1st Grade Ela - Wangaris Trees of Peace 1 of 3 Teacher Materials

Wangari’s Trees of Peace Grade 1 Informational Text Recommended Second Half of Year
Vocabulary
Vocabulary
Enduring Essential From the text
Needed to talk about the
Understanding Question(s) Focused
Fast Instruction text
Instruction
One’s home is How can we make our • barren • army of women • illustration
more than a house. home a better place? • convinces • backyard • key details
• home • maize • key words
How did Wangari • Kenya • nursery
make her home a • protect • sugar cane
better place? • seedlings • sweet potatoes
• true story • tree farm
• umbrella of green
trees
• Wangari
Days At-A-Glance
DAY ONE DAY TWO DAY THREE DAY FOUR
Introduce the title and author/ Read text aloud a third time, Introduce the concept of a Support students to write
illustrator of Wangari’s Trees of pausing after page 16 to timeline and organize independently in response
Peace. Begin a “Key Words” discuss the Essential Question. students into collaborative to the Essential Question:
class chart and enter four Pause again after page 18, add
vocabulary words before timeline teams. Assign one How did Wangari make her
protect to the “Key Words”
reading. Do one reading Key Detail Card to each home a better place? After
chart and ask students to write
without stopping and then a their understanding of protect.
team, with each card writing, celebrate the
second. Pause to discuss key After writing, complete the highlighting a point in time. completed reading and the
details and to enter four third read aloud. Close by Ask student teams to written responses.
additional vocabulary words. playing the Mystery Word illustrate their Key Detail
Close with a review of what has Game to review the nine words Card and to explain the
been learned about Wangari. on the “Key Words” chart. illustration to the class.
CI Student Work CI Student Work CI Student Work CI Student Work
CCSS Product CCSS Product CCSS Product CCSS Product
RI.1.2 Oral Response RI.1.2 W.1.2
RI.1.3 Oral response L.1.1 Written Response
RI.1.4 Written Response L.1.2
RI.1.7 Drawing and oral
RI.1.4 response
1
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K-2 Formative Tools

Grade 1 Performance Task: Informational Text
Wangari’s
Trees of
Peace
By Jeanette
Winter
Wangari’s Trees of Peace: A True Story from Africa

Written and Illustrated by Jeanette Winter
Harcourt, Inc. 2008
ONE’S HOME IS MORE THAN A HOUSE
Table of Contents
Performance Task Overview ................................................................... 3
Time of Delivery ................................................................................ 3
Enduring Understanding ..................................................................... 3
Essential Question ............................................................................. 3
Text Summary .................................................................................. 3
Rationale for Text Selection ................................................................ 3
Text Considerations ........................................................................... 4
Targeted Word Study/Vocabulary ........................................................ 4
Opportunities to Collect Information ..................................................... 5
Scoring Tools .................................................................................... 5
Sample Student Work Products ........................................................... 6
Instructional Next Steps ..................................................................... 6
Days At-A-Glance .............................................................................. 8
CCSS Alignment Chart ...................................................................... 10
Get Ready, Get Set, Go! ................................................................... 12
DAY ONE ........................................................................................... 14
DAY TWO .......................................................................................... 21
DAY THREE ........................................................................................ 26
DAY FOUR ......................................................................................... 33
Collecting Student Information: RI.1.2 Comprehension Checklist .............. 36
Collecting Student Information: RI.1.4 Vocabulary Rubric ........................ 37
Collecting Student Information: RI.1.2/RI.1.3 Comprehension Checklist .... 38
Wangari’s Trees of Peace

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Collecting Student Information: RI.1.7/RI.1.4 Illustration and Vocabulary

Checklist ........................................................................................... 39
Collecting Student Information: W.1.2 Writing Checklist .......................... 40
Collecting Student Information: L.1.1/L.1.2 Knowledge of Language and
Conventions Student Checklist ............................................................. 41
If/Then Chart ..................................................................................... 42
Student Resource: Making Meaning of Protect ........................................ 44
Teacher Resource: The Mystery Word Game .......................................... 45
Student Resource: How Wangari Made Her Home a Better Place............... 46
Teacher Resource: Timeline Template ................................................... 47
Student Resource: Key Detail Cards for the Timeline ............................... 59
Sample Student Work Product #1: STEP 3.5 .......................................... 70
Retrospective Journal .......................................................................... 76

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Performance Task Overview

Time of Delivery
Based on text and task complexity, this formative tool is recommended for
use during the second half of first grade.
Enduring Understanding
One’s home is more than a house.
Essential Question
How can we make our home a better place?
How did Wangari make her home a better place?
Text Summary
In Kenya, Wangari Maathai grows up in a home surrounded by trees. When
she returns from studying in America, she is disturbed to see that the forests
in her homeland are being cut down to make room for cities. She decides to
save Kenya from becoming a barren, treeless place and begins by the small
step of planting nine seedlings.
Eventually, other women join her efforts and their combined efforts expand
across Wangari’s homeland. Over time, other African nations follow her
model and also plant trees. The Author’s Note on page 29 explains that
Wangari was eventually awarded the Nobel Peace Prize in 2004.
Note: This book was published in 2008, three years before Wangari Maathai
died in 2011.
Rationale for Text Selection

Wangari’s Trees of Peace: A True Story from Africa has received numerous
accolades, including being honored as a Smithsonian Notable Book (2008),
selected for a starred review in the School Library Journal, and awarded the
Bank Street College of Education Flora Stieglitz Straus Award for Nonfiction.
The illustrations are engaging and informative, and support and extend the
content in the prose. While the prose is succinct, it is also rich, including
engaging figurative language appropriate for primary grade students to hear
and use.
There is a clear central message for young readers—with hard work and
determination, a person can make their home a better place.

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Text Considerations
While the story of Wangari’s endeavor occurred in the past, the prose in the
book is written in the present tense (e.g., “Wangari lives under an umbrella
of green trees”). This may be confusing to young students and require a
brief explanation.
In addition, this narrative takes place in another country and the author uses
words that may be unfamiliar to students like “Mount Kenya in Africa” and
“sweet potatoes, sugarcane, and maize.” However, the author’s prose and
illustrations are straightforward, enabling the young student to use context
and discussion to understand these words and to continue following the
narrative thread.
Finally, the title of this book includes the word peace, perhaps as a way to
honor Wangari Maathai being awarded the Nobel Peace Prize for her efforts
in Kenya. While this is explained in the Author Notes at the end of the book,
the concept of using the trees as a way to achieve or as a sign of peace may
not provide the most powerful central theme for first grade students to
study. Rather, the theme of devoting her life to making her homeland a
better place for everyone seems to provide a rich opportunity for student
thinking and was chosen as the emphasis for this particular performance
task.
Targeted Word Study/Vocabulary

The texts chosen for the K-2 Formative Tools were selected because of their
rich vocabulary. The terms Focused or Fast Instruction 1 (Glossary) used
in conjunction with vocabulary refer to the allocation of time and the amount
of instruction.
Focused Instruction refers to those vocabulary words that are needed to

carry meaning forward and, therefore, require more time. The term Fast
Instruction refers to words that will likely be scaffolded by the words and
illustrations or will require only brief support from the teacher. Neither
approach requires isolated instruction and students will benefit most from
hearing and learning the words in the context of the story.
In both Focused and Fast Instruction the goal is not for students to
memorize an exact dictionary definition of a term or phrase. Activities will
build deep understanding within the context of a text over the course of
multiple days.
1Blachowicz, C. L. Z., Baumann, J. F., Manyak, P., & Graves, M. (2015). Flood, Fast, Focus:
Integrating Vocabulary in the Classroom. In K. Wood, J. Paratore, B. Kissell, & R.
McCormack (Eds.), What's New in Literacy Teaching? Weaving Together Time-Honored
Practices with New Research (Chapter 2). Newark, DE: International Literacy Association.

