English Language Arts
Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: / Unit: / Lesson:Kindergarten / 3 / 14
Essential Question: / Read Aloud Book: / Big Book
Where do different animals make their homes? / Home for a Tiger, Home for a Bear
Informational Text / Turtle Splash!
Informational Text / Where Animals Live
Informational Text
SCIENCE
Writing: / Reading Literature & Informational Text: / Foundational Skills:
Narrative Writing
Focus Trait: Organization / Comprehension Skills and Strategies
TARGET SKILL
• Cause and Effect
• Author’s Purpose
TARGET STRATEGY
• Infer/Predict / HIGH-FREQUENCY WORDS
are, now
Phonemic Awareness
Blend Phonemes
Middle Sound
Phonics
Letter/Sound: b
Blending Words
Word Building
Fluency
Reading with Expression
Language:
Vocabulary Strategies: Classify and Categorize, Number Words
Grammar: Verbs in the Past Tense
Planning for English Language Development:
Begin with High-Utility Words Tier 1 Words *=Spanish cognates
High-Utility Words ducklings, shore, sleepy, splash, duck
· Language Support Card 14
· Building Background Videos
· Teacher’s Edition p. E32
Move on to Challenging Vocabulary Tier 2 &3 Words *=Spanish cognates
Words to Know are, now
· Vocabulary in Context Cards
Reading/Language Arts Terms letter*,consonant*, concept book, infer*, predict*, cause and effect*, classify*, categorize*, category*, number*, informational text*, verb*, past*, fictional narrative*, beginning, middle, end, sequence*
Teacher’s Edition pp. E32, E34
Scaffolding Comprehension
Building Background
· Language Support Card 14
· Building Background Videos
Comprehension
· Teacher’s Edition pp. E33, E34, E36, E38, E40
Cause and Effect
Teacher’s Edition pp. E33, E35, E37
Scaffolding Writing
Narrative Writing
Story p. T349
· Teacher’s Edition p. E41
· Common Core Writing Handbook: Story
Scaffolding Grammar
Grammar: Verbs in Past Tense, p. T354
· Teacher’s Edition P. E39
o Language Transfer Issue: Past-Tense Verbs
o Language Support Card 14: Verb Forms; Adverbs
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
HIGH-FREQUENCY WORDS
are, now
I-R-2: LI-7: reading high frequency words with automaticity.
Phonemic Awareness
Blend Phonemes
Middle Sound
I-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.
Phonics
Letter/Sound: b
Blending Words
Word Building
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.
Fluency
Read with Expression
o Interactive Instructional Flip Chart
o Phonemic Awareness, p. 25
o Words to Know, p.26
o Phonics, p.27
o Comprehension/Retelling, p.28
o Writing, p.29
o Grammar, p.30
o Student Book Stories
o “What Now?,” pp. 140-143
o “At Bat,” pp. 144-147 / Grammar
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / Vocabulary Strategies: Classify and Categorize, Number Words
Grammar: Verbs in the Past Tense
I-L-2 (Vocabulary HI-1: naming and sorting common objects and pictures into self-selected categories and providing rationale.
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 (verbs): HI-4: using the simple past tense verbs with subject-verb agreement, including common irregular verbs (e.g., go, see, come).
o Interactive Instruction Flip Chart
Grammar
Children will learn about verbs in the past tense.
I-L-1 (verbs): HI-4: using the simple past tense verbs with
subject-verb agreement, including common irregular verbs (e.g., go, see, come). / o Interactive Instruction Flip Chart
Writing
Children will learn about narrative writing and the organization of a story. They will write a story that has a beginning, middle, and an end.
I-W-1: HI-1: writing narratives using simple sentences that include sight words, CVC words, and phonetic spelling to express ideas.
Turtle Splash!
Informational Text
Children will read Turtle Splash to
o Listen to a counting book about turtles at a pond.
o Infer and predict what will happen next.
o Discuss the author’s choices and purpose for making them.
I-R-3: HI-9: describing the key events of a story.
I-R-3: HI-2: making and confirming predictions based on the title, cover illustrations, and text.
Where Animals Live
Informational Text
Children will read “Where Animals Live” to
o Learn about some animals and where they live.
o Discuss animals featured in the selection and those animals’ homes.
Home for a Tiger, Home for a Bear
Informational Text
Children will read Home for a Tiger, Home for a Bear to
o Learn something about many animals and their habitats.
o Use information in the text and illustrations to infer and predict.
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 Resources
Scaffolded 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 14 Blackline Masters
· Words to Know, 14.1
· Leveled Reader Think About It, 14.2-14.5
· Leveled Practice for Phonics and Words to Know, SR 14.1-14.3, A14.1-14.3, ELL 14.1-14.3
Additional 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 Group
ELL Leveled Reader- Four Frogs
· 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 Planner
Teacher-Led
Vocabulary Reader How Many Ducks?, Differentiate Instruction, p. T363
Differentiate Words to Know using Context Cards 15- 16, p. T361
Differentiate Comprehension: Cause and Effect; Infer/Predict Strategy, p. T365
Leveled Reader Four Frogs, p.T371
Differentiate Fluency: Read with Expression, p. T367
Differentiate Vocabulary Strategies: Classify and Categorize, Number Words p. T373
Options for Re-teaching: pp. T374-T375
Reread What Now? or At Bat
What are my other children doing?
Listen to audio of Turtle Splash!
Complete Leveled Practice, ELL 14.1
Listen: to audio of Turtle Splash!
Reread: Partners reread How Many Ducks
Listen to audio of “Where Animals Live”
Reread: Partners reread Four Frogs and What Now?
Listen to audio of “Where Animals Live”
Reread: Partners reread At Bat
Reread: Choose among this week’s stories
· Complete and share Literacy Center activities
ELL Extra Support
ELL Lesson 14 Resources
· Builds background for the main topic and promotes oral language.
· Develops high-utility vocabulary and academic language.
/ Building Background
· Video Clip for Lesson 14: “The Red Fox”
Assessment
Progress Monitoring
Assess 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
· Vocabulary Strategies, p. T343
Standards