English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: Kindergarten 4 16Essential Question: Read Aloud Book: Big BookWhat kinds of things do scientists study? Dear Mr. Blueberry

FantasyWhat Is Science!Poetry

Benjamin Franklin, InventorBiography SOCIAL STUDIES

Writing: Reading Literature & Informational Text: Foundational Skills:Opinion Writing Focus Trait: Questions

Comprehension Skills and StrategiesTARGET SKILL • Details• Main IdeaTARGET STRATEGY • Summarize

HIGH-FREQUENCY WORDSis, of, many, how, so, wherePhonemic AwarenessBlend PhonemesMiddle SoundPhonicsLetter/Sound: Short i /i/Blending WordsLong i, short iFluencyPause for Punctuation

Language:Vocabulary Strategies: Classify and Categorize, Science WordsGrammar: Questions

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words butterflies, planets*, rocks*, seeds, stars, fossil, pinecone

Language Support Card 16 Building Background Videos Teacher’s Edition p. E2

Move on to Challenging Vocabulary Tier 2 &3 Words *=Spanish cognatesWords to Know is, how, of, so, many, where

Vocabulary in Context CardsReading/Language Arts Terms letter*, poetry*, summarize, summary, details*, noun, verb*, classify*, categorize*, details*, noun, verb*, categorize*,categories*, biography*, question words, message,* opinion*, questionTeacher’s Edition pp. E2, E4Scaffolding ComprehensionBuilding Background

Language Support Card 16 Building Background Videos

Comprehension Teacher’s Edition pp. E3, E4, E6, E8, E10

DetailsTeacher’s Edition pp. E3, E5, E7Scaffolding WritingOpinion WritingMessage p. T67

Teacher’s Edition p. E11 Common Core Writing Handbook: Message

Scaffolding GrammarGrammar: Questions, p. T72

Teacher’s Edition P. E9o Language Transfer Issue: N/Ao Language Support Card 16: Nouns; Regular Present-Tense Verbs

Whole GroupReading 60 Minutes

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

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HIGH-FREQUENCY WORDSis, how, of, so, many, where I-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: Short i /i/Blending WordsLong i, short iI-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.FluencyPause for Punctuation

o Interactive Instructional Flip Charto Phonemic Awareness, p. 45o Words to Know, p.46o Phonics/Decoding, p.47o Comprehension/Retelling, p.48o Writing, p.49o Grammar, p.50

o Student Book Storieso “What Is It,” pp. 14-19

Grammar60 Minutes

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Writing60 Minutes

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Vocabulary Strategies: Classify and Categorize, Science WordsGrammar: Questions I-L-2 (Vocabulary) HI-1: naming and sorting common objects and pictures into self-selected categories and providing rationale. I-L-1 (Q): HI-1: forming simple questions, using inflection when produced orally.

o Interactive Instruction Flip Chart

GrammarChildren will learn about questions and questions words. They learn to tell the difference between a statement and a question. They will write question sentences. I-L-1 (Q): HI-1: forming simple questions, using inflection when produced orally.

o Interactive Instruction Flip Chart

WritingChildren will learn about writing messages and expressing opinions. They will write messages of their own. I-W-1:HI-2: writing expository responses using simple sentences that include sight words, CVC words, and phonetic spelling to describe, explain, or inform.

o “Fit in My Cab,” pp. 20-25What Is Science?PoetryChildren will read What is Science? to

o Enjoy a poem about science.o Practice identifying the details in a text that tell

more about the main idea and practice summarizing.

I-R-3: HI-3: using key words, phrases, and complete sentences to answer open-ended comprehension questions when responding to text.I-R-3: HI-4: sequencing a story or event including the beginning, middle, and end using transition words. (e.g., first, next, last)Benjamin Franklin, InventorInformational TextChildren will read “Benjamin Franklin, Inventor” to

o Learn about inventions created by Benjamin Franklin.

o Talk about the different types of weather people study.

Dear Mr. BlueberryFantasyChildren will read Dear Mr. Blueberry to

o Enjoy a story about a girl who is convinced a whale lives in her pond.

o Compare characters with those in What is Science? in terms of their sources of information and their interests.

I-R-3: HI-3: using key words, phrases, and complete sentences to answer open-ended comprehension questions when responding to text.I-R-3: HI-4: sequencing a story or event including the beginning, middle, and end using transition words. (e.g., first, next, last)

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 16 Blackline Masters Words to Know, 16.1 Leveled Reader Graphic Organizer, 16.2-16.5 Leveled Reader Think About It, 16.6-16.9 Leveled Practice for Phonics and Words to Know, SR 16.1-16.3,

A16.1-16.3, ELL 16.1-16.3Additional Resources

Reading Log, p.4 Vocabulary Log, p.5 Listening Log, p.6 Instructional Routines, pp. 7-17 Graphic Organizers, pp. 18-25 Handwriting Models, pp. 26-27

ELL Small GroupELL Leveled Reader- In My Yard

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 Camping Under the Stars, Differentiate Instruction, p. T81Differentiate Words to Know using Context Cards 17- 18, p. T79Differentiate Comprehension: Summarize Strategy, p. T83Leveled Reader In My Yard, p.T89Differentiate Fluency: Pause for Punctuation, p. T85Differentiate Vocabulary Strategies: Classify and Categorize, Science Words p. T91Options for Re-teaching: pp. T92-T93Reread What Is It? or Fit in My Cab What are my other children doing?Listen to audio of What Is Science?Complete Leveled Practice, ELL 16.1 Listen: to audio of What Is Science?Reread: Partners reread Camping Under the StarsListen to audio of “Benjamin Franklin, Inventor”Reread: Partners reread In My Yard and What Is It?Listen to audio of “Benjamin Franklin, Inventor”Reread: Partners reread Fit in My CabReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 16 Resources

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

Building Background Video Clip for Lesson 16: “Eileen Collins”

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. T13 Phonics, p.T25 Words to Know, p. T27 Comprehension, p. T42 Retelling, p. T43 Comprehension, p. T53 Vocabulary Strategies, p. T61

Standards