Page 5
Vocabulary in the text (Focused Instruction):

• barren
• convinces
• home
• Kenya
• protect
• seedlings
• true story
• umbrella of green trees
• Wangari
Vocabulary in the text (Fast Instruction):

• army of women
• backyard
• maize
• nursery
• sugar cane
• sweet potatoes
• tree farm
Vocabulary needed to talk about the text:

• illustration
• key details
• key words
Opportunities to Collect Information

CI Opportunities to collect information are embedded throughout the
performance task. These opportunities are designed to fit within the
instructional experiences and to be invisible to the student. The student
work products collected within this task may be oral responses, gestures or
written responses.
Scoring Tools
Scoring tools are provided to help educators analyze student responses and
plan instructional next steps. The scoring tools incorporate evidence from
the PARCC Evidence Statements which describe the knowledge and skills
that a task requires. The evidence(s) listed in each of the standards-aligned
checklists targets what the teacher needs to observe, analyze, and consider
when planning instruction.
The scoring tools used in this performance task are checklists. Scoring tools
are standards-aligned and may reflect one or more standards. In this task,
the W.1.2 Comprehension Checklist is an example of a single standard
checklist. The RI.1.2/RI.1.3 Comprehension Checklist is an example of a

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combination checklist used to collect information as students retell key

details (RI.1.2) and describe connections between ideas in the text (RI.1.3).
Teachers unfamiliar with the use of these types of tools may find initially
that they are more confident in using only a single part of a multi-part tool
for scoring or that it is best to apply all parts of a multi-part tool, but to a
small group, rather than the whole class. As teachers learn to use these
types of tools, they may expand the application of the tools with their
classes. Over the course of the first year of implementation of the formative
tasks, teachers should develop a greater understanding of how these scoring
tools allow for the collection of information on student performances in
relation to the standards. They will become better poised to provide refined
feedback to students and parents and to more efficiently alter instruction
based on information collected.
Sample Student Work Products

Sample student work products are provided for the timeline activity and
independent writing.
Sample student work products include a/an:

• Description of the task/prompt
• Facsimile of the student work product
• Excerpt from the standards-aligned scoring tool
• Scoring rationale
• Bulleted list of possible next steps
Materials needed to collect information and to analyze student work products

are noted as CI within the Step-by-Step Directions.
Instructional Next Steps

The If/Then Chart, embedded within each performance task, is a resource
that may be used as teachers consider instructional next steps. The chart
lists the standards that have been areas of focus within the performance
task, offering suggestions for engaging with students who need more
support, practice, and/or instruction with a particular standard. The If/Then
Chart is not intended to be an exhaustive list and it is not intended to return
students to the same performance task. Rather, the If/Then Chart offers
some suggestions that teachers may find helpful as they go forward with
standards-aligned instruction in new tasks and new texts.
Reflecting on the Formative Performance Task

The Retrospective Journal consists of a series of questions to guide the
reflective process after the completion of the performance task. These
questions are intended to promote thinking and planning of standards-
aligned instruction for primary grade students. Responses to these questions
may be helpful for teachers as they reflect independently and for teachers
working collaboratively as part of a professional learning community.

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Page 8
Days At-A-Glance
Times listed are approximate. Teachers should use professional judgment to
determine the time needed for their students.
Day
Description
Duration
• Introduce the title and author/illustrator.
• Clarify the meaning of true story and enter as the first words
on a “Key Words” class chart.
• Before reading, also enter and discuss the words Wangari,
Day Kenya, and home.
One • Read the first time from beginning to end without stopping.
• Reread pages 1 to 10, pausing at four targeted points to
50 min discuss key details in illustrations and to define words and
phrases that will be added to a “Key Words” class chart
(umbrella of green trees, barren, seedlings, and
convinces.)
• Close by asking students to review what they have learned
about Wangari at this point in the text.
• Read aloud pages 1 through 16 and pause for students to
discuss the Essential Question: How did Wangari make her
home a better place?
• Collect information using the RI.1.2 Checklist (p.35).
• Read pages 17-18 and add the word protect to the “Key
Day
Words” class list.
Two
• Ask students to use the illustrations and words on page 18 to
write a definition of protect using Student Resource: Making
40 min
meaning of Protect (p.43) and then complete reading text.
• Collect information using the RI.1.4 Vocabulary Checklist.
• Review vocabulary on the “Key Words” list by playing the
Mystery Word Game using Teacher Resource: The Mystery
Word Game (p.44).
• Lead a discussion of the meaning of timeline.
• Organize students into collaborative timeline teams and assign
Key Detail Card(s) using Student Resource: Key Detail Cards
(pp.58-68).
Day • Unroll the timeline and support students to use their Key Detail
Three Cards to create a timeline about Wangari’s work in Kenya.
• Collect information using the RI.1.2/RI.1.3 comprehension
45 min
Checklist (p.37).
• Support students to illustrate a second Key Detail Card to
match the words on the first Key Detail Card they placed on the
timeline.
• Collect information using the RI.1.7/RI.14 Illustration and
Vocabulary Checklist (p.38).

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Day
Description
Duration
• Support students to write independently in response to the
Day
Essential Question: How did Wangari make her home a better
Four place?
30 min
• Plan a celebration of the completed reading and the written
responses.

Page 10
CCSS Alignment Chart

Day. Student Work
Standard Evidence Scoring Tool If/Then
Step Product
2.1 RI.1.2 Provides a Oral: RI.1.2 RI.1.2
p.21 Identify the main retelling of key Response during Comprehension p.41
topic and retell details in a text. Turn & Talk Checklist
key details of a (2) p.35
text.
3.4 RI.1.2 Provides a Oral: RI.1.2/RI.1.3 RI.1.2

p.30 Identify the main retelling of key Response during Comprehension p.41
topic and retell details in a text. creation of a Checklist
key details of a (2) timeline p.37
text.
RI.1.3 Provides a RI.1.3

Describe the description of the p.41
connection connections
between two between two
individuals, ideas or pieces of
events, ideas, or information in a
pieces of text. (3)
information in a
text.
2.2 RI.1.4 Demonstrates Written RI.1.4 RI.1.4
p.22 Ask and answer the ability to ask Response Vocabulary p.41
questions to help or answer Rubric
determine or questions to p.36
clarify the determine the
meaning of meaning of or
words and clarify the
phrases in a meaning of
text. words and
phrases in a
text. (1)
3.5 RI.1.7 Demonstrates Drawing: RI.1.7/RI.1.4 RI.1.7
p.31 Use the use of the Illustration and Illustration and p.41
illustrations and illustrations and Oral Response Vocabulary
details in a text details in a text Checklist
to describe its to describe the p.38
key ideas. key ideas in the
text. (1)
RI.1.4 Demonstrates the RI.1.4

Ask and answer ability to ask or p.41
questions to help answer questions
determine or to determine the
clarify the meaning of or
meaning of clarify the
words and meaning of words
phrases in a and phrases in a
text. text. (1)

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Day. Student Work

Standard Evidence Scoring Tool If/Then
Step Product
4.2 W.1.2 Includes some Written W.1.2 W.1.2
p.33 Write facts about a Response Writing p.42
informative/ topic. (2) Checklist
explanatory texts p.39
in which they Provides some
name a topic, sense of closure
supply some in an
facts about the informational or
topic, and explanatory
provide some writing. (3)
sense of closure.
4.2 L.1.1 Written L.1.1/L.1.2
p.33 Demonstrate Response Knowledge of
command of the Language and
conventions of Conventions
standard English Student
grammar and Checklist
usage when p.40
writing or
speaking.
L.1.2
Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when
writing.
(#) Evidence identified in PARCC Grade 1 Evidence Table

Page 12
Get Ready, Get Set, Go!

