English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: Kindergarten 2 9Essential Question: Read Aloud Book: Big BookWhy do people use wheels? Good Morning, Digger

Realistic FictionWhat Do Wheels Do All Day?Informational Text

Wheels Long Ago and TodayInformational Text SOCIAL STUDIES

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

Comprehension Skills and StrategiesTARGET SKILL • Text and Graphic Features • ConclusionsTARGET STRATEGY • Question

HIGH-FREQUENCY WORDStoPhonemic AwarenessBlend PhonemesPhonicsLetter/Sound: p/p/FluencyReading Rate

Language:Vocabulary Strategies: SynonymsGrammar: Adjectives for Numbers

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words pedal*, race, roll, spin, wheels, bicycle, helmet

Language Support Card 9 Building Background Videos Teacher’s Edition p. E32

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

Vocabulary in Context CardsReading/Language Arts Terms letter*,consonant*, informational text*, question, text feature*, graphic feature*, rhyme*, adjective*, number*, describe* Teacher’s Edition pp. E32, E34Scaffolding ComprehensionBuilding Background

Language Support Card 9 Building Background Videos

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

Text and Graphic Features Teacher’s Edition pp. E33, E35, E37

Scaffolding WritingInformative WritingDescriptions p. T349

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

Scaffolding GrammarGrammar: Adjectives for Numbers, p. T354

Teacher’s Edition p. E39o Language Transfer Issue: Adjectives for Numberso Language Support Card 9: Questions with What

Whole GroupReading 60 Minutes

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

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HIGH-FREQUENCY WORDStoI-R-2: LI-7: reading high frequency words with automaticity.Phonemic AwarenessBlend PhonemesI-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. PhonicsLetter/Sound: p/p/I-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.FluencyReading Rate

o Interactive Instructional Flip Charto Phonological Awareness, p. 62o Words to Know, p.63o Phonics, p.64o Comprehension/Retelling, p.65o Writing, p.66o Grammar, p.67

o Student Book Storieso “Pp,” pp. 90-93o “I Like Animals,” pp. 94-97

Grammar60 Minutes

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Writing60 Minutes

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Vocabulary Strategies: synonymsGrammar: Adjectives for NumberI-L-2 (Vocabulary): HI-4: completing synonym and antonym word pairs. I-L-1 (adjective): HI-1: using a series of adjectives in the correct order (e.g., quantity/size/shape/ color) with instructional support.

o Interactive Instruction Flip Chart

GrammarChildren will learn about numbers as adjectives. They will also review adjectives for color. I-L-1 (adjective): HI-1: using a series of adjectives in the correct order (e.g., quantity/size/shape/ color) with instructional support.

o Interactive Instruction Flip Chart

WritingChildren will learn about writing informative sentences using numbers as adjectives and color adjectives. I-W-1: HI-1: writing narratives using simple sentences that include sight words, CVC words, and phonetic spelling to express ideas.

What Do Wheels Do All DayInformational TextChildren will read What Do Wheels Do All Day to

o Learn about how wheels help us do work.o Learn to use text and graphic features to learn

more about a text and to ask themselves

questions about a text as they read. I-R-3: HI-3: using key words, phrases, and complete sentences to answer open-ended comprehension questions when responding to text.I-LS-1: HI-3: responding to read-alouds by identifying main ideas/concepts and details using key words in complete sentences.Wheels Long Ago and TodayInformational TextChildren will read Wheels Long Ago and Today to

o Learn more about the history of wheels. o Compare What Do Wheels Do All Day? and

“Wheels Long Ago and Today” in terms of how vehicles and other machines that have wheels have changed.

Good Morning. DiggerRealistic FictionChildren will read Good Morning, Digger to

o Learn about the kinds of vehicles used to make a building.

o Use graphic features to retell a story. I-R-3: PE-2: participating in teacher guided discussions about the title, cover illustrations, and 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 9 Blackline Masters Words to Know, 9.1 Leveled Reader Think About It, 9.2-9.5 Leveled Practice for Phonics and Words to Know, SR 9.1-9.3, A9.1-

9.3, ELL 9.1-9.3Additional 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-Going for a Hay Ride

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 My Bike, Differentiate Instruction, p. T363Differentiate Words to Know using Context Card 8, p. T361Differentiate Comprehension: Text and Graphic Features; Question Strategy, p. T365Leveled Reader Going for a Hay Ride, p.T371Differentiate Fluency: Reading Rate, p. T367Differentiate Vocabulary Strategies: Synonyms p. T373Options for Re-teaching: pp. T374-T375Reread Pp or I like Animals What are my other children doing?Listen to audio of What Do Wheels Do All Day?Complete Leveled Practice, ELL 9.1 Listen: audio of What Do Wheels Do All Day?Reread: Partners reread My BikeListen to audio of “Wheel Long Ago and Today”Reread: Partners reread Going for a Hay Ride and PpListen to audio of “Wheels Long Ago and Today”Reread: Partners reread I Like AnimalsReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 9 Resources

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

Building Background Video Clip for Lesson 9: ”Vehicles”

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 Comprehension, p.T335 Vocabulary Strategies, p. T343

Standards