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Lina and grandparent look at a large bean seed resting on the adult open palm. An empty terracotta pot and bowl of compost sit on table. No seed near mouths.

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Lina and grandparent look at a large bean seed resting on the adult open palm. An empty terracotta pot and bowl of compost sit on table. No seed near mouths.

1 / 2

Paid

6-picture wordless story · time words

A Place for the Seed

Lina plants a large seed with an adult, notices changes across several days, and finds a tiny shoot.

7 languages6 scenesPDF + ZIPA4 / US Letter
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Compare optionsDigital download. No physical product will be shipped.One household or one professional

What’s included

One purchase includes all seven languages. Choose the file language independently of the website.

a-place-for-the-seed-story-pack_en_v1.3.0.zipEverything in one ZIP
  • Complete story and activity packA4_en_story-pack.pdf · A4 · 25 pages
  • Complete story and activity packUS-Letter_en_story-pack.pdf · US Letter · 25 pages
  • Screen storyScreen_en_story-pack.pdf · Screen · 8 pages

Inside the story pages

  • Start here and adult guide: choosing pages, printing and running the activity
  • Wordless story: 6 full-page pictures
  • Short-text story: one short sentence for each of the 6 scenes
  • 6 color picture cards with cut lines, no numbers on the front
  • Conversation prompts written for this story
  • One possible story order: an adult reference, not a score sheet
  • Low-ink activity mats for retelling, before and after, and new endings
  • Home practice page you may share with the families you support
  • Credits and license

What happens in the story

Lina and her grandma choose a big bean seed and a pot. They fill the pot with soil, Lina places the seed in a small hollow, and they water it gently. For several days nothing seems to happen, and Lina keeps checking. Then one day a small green shoot with two leaves appears.

The story's power is in waiting: the gap between watering and seeing a shoot gives you a natural reason to use time words like before, after and several days later.

Who it's for

  • Preschool and kindergarten teachers planning a spring, plants or "how seeds grow" unit.
  • Speech-language pathologists targeting temporal concepts, sequencing or narrative retell.
  • Parents and grandparents planting seeds with a child at home.
  • English language learners building vocabulary around gardening.

Skills you can practise

  • Sequencing six steps of planting and growing.
  • Time words: first, then, after, several days later, one day.
  • Vocabulary: seed, soil, pot, water, shoot, leaves.
  • Noticing small changes: what is different between picture 5 and picture 6?
  • Prediction: what might happen next, and what if the seed doesn't sprout?

A 10-minute session

  1. Name the materials. Find the seed, soil and pot in the first pictures. Pointing is enough.
  2. Start with four cards: choosing the seed, planting, waiting and the shoot. Put them in order together.
  3. Add watering and filling the pot if the child wants to know more.
  4. Talk about waiting. Point to the calendar picture and model "several days later". Plants don't appear right after watering.
  5. Retell the whole story with time words, then ask what might happen next.

Make it easier or harder

  • Easier: compare only the first and last pictures, then add the waiting picture in between.
  • Harder: retell with before, after and several days later, and compare two endings, including one where the seed does not grow.
  • Extend: keep your own wordless calendar while a real seed grows.

Try it at home

Plant a large seed like a bean with an adult and check it each day. Keep seeds and soil away from mouths and wash hands afterwards. Looking at photos of a plant growing works just as well as planting one.

Pairs well with

Activities in this pack

Adult modelingPicture choicesPointing, gesture or words

Choosing this pack

Use together with an adult. Choose a comfortable way to look at pictures and communicate. No reading or spoken answer is required.

Shorter story sequence

Use these scenes from the full story, in this order: 1 → 3 → 5 → 6

Activity focus

Time wordsEvent sequencing

Use all the scenes, or start with a shorter selection and add more as you go.

Words to explore

seed · soil · water · days · shoot

Choose a starting point

Start with seed, planting, waiting and shoot pictures. Show the watering picture if the child wants to know more.

An optional extension

Tell the sequence with "before", "after" and "several days later". Compare two possible outcomes, including a seed that does not sprout.

Invitations to talk and explore

Name the materials

Find the seed, soil and pot. Pointing is enough.

Talk about time

Which picture shows waiting across days? Plants do not appear immediately after watering.

Notice a small change

Compare pictures 5 and 6. What can you see now?

Leave room for uncertainty

What might happen next? A guess is an idea, not a promise that every seed will grow.

Connect with everyday life

Observe a plant with an adult; seeds and soil stay away from mouths, and hands are washed afterward. A photograph is an equally useful alternative to planting.

How to use it

  1. Start with seed, planting, waiting and shoot pictures. Show the watering picture if the child wants to know more.
  2. Model one idea, pause, and accept pointing, gesture, speech or a familiar communication system.
  3. Offer the extension only when it is useful and enjoyable. Pausing, repeating and stopping are valid choices.

Sources & permissions

Original story concepts and illustrations

Original stories and activities by StoryTalkKit.

Original production, not adapted from a third-party story.

Each license is for one household or one individual professional. Professionals may share pages marked “Home practice” with the families they work with.

A few helpful answers

Is this a plant life cycle activity?

It covers the first part of growing a plant: choosing a seed, planting it, watering it, waiting and seeing a shoot appear. It is a story about one child and one seed rather than a science diagram, which makes it good for talking about time and change in a spring or plants unit.

How does the story show time passing?

Picture 5 shows Lina checking the pot over several days with a simple wordless calendar of crossed-off boxes. It is a natural way to model "several days later", "before" and "after".

What if our real seed does not grow?

The adult guide suggests comparing two possible outcomes, including a seed that does not sprout. A prediction is an idea, not a promise, and that is a useful thing to talk about too.

Do I need a printer?

Not necessarily. You can look through the story together on a screen. To use the picture cards, print them on A4 or US Letter paper; low-ink pages help save toner.

Does my child need to speak or read?

No. Children can join in by pointing, gesturing, choosing a picture or using words. The adult guide shows how to model language and leave time for a response.

Which story should we start with?

Start with a 4-scene story such as Lost Ball or The Wet Painting. When putting four pictures in order feels easy, move on to 6- or 8-scene stories. Choose by interest and attention rather than age.

Can I use the packs with my students or clients?

Yes. One license covers one household, or one individual professional using the materials with the children and families they support. Pages marked Home practice can be shared with those families. A whole school or team needs one license per professional.

Which languages are the files in?

Every pack is available in English, Spanish, French, German, Simplified Chinese, Traditional Chinese (Taiwan) and Brazilian Portuguese. One purchase includes all seven languages.

Is this a therapy program?

No. These are educational story materials. Speech therapists and educators can use them in their sessions, but the packs do not diagnose, assess or replace individual professional support.

Educational resources for use with an adult. Not a diagnostic tool or a substitute for individualized professional care.