• Read Wangari’s Trees of Peace: A True Story from Africa by
Jeanette Winter.
• Read all Step-by-Step Directions for each day before beginning
the performance task.
• Determine whether each day’s activities can be accomplished
within the time estimated and plan additional sessions as
needed.
• Determine access to the text for all students (e.g., digital text,
document camera, standard sized book).
Get • Determine grouping options for each activity (e.g., whole-
Ready group, small groups, partners).
• Determine location for each activity (e.g., whole-group
meeting area, a small-group meeting area, or one-to-one
conferences); in particular, the space needed to create a class
timeline.
• Read all checklist headings to become familiar with descriptors
for student responses.
• Read the rubric to become familiar with criteria for student
responses.
• Refer to the Glossary as needed.
For Day One:

• Secure large paper for a class chart titled, “Key Words.”
For Day Two:
• Copy one per student of the Student Resource: Making
Meaning of Protect.
• Make one copy of the Teacher Resource: The Mystery Word
Game (p.44).
• Prepare and copy as needed: RI.1.2 Comprehension Checklist
(p.35) and the RI.1.4 Vocabulary Checklist (p.36).
Get
For Day Three:
Set
• Determine student assignments for timeline teams.
• Confirm working space for students to assemble a class
timeline.
• Print on card stock, cut, and tape together the template
provided in the Teacher Resource: A Timeline Template (pp.46-
57).

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Get
Set
Continued • Print detail cards on card stock using the Student Resource:
Key Detail Cards for the Timeline (pp.58-68).
• Prepare and copy as needed: RI.1.2/RI.1.3 Comprehension
Checklist (p.37) and RI.1.7/RI.1.4 Illustration and Vocabulary
Checklist (p.38).
For Day Four:
• Prepare individual copies of the Student Resource: How
Wangari Made Her Home a Better Place (p.45).
• Prepare and copy as needed: W.1.2 Writing Checklist (p.39)
and L.1.1/L.1.2 Knowledge of Language and Conventions
Student Checklist (p.40).
Go! Begin DAY ONE.

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DAY ONE
Estimated time needed

50 minutes
If needed to sustain student engagement, divide the day into multiple sessions.
Materials needed for Day One

• Wangari’s Trees of Peace digital text
• Chart paper for a “Key Words” class chart: STEPs 1.1, 1.2, 1.4, 1.6, 1.7,
and 1.8
Key
T=Teacher alone
T+S=Teacher & students
S+S=Student & student
S=Student alone
CI=Collect information on student performance
Step-by-Step Directions
Tips for Teacher Language & Student Engagement CCSS
STEP 1.1
T
T+S
Introduce the book and the meaning of true story.
Introduce the title and author/illustrator of Wangari’s Trees of

Peace: A True Story from Africa.
T You might say:

This is an informational book, not a storybook. The author uses the RI.1.4
word story in her title but she tells us it’s a “true story.”
T+S What do you think the words true story tell us about the
book?
As students offer responses, continue discussing until students

understand that everything Jeanette Winter tells them about a
woman named Wangari is true—that it really happened.

Page 15

STEP 1.1 Continued
T Introduce the RI.1.4

“Key Words” class chart
and add the first
word/phrase to the
chart, true story.
STEP 1.2
T+S
Add Wangari, Kenya, and home to the “Key Words” class RI.1.4
chart and locate Kenya on a world map.
T Add the words

Wangari, Kenya and
home to the class
chart.
Clap the syllables of Wangari and explain that this is the name of
the person about whom the book is written.
For home and Kenya explain that Kenya is the name of a country
in Africa where Wangari lived—it was her home and where this
true story takes place.
It may be helpful to have students clap Wangari and Kenya to

help them to remember and use the name in their discussions and
writing.
Clarify that home can mean more than the house in which
someone lives. It can mean the village or the town or the country
in which a person lives.
Remind students that America is their home.
It may be helpful to point to Kenya and America on a world map.

Page 16

STEP 1.3
T
Read the true story of Wangari from beginning to end

without stopping.
Although this is an informational book, the author tells a very

moving true story. It is appropriate to read with the kind of
expression usually associated with storybooks to help students feel
the exciting nature of what Wangari Maathai accomplished in her
lifetime.
Pause on illustrations long enough for students to study them in

relationship to the text being read.
Read a particularly compelling page two times, allowing students

more time to compare the details in the text to the details in the
illustrations.
STEP 1.4
T
S+S
T+S
Read aloud pages 1 through 3 and pause to discuss umbrella RI.1.4

of green trees. RI.1.7
Begin reading the book a second time and stop four times between
pages 1 and 10 to discuss key details and to add words to the “Key
Words” class chart.
T Read pages 1 to 3 and then pause.
Add the phrase

umbrella of green
trees to the
“Key Words” class chart.
S+S Organize students for Turn & Talk to answer the question:
Why do you think the author uses the words umbrella of green
trees?
T+S Ask students to share their thoughts with the class.

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STEP 1.4 Continued
Support students to use the details in the illustration to make a

connection between an umbrella that protects people from the rain
RI.1.4
and the umbrella of trees that protects the land, the food, and
RI.1.7
the people in Wangari’s home.
If students are not familiar with sweet potatoes, sugarcane, and

maize, use Fast Instruction (Glossary) to briefly explain they are
some of the foods people in Kenya grow and eat.
STEP 1.5
T+S
Ask students to use the illustration on page 2 to describe RI.1.4

what the author is trying to show us. RI.1.7
Return to page 2 and say:

When Jeannette Winter wrote this book, she wanted the
illustrations to help us understand Wangari’s life in Kenya when she
was a young girl.
Prompt students to notice the illustration’s details by asking:

• What are Wangari and her mother carrying?
• How can you tell whether the firewood is heavy or easy to
carry?
• Why would Jeanette Winter draw so many birds in the trees?
STEP 1.6
T
S+S
T+S
Read aloud pages 4 through 6, add barren to the “Key RI.1.4

Words” class chart and prompt students to use the RI.1.7
illustrations on pages 5 and 6 to define the meaning of
barren.
T Read pages 4 through 6 and then pause to begin a discussion of

barren by saying:
When I read page 6, the word barren jumped out as a key word.
Let’s say the word barren aloud together.

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STEP 1.6 Continued
RI.1.4
RI.1.7
Add barren to the
T+S Ask the students to Turn & Talk with a partner to use the
words and the illustration on page 5 to determine what barren
means. If needed, reread page 6 before students begin Turn &
Talk.
Circulate as students discuss, listening to whether or not they are

using both the illustrations and the words as clues to the meaning
of barren (i.e., land in Wangari’s home that now has little or no
plants growing on it).
Support and prompt students to notice the details such as tree

stumps, the color of the land (as compared to earlier illustrations),
and the general feeling of emptiness.
Scroll back and forth between pages 2 and 6 (showing women

standing tall and women bent over) and prompt students to notice:
What do those two illustrations show you about how a barren land
is changing life for the women (less firewood, greater distances to
travel with the firewood)?
T+S Ask student pairs to share their meaning with the class and to
explain how they figured it out. Confirm understanding, and clarify
where needed.
STEP 1.7
T
T+S
Read pages 7 and 8 and pause to add seedlings to the “Key RI.1.1
Words” class chart. RI.1.2
RI.1.4
T+S Read pages 7 and 8 and then reread the sentence containing
seedlings.

