English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 1 3 15Essential Question: Anchor Text:What makes birds different from mammals? Animal Groups

Informational TextAnimal PicnicPlay

Writing: Reading Literature & Informational Text: Foundational Skills:Informative Writing: ReportFocus Trait: Word Choice

Comprehension Skills and Strategies TARGET SKILL • Compare and Contrast• Text and Graphic Features TARGET STRATEGY • Monitor/Clarify

HIGH-FREQUENCY WORDSbird, both, eyes, fly, long, or, those, walkPhonics Long i (CVCe)Digraphs kn, wr, gn, mbPhonograms –ine, -iteFluencyIntonation

Language:Spelling: Long i (CVCe)time, bike, like, white, kite, driveGrammar: The Verb beVocabulary Strategies: Suffixes –er, -est

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words body, hair, shape, size, skin, cat, frog

Language Support Card 15 Building Background Videos Teacher’s Edition p. E42 Oral Language Chant, Blackline Master ELL 15.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesWords to Know bird, fly, both, long, eyes, or, those, walk

Vocabulary in Context CardsReading/Language Arts Terms vowel, consonant*, informational text*, monitor, clarify*, compare*, contrast*, suffix*, play, verb*, present tense*, past tense*, report, facts, inform*, topic

Teacher’s Edition pp. E42, E44, E46, E48, E50Scaffolding ComprehensionBuilding Background

Language Support Card 15 Building Background Videos Selection Blackline Master ELL 15.6

Comprehension Teacher’s Edition pp. E43, E44, E45, E48, E50

Conclusions Teacher’s Edition pp. E43, E45, E50

Scaffolding WritingInformative WritingReport pp. T480-T481

Teacher’s Edition p. E51 Common Core Writing Handbook: Report

Scaffolding GrammarGrammar: The Verb be pp. T478-T479

Teacher’s Edition P. E49o Language Transfer Issue: Verb Tenseo Language Support Card 15: Conjunctions and Complex Sentences

Whole GroupReading 60 Minutes

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

__:__-__:__

HIGH-FREQUENCY WORDSbird, both, eyes, fly, long, or, those, walkII-R-2: HI-13: reading high frequency words and irregular sight words fluently.Phonics Long i (CVCe)Digraphs kn, wr, gn, mb Phonograms –ine, -iteII-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.FluencyIntonationII-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Spelling: Long i (CVCe)time, bike, like, white, kite, driveGrammar: The Verb beVocabulary Strategies: Suffixes –er, -estII-R-2: LI-9: reading regularly spelledtwo-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).II-L-1: LI-1: identifying the infinitive form of physical action, mental action, and state of being (to be) verbs.II-L-1: HI-7: producing declarative, negative, and interrogative sentences using simple past tense regular verbs with subject-verb agreement.II-L-2: HI-9: constructing meaning by applying knowledge of suffixes.

Children learn about the verb be through using the correct form of be in sentences that relate to animals. II-L-1: LI-1: identifying the infinitive form of physical action, mental action, and state of being (to be) verbs.

Children continue their work on the report from the previous lesson using Animal Groups as a model for including factual details. II-W-5: LI-2: gathering information to answer questions about a topic or event for a report, with instructional support.II-W-2: HI-4: using resources to spell words.

Animal GroupsInformational Text Children will read Animal Groups to

Compare and contrast animals in groups Review text and graphic features, such as

labels. II-R-4: HI-3: locating facts and answering questions about text.II-R-4: HI-19: locating specific information by using organizational features (e.g., titles, table of contents, heading captions, bold print, glossary, indices) in expository text.Animal Picnics Play/Readers’ Theater Children will read Animal Picnic to

Participate in Readers’ Theater. Learn about stage directions.

II-R-3: LI-1: reading aloud (including high frequency/sight words) with fluency.II-R-3: LI-2: using punctuation, including commas, periods, question marks and exclamation marks to guide reading for fluency.II-R-4: LI-11: describing characters from a literary selection.

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 Mike’s Bike, pp. 99-104 The Nest, pp. 105-110 The Nice Vet, pp. 111-116 Kite Time, pp. 117-122

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. T483 Phonics, p. T482 Comprehension, p. T483 Language Arts, p. T483 Fluency, p. T483

ELL Small GroupELL Leveled Reader- Many Kinds of Bats

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 Animals, Differentiated Instruction, p. T495Differentiate Words to Know using Context Cards, p. T493Differentiate Comprehension: Compare and Contrast; Monitor/Clarify Strategy, p. T497Reread The Nest, p.T445Leveled Reader Many Kinds of Bats, p. T503Differentiate Fluency: Intonation, p. T499Differentiate Vocabulary Strategies: Suffixes –er, -est, p. T505Reread Kite Time, p. T467Options for Reteaching: pp. T506-T507Reread One of this week’s Decodable Reader selections. What are my other kids doing?Listen to Audio of Animal GroupsComplete Leveled Practice, ELL 15.1-ELL 15.2Listen: Follow along with Audio of Animal GroupsRetell: Partners retell Animal Groups using Retelling CardsComplete Leveled Practice, ELL 15.3Reread Partners read Many Kinds of BatsListen to Audio of Animal PicnicComplete Leveled Practice, ELL 15.4Listen to Audio of Animal PicnicReread: Partners reread The Nice VetReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 15 Resources

Daily Lessons to support the core

Language Support Card 15 ELL Blackline Masters ELL Teacher’s Handbook

Building Background Video Clip for Lesson 15: Colorful Birds

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

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

Standards