English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 1 1 3Essential Question: Anchor Text:Why is going to school important? Curious George at School

FantasySchool Long AgoInformational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing: SentencesFocus Trait: Word Choice

Comprehension Skills and Strategies TARGET SKILL • Sequence of Events• Author’s Word ChoiceTARGET STRATEGY • Monitor/Clarify

HIGH-FREQUENCY WORDSdo find funny sing no theyPhonics Words with Short oConsonant lConsonant xInflection -sFluencyPhrasing: Punctuation

Language:Spelling: Short o; Consonants l, xlog dot top hot ox lot Grammar: Action VerbsVocabulary Strategies: Multiple-Meaning Words

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words help, job, mess, paint, floor, mop

Language Support Card 3 Building Background Videos Teacher’s Edition p. E22 Oral Language Chant, Blackline Master ELL 3.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary sing, do, they, find, funny, no

Vocabulary in Context CardsReading/Language Arts Terms vowel*, consonant*, fantasy, monitor, clarify*, sequence of events, multiple-meaning, context*, inflection*, informational text*, action verb*, sentence, exact noun

Teacher’s Edition pp. E22, E24, E26, E28, E30Scaffolding ComprehensionBuilding Background

Language Support Card 3 Building Background Videos Selection Blackline Master ELL 3.6

Comprehension Teacher’s Edition pp. E23, E24, E25, E28, E30

Sequence of Events Teacher’s Edition pp. E23, E25, E30

Scaffolding WritingNarrative WritingSentences, pp. T264-T265

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

Scaffolding GrammarGrammar: Action Verbs, pp. T262-T263

Teacher’s Edition P. E29o Language Transfer Issue: Action Verbso Language Support Card 3: Past Tense Verbs

Whole GroupReading 60 Minutes

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

__:__-__:__

HIGH-FREQUENCY WORDSdo find funny sing no theyII-R-2: HI-13: reading high frequency words and irregular sight words fluently.Phonics Words with Short oConsonant lConsonant xInflection -sII-R-2: B-9: reading regularly spelled one-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters with instructional support.FluencyPhrasing: Punctuation II-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Spelling: Short o; Consonants l, xlog dot top hot ox lot Grammar: Action VerbsVocabulary Strategies: Multiple-Meaning WordsII-R-2: B-9: reading regularly spelled one-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters with instructional support.II-l-2 (Vocabulary) HI-4: using grade specific academic vocabulary and symbols within context.II-l-2 (Vocabulary) HI-5: applying knowledge of grade-level vocabulary (including content area words) in text.

Children learn about action verbs through writing and acting out sentences about things they might do in school. II-LS-1 (Verbs) HI-3: using imperative verbs.

Children write a sentence and then revise it to be more precise using Curious George at School as a model for school activities. II-W-3: HI-1: generatingideas throughstudent-led prewritingactivities (e.g.,advanced graphic organizers, etc.) andstudent recording ofthe ideas.

Curious George at SchoolFantasyChildren will read Curious George at School to

Tell events in the order in which they happen.

Study the descriptive words and phrases an author uses.

II-R-4: LI-5: sequencing a story or event with a beginning, middle and end in complete sentences.School Long AgoInformational TextChildren will read School Long Ago to

Learn factual information about schools of the past.

Compare facts presented in a chart.II-R-4: HI-8: extracting and interpreting specificinformation from external text features of text.

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 Lil and Max, pp. 51-56 Did Dix Dog Do It?, pp. 57-62 Max Fox and Lon Ox, pp. 63-68 Is It Funny?, pp. 69-74

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, T266 Phonics, T266 Comprehension, T267 Language Arts, T267 Fluency, T267

ELL Small GroupELL Leveled Reader-Curious George Visits School

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 Curious About School, Differentiated Instruction, p. T275Differentiate Words to Know using Context Cards, p. T273Differentiate Comprehension: Sequence of Events; Monitor/Clarify Strategy, p. T277Reread Did Dix Dog Do It?, p.T229Leveled Reader Curious George Visits School, p. T283Differentiate Fluency: Phrasing: Punctuation (Period), p. T279Differentiate Vocabulary Strategies: Multiple-Meaning Words, p. 285Reread Is It Funny? p. T251Options for Reteaching: pp. T286-T287Reread One of this week’s Decodable Reader selections. What are my other kids doing?Listen to Audio of Curious George at SchoolComplete Leveled Practice, ELL 3.1-ELL 3.2Listen: Follow along with Audio of Curious George at SchoolRetell: Partners retell Curious George at School using Retelling CardsComplete Leveled Practice, ELL 3.3Reread Partners read Curious George Visits SchoolListen to Audio of School Long AgoComplete Leveled Practice, ELL 3.4Listen to Audio of School Long AgoReread: Partners read Max Fox and Lon OxReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 3 Resources

Daily Lessons to support the core Language Support Card 3

ELL Blackline Masters

Building Background

ELL Teacher’s Handbooko Professional Development o Peer Conference Formso Cooperative Learning Guidelines

AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

Additional ResourcesReading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline MastersHandwriting Model

Standards