Page 19

STEP 1.7 Continued
RI.1.1
RI.1.2
RI.1.4
Add seedlings to the
Confirm that students understand that seedlings are very young

trees/plants that Wangari put into the ground.
Confirm that students understand backyard, although it is not

necessary to add to the “Key Words” class chart. Support students
to understand that Wangari is starting small by trying to build an
umbrella of green trees in a space in the back of her own house.
This may help students understand the transition she makes to a
tree farm or nursery mentioned on page 9.
STEP 1.8
T
S+S
T+S
RI.1.1
Read pages 9 and 10 and pause to add convinces to the RI.1.2
“Key Words” class chart. RI.1.4
Read pages 9 and 10 and then pause before saying:

The first words on page 10 say, “Next, Wangari convinces the
village women that planting trees is a good thing.”
Add convinces to the

S+S Turn and work with a partner to figure out what convinces
means on this page. Use the illustration and the words to help you.

Page 20

STEP 1.8 Continued
T+S Ask student pairs to share their understanding of the word RI.1.1
convinces (e.g., talking/persuading the women into helping plant RI.1.2
the seedlings). Confirm that students understand and clarify where RI.1.4
needed.
Note:
During Day Three, students will need some understanding of what
a tree farm and nursery are. It is not necessary to add them to
the “Key Words” class list. If students are not familiar with the
terms, explain that Wangari needed more land than just her
backyard to plant seedlings for Kenya. In this book, tree farm
and nursery are names for places where you can grow many
trees.
It may be helpful to scroll back and forth between page 8 and 9 to

note the details in the illustration that can help a reader
understand how Wangari’s vision is growing.
STEP 1.9
T+S
Close by asking students to review what they have learned RI.1.1

about Wangari at this point in the text. RI.1.2
Begin a discussion by embedding temporal words into prompts to

review pages 1 through 10.
You might ask, pausing between each prompt for responses:

What was Wangari’s life like in the beginning?
What happened to her next?
Then what happened?
You might mention to students that what they are doing is talking
about the timeline of Wangari’s life. Help students understand
that they are reading about her life in the same order that it
happened. This may prepare students for the timeline activity in
Day Three.

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DAY TWO

40 minutes
If needed to sustain student engagement, divide the day into multiple sessions.
Materials needed for Day Two

• Individual copies of the Student Resource: Making Meaning of Protect
(p.43): STEP 2.2
• One copy of Teacher Resource: The Mystery Word Game (p.44): STEP 2.4
• RI.1.2 Comprehension Checklist (p.35): STEP 2.1
• RI.1.4 Vocabulary Rubric (p.36): STEP 2.2
Key
T=Teacher alone
S=Student alone
STEP 2.1
T
S
S+S
CI RI.1.2 Comprehension Checklist (p.35)
CI Oral responses during Think-Pair-Share (Glossary)
Read pages 1 to 16 and pause for a discussion of the RI.1.2

Essential Question: How did Wangari make her home a
better place?
T Before reading, say:

Listen carefully as we read the first 16 pages of our book. When we
finish, I’m going to ask you whether you think Wangari is making
her home in Kenya a better place to live.
If necessary, review the meaning of home as it is used throughout

this book.
Ask students to join you in rereading through page 16, choral

reading (Glossary) with you.

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STEP 2.1 Continued
At the end of page 16 stop and say: RI.1.2

S I want you to close your eyes and answer this important question
on your own first: Did Wangari make her home a better place?
Provide a moment for students to think on their own and then ask
for a Thumbs Up/Thumbs Down (Glossary).
Without opening your eyes, I want you to give a Thumbs Up if you

think Wangari was making her home a better place and a Thumbs
Down if you think she was not making her home a better place.
S+S Then organize students for Turn & Talk and say:
Now turn to your partner to share your decision and the reasons
for your decision. Make sure you each have a turn to explain your
thinking.
Circulate to determine whether students are retelling the key

details that lead them to answer the Essential Question.
Note:
It is not necessary to ask students to share their thinking about the
Essential Question with the whole class. Students will have
opportunities to discuss the Essential Question again and will write
about it independently on Day Four.
CI Use the RI.1.2 Comprehension Checklist to collect information RI.1.2

about how students retell key details to answer the Essential
Question.
STEP 2.2
T
S
CI RI.1.4 Vocabulary Rubric (p.36)
CI Student Resource: Making Meaning of Protect (p.43)
CI Written response
Read pages 17 and 18, add the word protect to the “Key RI.1.4
Words” class chart, and ask students to write their own
definition for protect.

Page 23

STEP 2.2 Continued
RI.1.4
T Stop after page 18
and add protect to the
“Key Words” class list
without discussing its
meaning.
Then say:
I’ve added protect to our list. It’s a really important word the
author uses on page 18.
I’ll reread that page and then I want you to use the illustrations,
the words, or both to figure out what protect means on this page.
Not just what it means, but what it means on this page.
To help students consider the meaning of protect, you might say:

Ask yourself: What do I see on this page? What are the
illustrations showing me? What is the author telling me?
Distribute and provide

directions for the
Student Resource:
Making Meaning of
Protect.
Circulate as students express their understanding of protect.

Clarify directions where needed.
Continue providing prompts for students to think about what they

see on the page.
After papers are completed, discuss the meaning of protect (e.g.,

what Wangari did to keep the trees from being cut down) and
clarify misconceptions.
CI Use the RI.1.4 Vocabulary Rubric to collect information on how RI.1.4

students determine the meaning of protect in the context of page
18 of the text.

Page 24

STEP 2.3
T
Reread pages 17 and 18 and then continue reading through

page 28 to finish the text.
Reading this particular section with expression may help students

understand the exciting nature of the accomplishment of Wangari
Maathai.
STEP 2.4
T
Teacher Resource: The Mystery Word Game (p.44)
Play The Mystery Word Game to review the nine words RI.1.4
entered on the “Key Words” class chart.
This game should move briskly and can be played again at a later
time using the same list of words and game rules.
Form student pairs (or small groups) to work as teams with only
one sheet of blank paper or a white board for each group.
Number the words on

the board from 1 to 9
1. As a review, the teacher reads through the words on the

list 1-2 times, inviting students to choral read or echo
read (Glossary).
2. The teacher or “Mystery Word Reader” uses oral cloze
(Glossary) to give a definition of one word on the chart
(See Teacher Resource: The Mystery Word Game for
suggested [but not required] definitions).
3. Teams select the word that best matches the definition and
writes the number of the word on their paper or white
board.
4. The teacher rereads the definition and asks students for
the numbers they selected.
5. The teacher continues the process through all remaining
words.

Page 25

STEP 2.4 Continued
Notes:
1. Detailed directions and definitions for each word are RI.1.4
provided on the Teacher Resource: The Mystery Word
Game.
2. Visual clues may be offered as support as students learn
to play the game/learn the word meanings.
For example, say the clue and draw a line for each letter
in the word (__ __ __ __ __ __) and/or provide the
beginning sound/letter.
3. The game can be played with any list of words from any
text and provides a playful way to review the meaning of
key words/details from a text.
4. Organizing students to collaborate in teams to match the
words to the definitions can provide an additional level of
support to all members of the group.
5. Over time, students can be challenged to write their own
definitions and assume the role of “Mystery Word Reader”
as a center activity.

