English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 1 4 18Essential Question: Anchor Text:What do farmers need to grow food? Where Does Food Come From?

Informational TextJack and the BeanstalkFairy Tale

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing: Friendly LetterFocus Trait: Sentence Fluency

Comprehension Skills and Strategies TARGET SKILL • Author’s Purpose• Conclusions TARGET STRATEGY • Summarize

HIGH-FREQUENCY WORDSfirst, right, under, food, sometimes, your, ground, thesePhonics Words with ai, ayContractions ‘ll, ‘d Phonogram –ay, -ainFluencyExpression

Language:Spelling: Words with ai, ayplay, grain, sail, mail, may, rain, way, day, stay, painGrammar: Names of Months, Days, HolidaysVocabulary Strategies: Multiple-Meaning Words

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words bring, cook, grow, pick, corn, popcorn

Language Support Card 18 Building Background Videos Teacher’s Edition p. E22 Oral Language Chant, Blackline Master ELL 18.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary food, first, ground, sometimes, under, these, right, your

Vocabulary in Context CardsReading/Language Arts Terms vowel*, expository nonfiction, author’s purpose*, summarize, multiple meaning, contraction*, fairy tale, capital letter, comma*, friendly letter, sentence

Teacher’s Edition pp. E22, E24, Scaffolding ComprehensionBuilding Background

Language Support Card 18 Building Background Videos Selection Blackline Master ELL 18.6

Comprehension Teacher’s Edition pp. E23, E24, E25, E28, E30

Author’s Purpose Teacher’s Edition pp. E23, E25, E30

Scaffolding WritingNarrative WritingFriendly Letter, pp. T282-T283

Teacher’s Edition p. E31 Common Core Writing Handbook: Friendly Letter

Scaffolding GrammarGrammar: Names of Months, Days, and Holidays pp. T280-T281

Teacher’s Edition P. E29o Language Transfer Issue: Using Capital Letterso Language Support Card 18: Infinitives

Whole GroupReading 60 Minutes

__:__-__:__ Language Arts Oral/Vocab60 Minutes

__:__-__:__

HIGH-FREQUENCY WORDSfirst, right, under, food, sometimes, your, ground, theseII-R-2: HI-13: reading high frequency words and irregular sight words fluently.Phonics Words with ai, ayContractions ‘ll, ‘d Phonogram –ay, -ainII-R-2: HI-9: reading regularly spelled multi-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters, consonant blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie, ee) and r-controlled vowels.FluencyExpressionII-R-3: HI-2: using punctuation, including commas, periods, question marks, and exclamation marks to guide reading for fluency.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Spelling: Words with ai, ayplay, grain, sail, mail, may, rain, way, day, stay, painGrammar: Names of Months, Days, HolidaysVocabulary Strategies: Multiple-Meaning Words

II-R-2: HI-9: reading regularly spelled multi-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters, consonant blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie, ee) and r-controlled vowels.

II-L-2: HI-5: applying knowledge of grade-level vocabulary (including content area words) in text.

II-L-2: HI-11: clarifying word meaning by applying knowledge of synonyms and antonyms to enhance vocabulary.

Children learn about capitalization and using commas through reading and writing sentences that relate to the names of months, days of the week, and holidays. II-L-2: HI-7: using periods, question marks, exclamation points, commas for items in a series (e.g., eggs, milk, bread, bananas etc.), and apostrophes (possessives, contractions).

Children write a friendly letter using different types of sentences to make it interesting and lively. II-W-1: HI-6: writing a friendly letter or thank-you note that is organized and uses a proper format (e.g., heading, greeting, body, closing, etc.)II-W-2: HI-4: using resources to spell words.

Where Does Food Come From?Informational TextChildren will read Where Does Food Come From? to

Identify the author’s purpose for writing. Use the pictures to understand things the

author doesn’t say.II-R-4: HI-9: identifying the author’s purpose for writing a book.II-R-4: HI-8: extracting and interpreting specific information from external text features of text.Jack and the BeanstalkFairy TaleChildren will read Jack and the Beanstalk to

Appreciate fairy tales. Recognize storytelling phrases.

II-R-4: LI-8: locating specific information from external text features of text.

ELL Whole Group Additional Whole Group ResourcesPoint-of-Use Scaffolded Support

Use Visuals Use Gestures Comprehensible Input Peer-Supported Learning Language Issues Idiomatic Language Use Sentence Frames Expand Language Production

Vocabulary in Context Cards

(front and back)

Decodable Readers Ray Trains Dex, pp. 67-74 Sweet Treats, pp. 75-82 What Will We Do?, pp. 83-90 Let’s Eat, pp. 91-98

Progress MonitoringAssess and monitor children’s progress to determine who is on track and who needs help. Clear prescriptions identify targeted instruction to address children’s needs and get them back on track. Respond to Assessment

Vocabulary, p. T284 Phonics, p. T284 Comprehension, p. T285 Language Arts, p. T285 Fluency, p. T285

ELL Small GroupELL Leveled Reader- How We Get Food

Contains the same content as the On-Level Reader but uses more accessible language

ELL Leveled Reader Lesson Plan ELL Blackline Masters

Small Group PlannerTeacher-LedVocabulary Reader My Favorite Foods, Differentiated Instruction, p. T293Differentiate Words to Know using Context Cards, p. T291Differentiate Comprehension: Author’s Purpose; Summarize Strategy, p. T295Reread Sweet Treats, p.T247Leveled Reader How We Get Food, p. T301Differentiate Fluency: Expression, p. T297Differentiate Vocabulary Strategies: Multiple-Meaning Words, p. T303Reread Let’s Eat, p. T269Options for Reteaching: pp. T304-T305Reread One of this week’s Decodable Reader selections. What are my other kids doing?Listen to Audio of Where Does Food Come From?Complete Leveled Practice, ELL 18.1-ELL 18.2Listen: Follow along with Audio of Where Does Food Come From?Retell: Partners retell Where Does Food Come From? using Retelling CardsComplete Leveled Practice, ELL 18.3Reread Partners read How We Get FoodListen to Audio of Jack and the BeanstalkComplete Leveled Practice, ELL 18.4Listen to Audio of Jack and the BeanstalkReread: Partners read What Will We Do?Reread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 18 Resources

Daily Lessons to support the core Language Support Card 18

ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 18: Growing Vegetables

AssessmentWeekly Tests Answer KeyObservation ChecklistsFluency Tests Periodic AssessmentsReading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting ChecklistWriting RubricInstructional RoutinesGraphic Organizer Blackline MastersHandwriting Model

Standards