English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: Kindergarten 3 14Essential Question: Read Aloud Book: Big BookWhere do different animals make their homes? Home for a Tiger, Home for a

BearInformational Text

Turtle Splash!Informational Text

Where Animals LiveInformational Text SCIENCE

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing Focus Trait: Organization

Comprehension Skills and StrategiesTARGET SKILL • Cause and Effect• Author’s PurposeTARGET STRATEGY • Infer/Predict

HIGH-FREQUENCY WORDSare, nowPhonemic AwarenessBlend PhonemesMiddle SoundPhonicsLetter/Sound: bBlending WordsWord BuildingFluencyReading with Expression

Language:Vocabulary Strategies: Classify and Categorize, Number WordsGrammar: Verbs in the Past Tense

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words ducklings, shore, sleepy, splash, duck

Language Support Card 14 Building Background Videos Teacher’s Edition p. E32

Move on to Challenging Vocabulary Tier 2 &3 Words *=Spanish cognatesWords to Know are, now

Vocabulary in Context CardsReading/Language Arts Terms letter*,consonant*, concept book, infer*, predict*, cause and effect*, classify*, categorize*, category*, number*, informational text*, verb*, past*, fictional narrative*, beginning, middle, end, sequence*Teacher’s Edition pp. E32, E34Scaffolding ComprehensionBuilding Background

Language Support Card 14 Building Background Videos

Comprehension Teacher’s Edition pp. E33, E34, E36, E38, E40

Cause and EffectTeacher’s Edition pp. E33, E35, E37Scaffolding WritingNarrative WritingStory p. T349

Teacher’s Edition p. E41 Common Core Writing Handbook: Story

Scaffolding GrammarGrammar: Verbs in Past Tense, p. T354

Teacher’s Edition P. E39o Language Transfer Issue: Past-Tense Verbso Language Support Card 14: Verb Forms; Adverbs

Whole GroupReading 60 Minutes

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

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HIGH-FREQUENCY WORDSare, nowI-R-2: LI-7: reading high frequency words with automaticity.Phonemic AwarenessBlend PhonemesMiddle SoundI-LS-2: HI-2: producing and blending the initial, medial, and final sounds of CVC words using accurate articulation and pronunciation. I-R-2: L1-3: blending initial, medial, and final spoken sounds to produce words. I-LS-2: HI-3: producing initial and final sounds of words using accurate articulation. I-R-2: B-1: discriminating between initial, medial, and final spoken sounds within a word.PhonicsLetter/Sound: bBlending WordsWord BuildingI-R-2: LI-5: matching and naming upper case and lower case letters with different fonts.I-R-2: HI-6: producing letter sounds represented by the single lettered consonants and vowels.FluencyRead with Expression

o Interactive Instructional Flip Charto Phonemic Awareness, p. 25o Words to Know, p.26o Phonics, p.27o Comprehension/Retelling, p.28o Writing, p.29o Grammar, p.30

o Student Book Storieso “What Now?,” pp. 140-143o “At Bat,” pp. 144-147

Grammar60 Minutes

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Writing60 Minutes

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Vocabulary Strategies: Classify and Categorize, Number WordsGrammar: Verbs in the Past Tense I-L-2 (Vocabulary HI-1: naming and sorting common objects and pictures into self-selected categories and providing rationale.I-L-1 (ADJ): HI-1: using a series of adjectives in the correct order (e.g., quantity/size/shape/ color) with instructional support.I-L-1 (verbs): HI-4: using the simple past tense verbs with subject-verb agreement, including common irregular verbs (e.g., go, see, come).

o Interactive Instruction Flip Chart

GrammarChildren will learn about verbs in the past tense.I-L-1 (verbs): HI-4: using the simple past tense verbs withsubject-verb agreement, including common irregular verbs (e.g., go, see, come).

o Interactive Instruction Flip Chart

WritingChildren will learn about narrative writing and the organization of a story. They will write a story that has a beginning, middle, and an end. I-W-1: HI-1: writing narratives using simple sentences that include sight words, CVC words, and phonetic spelling to express ideas.

Turtle Splash! Informational TextChildren will read Turtle Splash to

o Listen to a counting book about turtles at a pond.

o Infer and predict what will happen next.o Discuss the author’s choices and purpose for

making them. I-R-3: HI-9: describing the key events of a story.I-R-3: HI-2: making and confirming predictions based on the title, cover illustrations, and text.Where Animals Live Informational TextChildren will read “Where Animals Live” to

o Learn about some animals and where they live. o Discuss animals featured in the selection and

those animals’ homes. Home for a Tiger, Home for a BearInformational TextChildren will read Home for a Tiger, Home for a Bear to

o Learn something about many animals and their habitats.

o Use information in the text and illustrations to infer and predict.

I-R-3: HI-2: making and confirming predictions based on the title, cover illustrations, and text.I-R-3: HI-3: using key words, phrases, and complete sentences to answer open-ended comprehension questions when responding to text.

ELL Whole Group Additional Whole Group ResourcesScaffolded Support

Notes throughout the Teacher’s Edition scaffold instruction to each language proficiency level.

Vocabulary in Context Card Provide visual support and additional practice for High-Frequency Words.

Lesson 14 Blackline Masters Words to Know, 14.1 Leveled Reader Think About It, 14.2-14.5 Leveled Practice for Phonics and Words to Know, SR 14.1-14.3,

A14.1-14.3, ELL 14.1-14.3Additional Resources

Reading Log, p.11 Vocabulary Log, p.12 Listening Log, p.13 Instructional Routines, pp. 14-24 Handwriting Models, pp. 33-84

ELL Small GroupELL Leveled Reader- Four Frogs

Sheltered text connects to the Big Book’s topic, High-Frequency Words, Strategy, and Skill.

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

Small Group PlannerTeacher-LedVocabulary Reader How Many Ducks?, Differentiate Instruction, p. T363Differentiate Words to Know using Context Cards 15- 16, p. T361Differentiate Comprehension: Cause and Effect; Infer/Predict Strategy, p. T365Leveled Reader Four Frogs, p.T371Differentiate Fluency: Read with Expression, p. T367Differentiate Vocabulary Strategies: Classify and Categorize, Number Words p. T373Options for Re-teaching: pp. T374-T375Reread What Now? or At Bat What are my other children doing?Listen to audio of Turtle Splash!Complete Leveled Practice, ELL 14.1 Listen: to audio of Turtle Splash!Reread: Partners reread How Many DucksListen to audio of “Where Animals Live”Reread: Partners reread Four Frogs and What Now?Listen to audio of “Where Animals Live”Reread: Partners reread At BatReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 14 Resources

Builds background for the main topic and promotes oral language. Develops high-utility vocabulary and academic language.

Building Background Video Clip for Lesson 14: “The Red Fox”

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

Phonemic Awareness, p. T295 Phonics, p.T307 Words to Know, p. T309 Comprehension, p. T324 Retelling, p. T325 Vocabulary Strategies, p. T343

Standards