Page 26
DAY THREE
40 minutes
Materials needed for Day Three

• Timeline Template constructed with Teacher Resource: The Timeline
Template (pp.46-57): STEPs 3.1, 3.4, and 3.5
• Key Detail Cards produced from Student Resource: Key Detail Cards for
the Timeline (pp.58-68): STEPs 3.1, 3.3, 3.4, and 3.5
• Assignment for student timeline teams: STEPs 3.1 and 3.3
• Tape or glue for affixing Key Detail Cards: STEP 3.4
• RI.1.2/RI.1.3 Comprehension Checklist (p.37): STEP 3.4
• RI.1.7/RI.1.4 Illustration and Vocabulary Checklist (p.38): STEP 3.5
• Sample Student Work Product #1-2 (pp.69-70): STEP 3.5
Key
T=Teacher alone
S=Student alone
STEP 3.1
T
Teacher Resource: The Timeline Template (pp.46-57)
Student Resource: Key Detail Cards for the Timeline (pp.58-68)
Prepare materials, space, and timeline team assignments

for the Wangari timeline.
For this activity, student timeline teams will:

1. Receive prepared card(s) with pre-written key detail(s).
2. Listen to the story being reread aloud. (Determine whether
students need this extra read aloud.)
3. Work collaboratively to participate in creating a timeline of
the key details of Wangari’s life.
4. Collaborate to create an illustration to support their work on
the timeline.
5. Tell how the key details and illustration describe the key ideas.

Page 27

STEP 3.1 Continued
Determine members of each timeline team, dividing the number of

Key Detail Cards by the number of students in the class.
Decide on a space where students can work on the timeline:

• One option: seat students in front of a wall or board and
attach the prepared timeline template for key details to the
wall or board.
• Another option: form a half-circle on the floor and work on
the timeline on the floor within the half circle.
Construct the timeline materials:

• Tape or glue the timeline together (Teacher Resource: The
Timeline Template).
• Prepare Key Detail Cards (Student Resource: Key Detail

Cards for the Timeline). Cut out cards along the dotted lines,
producing two cards with the same key detail for each
timeline team.
One Key Detail Card will be
affixed in STEP 3.3 to the top
row of the template. The second
Key Detail Card will be used in
STEP 3.5 by timeline teams to
illustrate their key detail and
then be placed in the bottom row
under the matching key detail.
STEP 3.2
T
S+S
S+S
Lead a discussion of the meaning of timeline to prepare RI.1.2

students for creating a class timeline. L.1.4c
T Explain to students that a timeline of the key details will be

created after rereading Wangari’s Trees of Peace.

Page 28

STEP 3.2 Continued
T+S Ask students:

Do you know what it means to create a timeline?
If students are not familiar with the concept of a timeline, write

and display the word timeline.
S+S Organize for Turn & Talk and say:

Work with your partner to use the two little root words inside
timeline to figure out what a timeline might be.
T+S Call on student pairs to share their thinking with the class,
calling attention to the two root words in timeline.
Clarify misconceptions and confirm that all students understand

that creating a timeline means putting things in the order in
which they happened. RI.1.2
L.1.4c
Remind students about the importance of temporal words in a
timeline.
You might say:

When we create a timeline, it will help us to use words like first,
next, then, after, and later.
STEP 3.3
T+S
Teacher Resource: The Timeline Template (pp.46-57)
Student Resource: Key Detail Cards for the Timeline (pp.58-68)
Organize students into collaborative timeline teams and RI.1.1

distribute two matching Key Detail Cards to each team. RI.1.2
RI.1.4
Note:
The first Key Detail Card will be used in STEP 3.3 to assemble the
timeline in a large group activity. The second card will be used to
illustrate a team’s key detail in STEP 3.5 and may be distributed
now or during STEP 3.5.

Page 29

STEP 3.3 Continued
Distribute one (or both)

Key Detail Card(s) to
each timeline team.
As you distribute the details (out of order) to each timeline team,

read each key detail aloud and ask each timeline team to read
their key detail aloud for the whole class to hear.
Say to students: RI.1.1

You will work with your team to decide where your key detail RI.1.2
belongs on our timeline. RI.1.4
Is your key idea first, next, last? Listen as I give each group their
key idea. Think about where the detail belongs on our timeline.
Call students’ attention to the “Key Word” class list by saying:

Do you notice that some of the words on your cards are also on
the “Key Words” class chart?
That means you know a lot about these details already!
Note:
Determine whether students need additional support and consider
one or more of the following scaffolds:
• Reread the story after distributing the Key Detail Cards and
ask students to listen for their detail to determine where it
fits.
• Place all the cards in a row in the correct sequence and read
them aloud in order. Shuffle them and hand the cards out in
random order, rereading each as you hand it out.
• Use book illustrations as prompts to cue correct sequence of
key details.
STEP 3.4
T
S+S
CI RI.1.2/RI.1.3 Comprehension Checklist (p.37)
CI Teacher Resource: The Timeline Template (pp.46-57)
CI Student Resource: Key Detail Cards for the Timeline (pp.58-68)

Page 30

STEP 3.4 Continued
CI Oral responses during timeline explanations RI.1.1

RI.1.2
Support students to complete the timeline. RI.1.3
Unroll and
display the
Timeline
Template.
Point and read the title and author in the left boxes and explain RI.1.1
they are not key details. RI.1.2
RI.1.3
Then ask:
Who thinks they have the card that tells what happened first?
After the first detail is placed on the template (“Young Wangari’s

home has an umbrella of green trees.”), ask that timeline team
three questions:
1) Why is this an important detail?
2) How is this detail connected to what happens later in the
story?
3) How does this key detail help us describe the key ideas?
Continue this routine (i.e., place the card, answer the three
questions) as each subsequent detail is identified) until the
timeline is complete.
Describing the connection between two key details may require

modeling or additional prompting.
Telling how the key detail helps describe the key idea may also
require prompting and support.
Throughout this discussion, encourage the use of time words and

a linking word such as because to help explain their detail and/or
their connection.

Page 31

STEP 3.4 Continued
Correct sequence of key details on timeline:

1. Young Wangari’s home has an umbrella of green trees.
2. Wangari goes to school in America.
3. Wangari returns to a barren land.
4. Wangari plants seedlings in her own backyard.
5. Wangari starts a farm for baby trees—a nursery.
6. Wangari convinces village women to help her.
7. An army of women plants trees in Wangari’s village.
8. Wangari stands tall as an oak to protect the trees.
9. They put Wangari in jail!
10. The umbrella of green trees returns to Africa.
11. Jeanette Winter writes a true story about Wangari.
CI Use the RI.1.2/RI.1.3 Comprehension Checklist to collect RI.1.2

information as students retell their key detail in the context of the RI.1.3
story and how it fits with the previous key detail contributed.
STEP 3.5
S+S
CI RI.1.7/RI.1.4 Illustration and Vocabulary Checklist (p.38)
CI Drawing to describe the key details in the timeline card and oral
response
CI Sample Student Work Products #1-2 (pp.69-70)
Invite students to create illustrations to describe their Key RI.1.1

Detail Card. RI.1.7
You might say:

Authors use both words and illustrations to help readers
understand what they’re reading. Jeanette Winters did that for you.
Now, you’re going to turn over your second card and work RI.1.1
together to create your own illustration to help explain the words RI.1.7
on your card.
Members of each timeline team will need to talk and agree on the
best way to illustrate their key detail so that their drawing matches
the words on their timeline card.
Your illustration does not have to be the same as the one that
Jeanette Winter drew.

