English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: Kindergarten 3 13Essential Question: Read Aloud Book: Big BookHow do animals use their different body parts? A Zebra’s World

Informational TextWhat Do You Do With a Tail Like This?Informational Text

Poems About AnimalsPoetry

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

Comprehension Skills and StrategiesTARGET SKILL • Author’s Purpose• Text and Graphic FeaturesTARGET STRATEGY • Visualize

HIGH-FREQUENCY WORDSyou, whatPhonemic AwarenessBlend PhonemesFinal SoundPhonicsLetter/Sound: fBlending WordsWord BuildingFluencyReading Rate

Language:Vocabulary Strategies: Context CluesGrammar: Complete Sentences (Capitalization and Punctuation)

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words find, leap, look, meal, feet, mouth, tail

Language Support Card 13 Building Background Videos Teacher’s Edition p. E22

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

Vocabulary in Context CardsReading/Language Arts Terms letter*,consonant*, informational text*, visualize*, author’s purpose*, poetry*, sentence, capital, period, context clues, narrative* Teacher’s Edition pp. E22, E24Scaffolding ComprehensionBuilding Background

Language Support Card 13 Building Background Videos

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

Author’s PurposeTeacher’s Edition pp. E23, E25, E27Scaffolding WritingNarrative WritingStory Sentences p. T255

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

Scaffolding GrammarGrammar: Complete Sentences: Capitalization and Punctuation, p. T260

Teacher’s Edition P. E29o Language Transfer Issue: Punctuationo Language Support Card 13: Adjectives for Color

Whole GroupReading 60 Minutes

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

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HIGH-FREQUENCY WORDSYou, whatI-R-2: LI-7: reading high frequency words with automaticity.Phonemic AwarenessBlend PhonemesFinal 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: fBlending WordsWord BuildingI-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 Phonemic Awareness, p. 18o Words to Know, p.19o Phonics, p.20o Comprehension/Retelling, p.21o Writing, p.22o Grammar, p.23

o Student Book Storieso “What Can You See,” pp. 130-133o “Fat Cat,” pp. 134-137

Grammar60 Minutes

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Writing60 Minutes

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Vocabulary Strategies: Context CluesGrammar: Sentence Parts: Complete Sentences (Capitalization and Punctuation)I-L-2 (Vocabulary): HI-6: determining word meaning within context.I-L-1 (ADJ): HI-1: using a series of adjectives in the correct order (e.g., quantity/size/shape/ color) with instructional support.I-L-1 (SC): HI-4: producing sentences with a noun as the subject using S-V-C construction with subject-verb agreement.I-W-2: HI-6: using ending punctuation. I-W-2: HI-5: using a capital letter at the beginning of sentences and proper nouns.

o Interactive Instruction Flip Chart

GrammarChildren will learn that complete sentences have a naming part (subject) and an action (verb). They learn to capitalize the first letter of a sentence and to end a sentence with a period.I-L-1 (SC): HI-2: producing sentences using S-V construction with subject-verb agreement. I-W-2: HI-6: using ending punctuation. I-W-2: HI-5: using a capital letter at the beginning of sentences and proper nouns.

o Interactive Instruction Flip Chart

WritingChildren will learn about writing interesting sentences. They write sentences that tell a story with a beginning, middle, and an end. I-W-3: HI-3: revising original draft for clarity by adding additional details to improve audience understanding.

What Do You Do With a Tail Like This?Informational TextChildren will read What Do You With A Tail Like This to

o Discuss the author’s purpose.o Visualize animals and how they use their bodies.

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-5: identifying facts from text read aloud.Poems About AnimalsPoetryChildren will read “Poems About Animals” to

o Compare genres.o Compare what the poems and What Do You Do

With a Tail Like This? say about animals and their bodies.

A Zebra’s WorldInformational TextChildren will read A Zebra’s World to

o Learn about zebras.o Practice using text and graphic features to learn

more from a text. I-R-3: HI-5: identifying facts from text read aloud.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 Provide visual support and additional practice for High-Frequency Words.

Lesson 13 Blackline Masters Words to Know, 13.1 Leveled Reader Think About It, 13.2-13.5 Leveled Practice for Phonics and Words to Know, SR 13.1-13.3,

A13.1-13.3, ELL 13.1-13.3Additional 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- Lots of Flowers

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 Lots of Birds, Differentiate Instruction, p. T269Differentiate Words to Know using Context Cards 13- 14, p. T267Differentiate Comprehension: Author’s Purpose; Visualize Strategy, p. T271Leveled Reader Lots of Flowers, p.T277Differentiate Fluency: Reading Rate, p. T273Differentiate Vocabulary Strategies: Context Clues p. T279Options for Re-teaching: pp. T280-T281Reread What Can You See? or Fat Cat What are my other children doing?Listen to Audio of What Do You Do With a Tail Like This?Complete Leveled Practice, ELL 13.1 Listen: Follow along with Audio of What Do You Do With a Tail Like This?Reread: Partners reread Lots of BirdsListen to audio of poems Reread: Partners reread Lots of Flowers and What Can You See?Listen to audio of poemsReread: Partners reread Fat CatReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 13 Resources

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

Building Background Video Clip for Lesson 13: “Big and Small Animals”

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. T201 Phonics, p.T213 Words to Know, p. T215 Comprehension, p. T230 Retelling, p. T231 Vocabulary Strategies, p. T249

Standards