of each season. Photographs of children enjoying seasonal activities such as carving a pumpkin and building a snowman will help students make text-to-self connections. 

About the Lesson 

Targeted Reading Strategy

  • Connect life experiences and use prior knowledge

Objectives

  • Use the reading strategy of connecting life experiences and using prior knowledge to understand informational text
  • Understand the main idea and identify details
  • Identify and produce rhyme
  • Associate vowel digraph ea with the phonetic element /ea/
  • Understand that the word ending –-er can be used to compare things
  • Understand and categorize seasonal content vocabulary words

Materials

  • Book – The Four Seasons (copy for each student)
  • Chalkboard or dry erase board
  • Main idea/details and vowel digraph ea worksheets

    Indicates an opportunity to use the book interactively (All activities may be completed with paper and pencil if books are not consumable.)

Vocabulary

  • High frequency words: in, the, are
  • Content words: spring, puddles, summer, longer, children, beach, cool, fall, leaves, faces, pumpkins, winds, colder, winter, shorter, snow, melts, seasons

Before Reading 

Build Background

  • Have students brainstorm a list of activities they like to do outside. Record the activities in a list on the board.
  • Have students tell their favorite time of the year. Discuss which of the activities on the board they can do during their favorite season. Discuss those they can’t do and have them tell why.
  • Make sure students are familiar with the terms summer, winter, fall, and spring.

Book Walk

Introduce the Book:

  • Show students the front and back covers of the book and read the title. Ask students what they think this book will be about based on the cover information. Have them tell whether the things shown in the pictures are familiar to them.
  • Show them the title page and have them talk about anything familiar that they see in the picture.

Introduce the Strategy: Connect life experience and use prior knowledge

  • Model how good readers use prior knowledge to help them read and understand books.
  • Think aloud: When I read a new book, I try to think about what I already know about the topic in the book. When I look at the pictures on the covers, I see things that make me think of fall, which is my favorite time of the year. Since I know something about the seasons, I know it will be easier to read the books since I already have some of the information in my head. Good readers always try to make a connection between the book they are reading and what they already know from their own experiences.

Introduce the Vocabulary

  • Turn the pages in the book so students can see the pictures. Where appropriate, model for the students how you draw on your personal knowledge to make connections to the book. Encourage them to relate what they see in the pictures to their own experience.
  • Reinforce new vocabulary by incorporating it into a discussion of the pictures. For example, on page 3, you might ask: When might be a good time to walk in puddles?
  • Model for students the strategies they can use to work out words they don’t know. For example, point to the word puddles on page 4 and model how you they could work out the word. Demonstrate by covering up the ending of the word with your finger and exposing the CVC at the beginning. Say: I know how to sound out these first 3 sounds: /p/ /u/ /d/ and I know that that the child is standing in some water, so these 2 clues help me read the word puddles. Then I read the whole sentence just to make sure that it makes sense.
  • Have students find the word falls on page 4. Have them read the sentence and tell what the word falls means. Then have students find the word Fall on page 7. Have them read the sentence. Explain that in one sentence the word is an action word; it tells what rain does. In the sentence on page 7, the word is a naming word; it is the name for a certain time of the year.
  • For additional teaching tips on word-attack strategies, click here.

Set the Purpose

  • Have students read the book to see how the description of the different seasons is like what they already know about the seasons.

During Reading 

Student Reading

  • Guide the Reading: Give students books and a sticky note. Tell them to put the sticky note on page 7 and to read to the end of the page. Tell students to reread the pages if they finish before everyone else.
  • When they have finished reading, ask students what words in the text match the pictures. Ask students to tell the names of the seasons they have read about. Have them tell what the children in the book have done so far that are like things they have done in spring, summer, and fall. Have them tell how this helped them understand what they read.
  • Model making connections: As I’ve been reading, I’ve been thinking about things I like to do during each season. For example, I like to plant flowers in the fall that will come up in spring. Connecting to my own experience helps me understand what I’m reading.
  • Continue the discussion by asking students to find the sentence that tells the name of the season when children play in the rain. Have students find the sentence that tells what happens to the days when summer comes. Have students find the word that tells where children like to play on hot summer days.
  • Encourage students to continue to think about things they know about the seasons as they read the remainder of the book.

    Tell students to make a small question mark in their books beside any word they do not understand or cannot pronounce. These can be addressed in the discussion that follows.

After Reading 

Reflect on the Reading Strategies

  • Ask students what words they marked in their books. Use this opportunity to model how they can read these words using decoding strategies and context clues.
  • Reinforce that making connections with things they already know about the seasons helps them understand and remember what they read. For example, say: Thinking about things I already knew about in the book helped me understand what I read. Now that I’ve finished reading, I remember what the book was about. Do you?