Page 32

STEP 3.5 Continued
Think about someone reading your detail on our timeline—

someone who has not read Wangari’s Trees of Peace. What
illustration would help them understand your key detail and ideas?
Circulate and support students, prompting them to keep referring

to the words on their card; asking them to explain how their
illustration matches the words and describes the key idea.
When the illustrations are finished, direct students to affix their

illustrations below their matching Key Detail Cards. Ask students to
describe the details in their drawing and to explain why these
details were important to include in the illustration.
Close by reinforcing that their illustrations help them describe the
key ideas in the text.
CI Use the RI.1.7/RI.1.4 Illustration and Vocabulary Checklist to RI.1.7

collect information about timeline teams’ use of illustrations to RI.1.4
show meaning of their key detail and vocabulary.

Page 33
DAY FOUR
30 minutes
Materials needed for Day Three

• “Key Words” class chart: STEP 4.1
• Timeline completed on Day Three: STEP 4.1
• Individual copies of the Student Resource: How Wangari Made Her
Home a Better Place (p.45): STEP 4.2
• W.1.2 Writing Checklist (p.39): STEP 4.2
• L.1.1/L.1.2 Knowledge of Language and Conventions Student Checklist
(p.40): STEP 4.2
• Sample Student Work Products #3-4 (pp.71-72): STEP 4.2
• Sample Student Work Product # (p.)
Key
T=Teacher alone
S=Student alone
STEP 4.1
T+S
Prepare students for a written response to the Essential RI.1.2

Question: “How did Wangari make her home a better RI.1.4
place?”
You might say:

Today, everyone will write about how Wangari made her home a
better place.
To support students for

writing, do a shared reading of
the “Key Words” class chart
created on Day One and the
timeline created on Day
Three. Display both in a
prominent place during
writing.

Page 34

STEP 4.1 Continued
This activity may happen in a whole group or it may take place in a RI.1.2
small instructional reading group. RI.1.4
STEP 4.2
T+S
CI W.1.2 Writing Checklist (p.39)
CI L.1.1/L.1.2 Knowledge of Language and Conventions Student
Checklist (p.40)
CI Student Resource: How Wangari Made Her Home a Better Place
(p.45)
CI Written Response
CI Sample Student Work Products #3-4 (pp.71-72)
Sample Student Work Product #X (p.)
Invite students to write independently to answer the RI.1.1
Essential Question. W.1.2
Distribute Student
Resource: How Wangari
Made Her Home a Better
Place (p.45).
Point out that you have provided a topic sentence for them.
Explain that students will give details from the text to support that
topic sentence and then will write a closing statement at the end.
Circulate and prompt students to include key details and to use

words from the text that they have learned the previous three
days.
CI Collect information using the W.1.2 Writing Checklist or analyze W.1.2

responses upon completion.
CI The L.1.1/L.1.2 Knowledge of Language and Conventions L.1.1

Student Checklist is also available for collecting information. L.1.2

Page 35

STEP 4.3
T+S
S+S
Celebrate the students’ written responses. SL.1.2
Allow students time to read their responses to each other.

Page 36
Collecting Student Information: RI.1.2 Comprehension

Checklist
Use with oral responses during Turn & Talk in STEP 2.1.
Standard Evidence (Scoring tool uses bold evidence)

RI.1.2 Identify the main topic Provides an identification of the main topic of a text.
and retell key details of a text. (1)
Provides a retelling of key details in a text. (2)
RI.1.2.2
Retells a key
detail from the
text.
Student Name Yes No Comments
Insert ✓ in the appropriate box.

Prepare additional copies of this checklist to collect information on the entire class.

Page 37
Collecting Student Information: RI.1.4 Vocabulary Rubric

Use with the Student Resource: Making Meaning of Protect (p.43) in STEP 2.2.
Standard Evidence
RI.1.4 Ask and answer questions to help Demonstrates the ability to ask or
determine or clarify the meaning of words answer questions to determine the
and phrases in a text. meaning of or clarify the meaning of
words and phrases in a text. (1)
Meeting Developing Emerging

Provides a written
response that does
not express an
Provides a written
understanding of the
response that Provides a written
word as it is used in
expresses a full and response that
the story, or
accurate expresses a limited
expresses an
understanding of the understanding of the
inaccurate
word as it is used in word as it is used in
understanding, or
the context of the the story.
expresses an
story.
understanding that is
not connected to the
story.
Student Name Meeting Developing Emerging
Insert ✓in the appropriate box.

Prepare additional copies of this rubric to collect information on the entire class.

Page 38
Collecting Student Information: RI.1.2/RI.1.3 Comprehension

Checklist
Use with oral responses during timeline activity in STEP 3.4.

RI.1.2 Identify the Provides an identification of the main topic of a text. (1)
main topic and retell
Provides a retelling of key details in a text. (2)
key details of a text.
RI.1.3 Describe the Provides a description of the connection between two
connection between two individuals in a text. (1)
individuals, events,
Provides a description of the connections between two events
ideas, or pieces of
in a text. (2)
information in a text.
Provides a description of the connection between two
ideas or pieces of information in a text. (3)
RI.1.2 RI.1.3.3
Describes the
Retells a connection between
key detail two pieces of
in the text. information in a
text.
Student Name Yes No Yes No Comments


Page 39
Collecting Student Information: RI.1.7/RI.1.4 Illustration and

Vocabulary Checklist
Use with illustration and oral response in STEP 3.5.
Standard Evidence
RI.1.7 Use the Demonstrates use of the illustrations and details in a
illustrations and details in a text to describe the key ideas in the text. (1)
text to describe its key
ideas.
RI.1.4 Ask and answer Demonstrates the ability to ask or answer questions
questions to help to determine the meaning of or clarify the meaning
determine or clarify the of words and phrases in a text. (1)
meaning of words and
phrases in a text.
RI.1.7 RI.1.4
Demonstrates Demonstrates the
use of the ability to
illustrations and determine the
details in a text meaning of words
to describe the and phrases in a
key ideas in the text.
text.


Page 40
Collecting Student Information: W.1.2 Writing Checklist

Use with Student Resource: How Wangari Made her Home a Better Place (p.45) in
STEP 4.2.

W.1.2 Write Names a topic they are writing about in an informational or
informative/explanatory explanatory writing. (1)
texts in which they name
Includes some facts about a topic in an informational
a topic, supply some
or explanatory writing. (2)
facts about the topic,
and provide some sense Provides some sense of closure in an informational or
of closure. explanatory writing. (3)
W.1.2.2 W.1.2.3
Includes facts Provides a
about the topic. sense of closure.


