English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: Kindergarten 5 24Essential Question: Read Aloud Book: Big BookHow do animals’ colors help them survive? Red Eyes or Blue Feathers

Informational TextChameleon, ChameleonInformational Text

Amazing Animal BodiesInformational Text SCIENCE

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

Comprehension Skills and StrategiesTARGET SKILL • Conclusions• Author’s PurposeTARGET STRATEGY • Monitor/Clarify

HIGH-FREQUENCY WORDShe, away, must, no, by, therePhonemic AwarenessBlend and Segment PhonemeSubstitute PhonemesPhonicsLetter/Sounds:H /h/. k/k/Building WordsFluencyPause for Punctuation

Language:Vocabulary Strategies: Classify and Categorize, Describing WordsGrammar: Questions (Capitalization and Punctuation)

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words danger, food, hungry, safe, branch, insect, leaf

Language Support Card 4 Building Background Video Teacher’s Edition p. E32

Move on to Challenging Vocabulary Tier 2 &3 Words *=Spanish cognatesWords to Know he, away, must, no, by, there

Vocabulary in Context CardsReading/Language Arts Terms letter*, consonant*, informational text*, monitor, clarify*, conclusions*, author*, classify*, categorize*, category*, describing word, question, capital letter, question mark, report, facts, sentence, topic, dictate*Teacher’s Edition pp. E32, E34Scaffolding ComprehensionBuilding Background

Language Support Card 24 Building Background Videos

Comprehension Teacher’s Edition pp. E33, E34, E36, E38, E40

ConclusionsTeacher’s Edition pp. E33, E35, E37Scaffolding WritingReportInvitations p. T349

Teacher’s Edition p. E41 Common Core Writing Handbook: Report

Scaffolding GrammarGrammar: Questions, p. T354

Teacher’s Edition P. E39o Language Transfer Issue: Questiono Language Support Card 24: Subject-Verb Agreement

Whole GroupReading 60 Minutes

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

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HIGH-FREQUENCY WORDShe, away, must, no, by, thereI-R-2: LI-7: reading high frequency words with automaticity.Phonemic AwarenessBlend and Segment PhonemesSubstitute PhonemesI-R-2: HI-1: segmenting one-syllable words into its phonemes.I-R-2: HI-3: blending two or three spoken syllables to produce words.I-R-2: HI-8: producing new words when initial sound(s), including diagraphs, are changed (i.e., word families).PhonicsLetter/Sounds:H /h/. k/k/Building WordsI-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.FluencyPause for Punctuation

o Interactive Instructional Flip Charto Phonological Awareness, p. 25o Words to Know, p.26o Phonics, p.27o Comprehension/Retelling, p.28o Writing, p.29o Grammar, p.30

o Student Book Storieso “Hog in Hat,” pp. 142-147o “Kid Hid,” pp. 148-153

Grammar60 Minutes

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Writing60 Minutes

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Vocabulary Strategies: Classify and Categorize, Describing WordsGrammar: Questions (Capitalization and Punctuation)I-L-2 (Vocabulary) HI-1: naming and sorting common objects and pictures into self-selected categories and providing rationale. I-L-1 (Adjectives): HI-1: using a series of adjectives in the correct order (e.g., quantity/size/shape/ color) with instructional support.I-L-1 (Questions): HI-1: forming simple questions, using inflection when produced orally.

o Interactive Instruction Flip Chart

GrammarChildren will about the capitalization and punctuation of questions. I-L-1 (Questions): HI-1: forming simple questions, using inflection when produced orally. 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 reports. I-W-1: HI-2: writing expository responses using simple sentences that include sight words, CVC words, and phonetic spelling to describe, explain, or inform.

Chameleon, ChameleonInformational TextChildren will read Chameleon, Chameleon To

o Learn about chameleons. o Draw conclusions about a text.o Check understanding of and ask questions about

a text.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-9: describing the key events of a story.Amazing Animal BodiesInformational TextChildren will read “Amazing Animal Bodies” to

o Learn about some special animals and their bodies.

o Discuss what animals do to survive.o Compare what two texts say about chameleons.

Red Eyes or Blue FeathersInformational TextChildren will read Red Eyes of Blue Feathers to

o Discuss animals and how their colors help them survive.

o Talk about author’s purpose.o Check understanding of and ask questions about

a text. I-R-3: HI-9: describing the key events of a story.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 24 Blackline Masters Words to Know, 24.1 Leveled Reader Graphic Organizer, 24.2-24.5 Leveled Reader Think About It, 24.6-24.9 Leveled Practice for Phonics and Words to Know, SR 24.1-24.3,

A24.1-24.3, ELL 24.1-24.3Additional Resources

Reading Log, p.4 Vocabulary Log, p.5 Listening Log, p.6 Instructional Routines, pp. 7-17 Graphic Organizers, pp. 18-25 Handwriting Models, pp. 26-27

ELL Small GroupELL Leveled Reader- Pets at School

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 Lion, Differentiate Instruction, p. T363Differentiate Words to Know using Context Cards 31-32, p. T361Differentiate Comprehension: Conclusions; Monitor/Clarify Strategy, p. T365Leveled Reader Pets at School, p.T371Differentiate Fluency: Pause for Punctuation, p. T367Differentiate Vocabulary Strategies: Classify and Categorize, Describing Words, p. T373Options for Re-teaching: pp. T374-T375Reread Hog in a Hat or Kid Hid What are my other children doing?Listen to Audio of Chameleon, Chameleon Complete Leveled Practice, ELL 24.1 Listen: Follow along with Chameleon, ChameleonReread: Partners reread The LionListen to audio of “Amazing Animal Bodies”Reread: Partners reread Pets at School and Hog in a HatListen to audio of “Amazing Animal Bodies”Reread: Partners reread Kid HidReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 24 Resources

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

Building Background Video Clip for Lesson 24: “Colorful Fish”

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. T295 Phonics, p.T307 Words to Know, p. T309 Comprehension, p. T324 Retelling, p. T325 Vocabulary Strategies, p. T343

Standards