English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 1 5 23Essential Question: Anchor Text:How can you take good care of a pet? Whistle For Willie

Realistic FictionPet PoemsPoetry

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing: Story SummaryFocus Trait: Organization

Comprehension Skills and Strategies TARGET SKILL • Cause and Effect • Figurative Language TARGET STRATEGY • Monitor/Clarify

HIGH-FREQUENCY WORDSagain ,boy, nothing, along, father, together, began, house PhonicsVowel Digraph /oo᷃/ooSyllablePattern CVCFluencyStress

Language:Spelling: Vowel Digraph /oo᷃/oolook, book, good, hook, brook, took, foot, shook, wood, hoodGrammar: Possessive PronounsVocabulary Strategies: Define Words

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words errand, grown-up, pretend, whistle, dress, hat, mirror

Language Support Card 23 Building Background Videos Teacher’s Edition p. E22 Oral Language Chant, Blackline Master ELL 23.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesWords to Know house, along, together, boy, father, again, nothing, began

Vocabulary in Context CardsReading/Language Arts Terms realistic fiction*, cause and effect*, monitor, clarify*, classify*, categorize*, consonant*, vowel*, poetry*, pronoun*, summary

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

Language Support Card 23 Building Background Videos Selection Blackline Master ELL 23.6

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

Cause and Effect Teacher’s Edition pp. E23, E5, E30

Scaffolding WritingNarrative WritingStory Sentences, pp. T276-T277

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

Scaffolding GrammarGrammar: Possessive Pronouns pp. T274-T275

Teacher’s Edition P. E29o Language Transfer Issue: Possessive Nounso Language Support Card 23: Simple Declarative Sentences

Whole GroupReading 60 Minutes

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

__:__-__:__

HIGH-FREQUENCY WORDSagain ,boy, nothing, along, father, together, began, house II-R-2: HI-13: reading high frequency words and irregular sight words fluently.Phonics Vowel Digraph /oo᷃/ooSyllablePattern CVCII-R-2-: LI-5: blending two syllables to form words, using r-controlled vowel sounds, digraphs, and diphthongs.II-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.FluencyStressII-R-3: HI-2: using punctuation, including commas, periods, question marks, and exclamation marks to guide reading for fluency.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Spelling: Vowel Digraph /oo᷃/oolook, book, good, hook, brook, took, foot, shook, wood, hoodGrammar: Possessive PronounsVocabulary Strategies: Define WordsII-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.II-L-1: HI-3: using singular and plural personal possessive pronouns (mine, yours, his, hers, its, ours, theirs).II-L-2: HI-13: determining the meaning of a word by using resources.

Children learn about possessive pronouns through reading and completing sentences that relate to pets. II-L-1: HI-3: using singular and plural personal possessive pronouns (mine, yours, his, hers, its, ours, theirs).II-L-1: HI-3: using a demonstrative adjective and a noun in a complete sentence.

Children write a narrative using Whistle for Willie as a model for sequencing events. II-W-1: HI-1: writing a narrative or short story that includes a main idea, character, setting and a sequence of events.II-W-3: HI-3: writing a student generated draft with a main idea and supporting details in a logical sequence.

II-W-2: HI-4: using resources to spell words.

Whistle for WillieRealistic FictionChildren will read Whistle for Willie to

Identify cause and effect relationships in a story.

Discuss figurative language.II-R-4: HI-8: extracting and interpreting specific information from external text features of text.II-R-4: HI-10: identifying cause and effect of specific events in a literary selection.Pet PoemsPoetryChildren will read Pet Poems to

Identify adjectives and rhythm. Study rhyme as a device used in poetry.

II-L-1: LI-5: listing and using demonstrative adjectives (this, that, these, those) with instructional support.II-R-4: HI-21: identifying words that the author selects to create a rich auditory experience (alliteration, onomatopoeia) in 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 Look at This!, pp. 67-74 Two Good Cooks, pp. 75-82 Good Homes, pp. 83-90 Big Problems, pp. 91-98

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. T278 Phonics, p. T278 Comprehension, p. T279 Language Arts, p. T279 Fluency, p. T279

ELL Small GroupELL Leveled Reader- Len’s Tomato Plant

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 So Many Sounds, Differentiated Instruction, p. T287Differentiate Words to Know Using Context Cards, p. T285Differentiate Comprehension: Cause and Effect; Monitor/Clarify Strategy, p. T289Reread Two Good Cooks, p.T241Leveled Reader Len’s Tomato Plant, p. T295Differentiate Fluency: Stress, p. T291Differentiate Vocabulary Strategies: Define Words, p. T297Reread Big Problems, p. T263Options for Reteaching: pp. T298-T299Reread One of this week’s Decodable Reader selections. What are my other kids doing?Listen to Audio of Whistle for WillieComplete Leveled Practice, ELL 23.1-ELL 23.2Listen: Follow along with Audio of Whistle for WillieRetell: Partners retell Whistle for Willie using Retelling CardsComplete Leveled Practice, ELL 23.3Reread Partners read Len’s Tomato PlantListen to Audio of Pet PoemsComplete Leveled Practice, ELL 23.4Listen to Audio of Pet PoemsReread: Partners read Good HomesReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 23 Resources

Daily Lessons to support the core Language Support Card 23

ELL Blackline Masters ELL Teacher’s Handbook

Building BackgroundVideo Clip for Lesson 23: Pets, What Do They Need?

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

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

Standards