Page 41
Collecting Student Information: L.1.1/L.1.2 Knowledge of

Language and Conventions Student Checklist
Use with Student Resource: How Wangari Made Here Home a Better Place (p.45) in
STEP 4.2.
Standards
L.K.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.K.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Date:
CCSS Student Name: Yes No
L.1.1.A Prints uppercase and lowercase letters.
L.1.1.B Uses common, proper, and possessive nouns correctly.
Uses singular and plural nouns with matching verbs (e.g., I hop,
L.1.1.C
he hops).
Uses personal, possessive, and indefinite pronouns (e.g., I, me,
L.1.1.D
my; they, them, their, anyone, everything).
Uses verbs to convey a sense of past, present, and future (e.g.,
L.1.1.E Yesterday I walked home; Today I walk home; Tomorrow I will
walk home).
L.1.1.F Uses frequently occurring adjectives.
Uses frequently occurring conjunctions (e.g., and, but, or, so,
L.1.1.G
because).
L.1.1.H Uses determiners (e.g., articles, demonstratives).
Uses frequently occurring prepositions (e.g., during, beyond,
L.1.1.I
toward).
Produces and expands complete simple and compound
L.1.1.J declarative, interrogative, imperative, and exclamatory sentences
in response to prompts.
L.1.2.A Capitalizes dates and names of people.
L.1.2.B Uses end punctuation for sentences.
L.1.2.C Uses commas in dates and to separate single words in a series.
Uses conventional spelling for words with common spelling
L.1.2.D
patterns and for frequently occurring irregular words.
Spells untaught words phonetically, drawing on phonemic
L.1.2.E
awareness and spelling conventions.
Prepare individual student copies of this checklist.

Page 42
If/Then Chart
If… Then…
RI.1.2 • Provide prompting by showing the relevant
students struggle to pages from the book for students to recall key
retell key details details.
• Practice with student-created language
experience informational texts.
• Meet with the student(s) in a small group to
implement similar lessons over time.
• Identify key details and prompt students to
understand why they are essential to the text.
• Provide students with a familiar topic and ask
them to list key details relevant to that topic.
RI.1.3 • List the facts on sentence strips and have
students struggle to students pair these and explain their thinking.
make connections • Give students key prompts to help them focus
between two pieces on the key ideas to consider when making
of information in a connections.
text • Have students study the illustrations to help
them draw connections between two ideas or
pieces of information.
• Have students co-create connection charts.
The teacher guides in the development of
categories, and students work in teams or
individually to fill out the chart.
RI.1.4
• Read additional books on the same topic and
students are not highlight reoccurring vocabulary on the topic.
(accurately) using • Model having a conversation with a student in
vocabulary when front of the larger group; ask the other
responding orally and students to show a Thumbs Up when they
in writing to the text hear you or your student partner use a word
from a targeted word list.
RI.1.7 • During conversations, continue using prompts

students are not like “What in the text makes you think so?”
using illustrations and “What in the illustration makes you think
and details in a text so?”
to describe its key • Locate large photographs or nonfiction
details illustrations (like those in hang-up calendars)
of people or animals engaged in doing things.
Distribute one photograph to each pair or
small group. Ask the groups to discuss, “What

Page 43
If… Then…
RI.1.7 is happening?” and “What detail is in the
Continued photograph that makes you think so?” This
might need to be modeled in whole-group
first.
• Provide opportunities for students to illustrate
their own writing.
• Partner students in pairs to analyze
illustrations relative to their key details.
W.1.2 • During dictation, engage the student in orally
student writing does composing what he or she will write; follow by
not reveal sharing the pen (both teacher and student
understanding of write) to sketch, label, and/or draw.
information learned • Continue modeling sketching, labeling, and
about the topic writing during whole-group and small-group
instruction.

Page 44
Student Resource: Making Meaning of Protect

Use with RI.1.4 Vocabulary Rubric (p.36) in STEP 2.2.
Making Meaning of Protect

Name
On page 18, the word protect means:
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
I learned what protect means from:
The words in the text
The illustrations
The words in the text and the illustrations

Page 45
Teacher Resource: The Mystery Word Game

Use with Vocabulary Activity in STEP 2.3.
This game moves briskly and should take 5 minutes or less to complete
The “Key Words” class list is already in the order in which the words were
entered during the read-alouds.
Number the list

before beginning
the game.
• Determine whether students need to hear the text read through again.
• Put students in pairs or small groups.
• Distribute one piece of blank paper or a small white board to each group.
• The teacher (or Student Mystery Reader) uses oral cloze to read aloud a
definition.
• Each group writes the number of the word that best matches the
definition.
• The Mystery Reader calls on groups to share the word they selected.
• Confirm that students understand the meaning and clarify misconceptions.
• The game can be played again on another day using the same words.
Round 1* Round 2* Round 3*

1. A name that the 1. Land without trees or 1. Very young trees that
author gave to the plants is… Wangari planted were
trees in Kenya is… called…
2. The country in Africa 2. A book about 2. The village or country
where Wangari grew something that really where you live can be
up is… happened is a… called your…
3. How Wangari talked 3. The name of the 3. What Wangari did to
the women into woman who started keep the trees from
helping… planting trees in her being cut down…
backyard is…

Page 46
* Note: The definitions used for this game are aligned to the context of the text.
Student Resource: How Wangari Made Her Home a Better Place

Use with W.1.2 Writing Checklist (p.36) in STEP 4.2.
Name
Wangari made her home a better place.
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________

Page 47
Teacher Resource: Timeline Template

Use with Timeline Activity in STEPs 3.1, 3.3, 3.4, and 3.5.
Wangari’s Trees of
Peace:
A True Story from
Africa
Written and
Illustrated by
Jeanette Winter

Page 48
Timeline Template Key Detail - 1
Affix
key detail
1
Affix
key detail
illustration
1

Page 49
Affix
key detail
2
Affix
key detail
illustration
2

Page 50
Affix
key detail
3
Affix
key detail
illustration
3

Page 51
Affix
key detail
4
Affix
key detail
illustration
4

Page 52
Affix
key detail
5
Affix
key detail
illustration
5

Page 53
Affix
key detail
6
Affix
key detail
illustration
6

Page 54
Affix
key detail
7
Affix
key detail
illustration
7

Page 55
Affix
key detail
8
Affix
key detail
illustration
8

Page 56
Affix
key detail
9
Affix
key detail
illustration
9

Page 57
Timeline Template Key Detail -10
Affix
key detail
10
Affix
key detail
illustration
10

Page 58
Affix
key detail
11
Affix
key detail
illustration
11

Page 59
Student Resource: Key Detail Cards for the Timeline

Use with Timeline Activity in STEPs 3.3, 3.4, and 3.5.
Young Wangari’s
home has an
umbrella of green
trees.
Young Wangari’s
home has an
umbrella of green
trees.

Page 60
Key Detail Cards for the Timeline – 2
Wangari goes
to school in
America.
Wangari goes
to school in
America.

Page 61
Wangari returns
to a barren land.
Wangari returns
to a barren land.

Page 62
Wangari plants
seedlings in her
own backyard.
Wangari plants
seedlings in her
own backyard.

Page 63
Wangari starts a
farm for baby
trees—a nursery.
Wangari starts a
farm for baby
trees—a nursery.

Page 64
Key Detail Cards for the Timeline - 6
Wangari convinces
village women to
help her.
Wangari convinces
village women to
help her.

Page 65
An army of women
plants trees in
Wangari’s village.
An army of women
plants trees in
Wangari’s village.

Page 66
Wangari stands
tall as an oak to
protect the trees.
Wangari stands
tall as an oak to
protect the trees.

Page 67
They put Wangari

in jail!
They put Wangari

in jail!

Page 68
The umbrella of
green trees
returns to Africa.
The umbrella of
green trees
returns to Africa.

Page 69
Jeanette Winter
writes a true story
about Wangari.
Jeanette Winter
writes a true story
about Wangari.