Teach the Comprehension Skill: Main Idea and Details

  • Introduce and model: Review or explain that every writer has a big idea in mind when he or she writes a book. Tell students that the "big" idea of a book is what most of the sentences are about. Give students the main idea worksheet. Point out the circle at the top of the page. Tell students that this is where they will write the words that tell the "big" idea. Model how to figure out that the main idea is "the four seasons" by looking at page 3. Tell students that the author of this book told the main idea on the first page of the book. Explain that when they look back through the book, they find that all of the sentences are about the seasons. Have students write "the four seasons" in the circle. Next, model how to go to page 4 to find the name of a season. For example, say: This page tells about spring. The sentences tell me that it rains in the spring, and that children like to play in puddles. In the first square below the main idea, I'll write the word spring. Since I learned that it rains and that children like to play in puddles, I can write those words in the 2 smaller circles. Model writing rain and play in puddles in the 2 smaller circles.
  • Check for understanding: Have students tell the next season, and write it on the worksheet. Then have them tell 2 things about it, and write those in the smaller circles (longer days, play at beach).
  • Independent Practice: Have students complete the main idea and details worksheet. Discuss their responses.
  • Extend the Discussion:

    Instruct students to use the last page of the book to draw a picture of themselves doing something they like to do during their favorite season. Have them share with the group.

Build Skills 

Phonemic Awareness: Identify and produce rhyme

  • Say the words fall and wall and have students say what is the same about the words (They rhyme because they have the same ending.). Tell students you can think of other words that rhyme with fall and wall and say: mall, call, wall, tall, ball.
  • Tell students that you are going to say some words one at a time. Tell them to say words that rhyme with each word. Ask students to list as many words as they can for each word you say. Use the following words: day, hot, make.

Phonics: Vowel digraph ea

  • Have students look on page 3 while a volunteer reads the sentence out loud. Have them find a word in the sentence that has a long e sound. Write the word seasons on the board and circle the ea digraph. Explain that the letters ea together often stand for the long e sound. Have students repeat the sound.
  • Challenge students to find two other words in the book that have the letters ea in the middle.
  • Write the words seasons, beach, and leaves on the board and read them with the students. Ask a volunteer to circle the letters that make the /ea/ sound in each word.
  • Write the following words on the board: tea, sea, bean, leap. Have students sound out the words with you.
  • Give students the worksheet and read the phrases with them. Tell them they are to draw a picture to go with each phrase. When they have finished, they should draw a circle around the letters that stand for the long e sound. When completed, have students share their drawings.

Grammar and Usage: Words that compare

  • Have students read the first sentence on page 5 to find a word that tells how the days get. Write the word longer on the board. Circle the -er ending and point out the base word: long.
  • Hold up two pencils, one longer than the other and ask: Which pencil is longer? Then hold up another pencil that is longer than both pencils. Ask: Which pencil is the longest?
  • Explain that we can use the ending -er when we want to compare 2 things.
  • Have students find a word on page 9 with an -er ending. Write the word colder on the board. Ask a volunteer to come up and circle the ending. Have students read the base word and then read the word with the ending added.
  • Repeat with the words shorter and warmer on pages 10 and 11.
  • Provide practice by having students ask and answer questions using the comparative form. For example, have them ask/answer questions such as: Who is taller? Which book is fatter? Which paper is longer? etc.

Vocabulary: Categorize words

  • Have students tell what the book is about (the four seasons). Review what the weather is like and the kinds of activities people do in each season. Refer to the lists made in the Building Background section of the lesson. Reinforce that each season makes its own group.
  • Tell students that many things can be grouped together by season. For example, have students tell what kinds of clothes they wear during winter and summer. Write the headings “winter clothes” and “summer clothes” on the board and list their responses.
  • Tell students that you are going to say several words. Ask them to think about the season these things happen and name the group: swim, picnic, water ski, kick-the-can, baseball, tennis (summer sports); Thanksgiving, Hanukkah, Christmas, New Year’s Day, Valentine’s Day (winter holidays).

Build Fluency 

Independent Reading

  • Allow students to read their books independently or with a partner. Partners can take turns reading parts of the book.

Home Connection

  • Give students their books to take home to read with parents, caregivers, siblings, or friends.

Expand the Reading 

Writing Connection

  • Write the sentence My favorite season is _______ because_____________. Ask students to write the sentence and fill in the blanks with their favorite season and tell why. Have them illustrate their sentences. Display on a bulletin board titled "Our Favorite Seasons."

Math Connection

  • Introduce students to bar graphs by making a group bar graph. Write the names of the four seasons down the left side of the graph. Write the numbers 1 – 10 (or whatever is appropriate for the group) along the bottom. Have students raise their hand when you say the name of their favorite season. Ask a volunteer to count the number of students for each. Model how to fill in the bar graph for one season. Then have one volunteer count and one volunteer fill in the bar for the remaining seasons.

Assessment 

Monitor students to determine if they can:

  • make connections with experiences they have had with the four seasons to better understand the text
  • understand the main idea of the book and identify details about each season
  • listen to words and suggest words that rhyme
  • recognize and read words in the text that have the /ea/ digraph
  • identify the -er ending on words in the book and use comparatives correctly when asking their own questions
  • put pictures/words into seasonal categories.

Comprehension Checks



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