English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: Kindergarten 1 3Essential Question: Read Aloud Book: Big BookWhy do people have to take care of their pets? I Have a Pet!

Realistic FictionPlease, Puppy, Please Realistic Fiction

Different Kinds of DogsInformational Text – SCIENCE

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

Comprehension Skills and StrategiesTARGET SKILL • Story Structure • Conclusions TARGET STRATEGY • Monitor/Clarify

HIGH-FREQUENCY WORDSthePhonological AwarenessBeginning SoundsWords in Oral SentencesPhonicsLetters: Uu, Vv, Ww, Xx, Yy, ZzFluencyReading Rate

Language:Vocabulary Strategies: SynonymsGrammar: Nouns for Animals and Things

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words ball, chasing, outside, puppy

Language Support Card 3 Building Background Videos Teacher’s Edition p. E22

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

Vocabulary in Context CardsReading/Language Arts Terms realistic fiction*, structure*, characters*, setting*, synonym*, informational text *, fact*, noun, caption Teacher’s Edition pp. E22, E24Scaffolding ComprehensionBuilding Background

Language Support Card 3 Building Background Videos

Comprehension Teacher’s Edition pp. E23, E24, E26, E28, E30

Story Structure Teacher’s Edition pp. E23, E25, E27

Scaffolding WritingNarrative WritingCaptions p. T255

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

Scaffolding GrammarGrammar: Nouns for Animals and Things, p. T260

Teacher’s Edition P. E29o Language Transfer Issue: Nounso Language Support Card 3: -ing Verbs

Whole GroupReading 60 Minutes

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

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HIGH-FREQUENCY WORDStheI-R-2: LI-7: reading high frequency words with automaticity.Phonemic AwarenessBeginning SoundsWords in Oral SentencesI-R-2: PE-1: identifying the initial sound (not letter) of a spoken word.PhonicsLetters: Uu, Vv, Ww, Xx, Yy, ZzI-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. 16o Words to Know, p.17o Comprehension/Retelling, p.18o Writing, p.19o Grammar, p.20

o Student Book Storieso “Baby Bear’s Family,” pp. 30-33o “The Party,” pp. 34-37

Grammar60 Minutes

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Writing60 Minutes

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Vocabulary Strategies: SynonymsGrammar: Nouns for animals and thingsI-L-1 (Nouns): HI-2: explaining differences between common and proper nouns in context (singular and plural).I-L-2 (Vocabulary): HI-4: completing synonym and antonym word pairs.

o Interactive Instruction Flip Chart

GrammarChildren will learn about nouns for animals and things and use them to name animals and objects in the classroom. Children will review nouns for places. I-L-1 (Nouns): HI-2: explaining differences between common and proper nouns in context (singular and plural).

o Interactive Instruction Flip Chart

WritingChildren will learn about writing sentences to tell about a picture. With the teacher’s help, students will draw a picture and write or dictate a sentence to tell about it.I-W-1: PE-2: drawing to describe or inform with instructional support. (e.g., labels, lists, observations, journals, summaries).

Please, Puppy, Please Realistic FictionChildren will read Please, Puppy, Please to

o Listen to a story about two children and their puppy.

o Talk about why rules at home help keep everyone safe.

I-R-3: HI-2: making and confirming predictions based on the title, cover illustrations, and text.

Different Kinds of DogsInformational TextChildren will read “Different Kinds of Dogs” to

o Learn about different kinds of dogs.o Discuss types of pets.

I Have a Pet!Realistic FictionChildren will read I Have a Pet! to

o Listen to a story about children and their pets.o Compare pet care for different animals.o Learn about the value of being or responsible

pet owner.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 3 Provide visual support and additional practice for High-Frequency Words.

Lesson 3 Blackline Masters Words to Know, 3.1 Leveled Reader Think About It, 3.2-3.5 Leveled Practice for Letter Names and Words to Know, SR 3.1-3.7,

A3.1, ELL 3.1Additional 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-My Pet Cat

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 The Puppy, Differentiate Instruction, p. T269Differentiate Words to Know using Context Card 3, p. T267Differentiate Comprehension: Story Structure; Monitor/Clarify Strategy, p. T271Leveled Reader My Pet Cat, p.T277Differentiate Fluency: Reading Rate, p. T273Differentiate Vocabulary Strategies: Synonyms p. T279Options for Re-teaching: pp. T280-281Reread Baby Bear’s Family or The PartyWhat are my other children doing?Listen to Audio of Please, Puppy, PleaseComplete Leveled Practice, ELL 3.1 Listen: Follow along with Audio of Please, Puppy, PleaseReread: Partners reread The PuppyListen to audio of “Different Kinds of Dogs”Reread: Partners reread My Pet Cat and Baby Bear’s FamilyListen to audio of “Different Kinds of Dogs”Reread: Partners reread The PartyReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 3 Resources

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

Building Background Video Clip for Lesson 3: “Our Pets”

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

Phonological Awareness, p. T207 Words to Know, p. T215 Comprehension, p. T230 Retelling, p. T231 Comprehension, p. T240 Vocabulary Strategies, p. T249

Standards