Page 70
Sample Student Work Product #1: STEP 3.5

Wangari’s Trees of Peace: A True Story of Africa by Jeanette Winter
Harcourt, Inc. 2008
STEP 3.5 Task Description: First students worked in collaborative teams to

construct a timeline using prepared Key Detail Cards that describe the key idea of
Wangari’s efforts to bring trees back to Kenya. After completing the timeline, each
team collaborated to create a drawing to illustrate the key detail on one card. The
drawing was attached to the key detail card and students explained their drawing to
the class.
CI RI.1.7/RI.1.4 Illustration and Vocabulary Checklist

Demonstrates use of the illustrations and Demonstrates the ability to determine the
details in a text to describe the key ideas meaning of words and phrases in a text.
in the text.
Yes No Yes No
✓ ✓
Scoring Rationale:
The student team collaborated to accurately use an illustration to show the key
detail on the card. They included cut-off tree stumps, the orange color frequently
used in the text to depict the heat on the unprotected land, Wangari’s sad look on
her face, and her hands held up in puzzlement (the words at this point in the
story tell of her wonderment, saying “What has happened?”).
Possible Next Steps:

Page 71
• Organize timelines according to illustrations first, using the details in the

illustrations as keys to the sequence of events.
• Provide opportunities for students to write narratives that describe the key
details in illustrations and why these details are important to include.
• Continue to provide opportunities for students to work collaboratively with
peers.

Page 72

Harcourt, Inc. 2008
STEP 3.5 Task Description: First students worked in collaborative teams to
construct a timeline using prepared Key Detail Cards that describe the key idea of
Wangari’s efforts to bring trees back to Kenya. After completing the timeline, each
team collaborated to create a drawing to illustrate the key detail on one card. The
drawing was attached to the key detail card and students explained their drawing to
the class.
CI RI.1.7/RI.1.4 Illustration and Vocabulary Checklist

Demonstrates use of the illustrations and Demonstrates the ability to determine the
details in a text to describe the key ideas meaning of words and phrases in a text.
in the text.
Yes No Yes No
✓ ✓
Scoring Rationale:
The student team collaborated to accurately use an illustration to show the key
detail related to the phrase umbrella of green trees. Included in their drawing
are green grass, tall green trees close together forming an umbrella-like visual,
women standing straight up carrying firewood (lower left-hand corner of
illustration), small houses (as opposed to tall buildings), and a bright happy-
looking sun.

Page 73

• Ask students to organize timelines according to illustrations first.
• Provide opportunities for students to write narratives that describe the key
details in illustrations and why these details are included.
• Continue to provide chances for students to work collaboratively with peers.

Page 74

Harcourt, Inc. 2008
STEP 4.2 Task Description: Students are asked to independently write a

response to the Essential Question, “How did Wangari make her home a
better place?”
Transcription:
Wangari made her home a
better place by planting
trees. Wangari went to jail it
wasn’t Wangari fault. It was
the government fault.
Wangari told the women to
plant more trees. Then
when she got out her home
was better by the trees.
CI W.1.2 Writing Checklist

W.1.2.2 W.1.2.3
Includes facts about the topic. Provides a sense of closure.
Yes No Yes No
✓ ✓
Scoring Rationale:
The student included facts about the topic (“…planting trees…” and “…told
the women to plant more trees…”) and ended with a sense of closure
(“…her home was better by the trees…”).

• Support the continued use of academic vocabulary as used in this written
response (e.g., fault, government, women).
• Continue encouraging the use of words directly from the text when
providing details (e.g., use convinces the women instead of told the
women.
• Provide opportunities for peer collaboration for written responses.
• Provide opportunities for peer review to encourage the reading aloud of
writing for smoothness and flow.

Page 75

Harcourt, Inc. 2008
STEP 4.2 Task Description: Students are asked to independently write a

response to the Essential Question, “How did Wangari make her home a
better place?”
Transcription:
She put seedlings of
trees into the ground
for new tree to grow
in the earth. And
more and more trees
growed in the earth’s
soil and ground.
CI W.1.2 Writing Checklist

W.1.2.2 W.1.2.3
Includes facts about the topic. Provides a sense of closure.
Yes No Yes No
✓ ✓
Scoring Rationale:
The student included facts about the topic (“…put seedlings of trees into
the ground…” and “…more and more trees growed…”) but did not provide a
sense of closure.

• Provide daily and increasingly longer periods of writing to build stamina.
• Support the continued use of academic vocabulary as used in this written
response (e.g., ground, earth, soil).
• Provide opportunities for peer collaboration for written responses.
• Provide opportunities for peer review to encourage the reading aloud of
writing for smoothness and flow.
• Continue providing instruction in letter sound relationships and
punctuation.

Page 76
Retrospective Journal
Performance Task____________________________Date_______________
What do I know about my class because of this performance task

(including strengths/needs of the class relative to specific CCSS, as well
as general information learned about my students)?
What do I know about the strengths and needs of individuals or groups of

students relative to specific CCSS?
Based on this experience, these are the instructional actions I want to

take:
Comments:

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Wangari’s Trees of Peace Grade 1 Informational Text Recommended Second Half of Year

K-2 Formative Tools

Wangari’s Trees of Peace: A True Story from Africa

ONE’S HOME IS MORE THAN A HOUSE

Wangari’s Trees of Peace

Collecting Student Information: RI.1.7/RI.1.4 Illustration and Vocabulary

Wangari’s Trees of Peace

Performance Task Overview

Rationale for Text Selection

Wangari’s Trees of Peace

Targeted Word Study/Vocabulary

Focused Instruction refers to those vocabulary words that are needed to

Wangari’s Trees of Peace

Vocabulary in the text (Focused Instruction):

Vocabulary in the text (Fast Instruction):

Vocabulary needed to talk about the text:

Opportunities to Collect Information

Wangari’s Trees of Peace

combination checklist used to collect information as students retell key

Sample Student Work Products

Sample student work products include a/an:

Materials needed to collect information and to analyze student work products

Instructional Next Steps

Reflecting on the Formative Performance Task

Wangari’s Trees of Peace

Wangari’s Trees of Peace

Wangari’s Trees of Peace

Wangari’s Trees of Peace

CCSS Alignment Chart

3.4 RI.1.2 Provides a Oral: RI.1.2/RI.1.3 RI.1.2

RI.1.3 Provides a RI.1.3

RI.1.4 Demonstrates the RI.1.4

Wangari’s Trees of Peace

Day. Student Work

Wangari’s Trees of Peace

Get Ready, Get Set, Go!

For Day One:

Wangari’s Trees of Peace

Wangari’s Trees of Peace

Estimated time needed

Materials needed for Day One

CI=Collect information on student performance

Introduce the book and the meaning of true story.

Introduce the title and author/illustrator of Wangari’s Trees of

T You might say:

As students offer responses, continue discussing until students

Wangari’s Trees of Peace

Tips for Teacher Language & Student Engagement CCSS

T Introduce the RI.1.4

T Add the words

It may be helpful to have students clap Wangari and Kenya to

Remind students that America is their home.

It may be helpful to point to Kenya and America on a world map.

Wangari’s Trees of Peace

Tips for Teacher Language & Student Engagement CCSS

Read the true story of Wangari from beginning to end

Although this is an informational book, the author tells a very

Pause on illustrations long enough for students to study them in

Read a particularly compelling page two times, allowing students

Read aloud pages 1 through 3 and pause to discuss umbrella RI.1.4

T Read pages 1 to 3 and then pause.

Add the phrase

T+S Ask students to share their thoughts with the class.