English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: Kindergarten 5 25Essential Question: Read Aloud Book: Big BookHow do people get food from plants? Bread Comes to Life

Informational TextPie in the SkyRealistic Fiction

From Apple Tree to StoreInformational Text SOCIAL STUDIES

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

Comprehension Skills and StrategiesTARGET SKILL • Text and Graphic Features• Sequence of EventsTARGET STRATEGY • Summarize

HIGH-FREQUENCY WORDSover, by, them, ate, her, there, give, could, when, make, say, she, some, play, new, all, away, said, was, he, must, good, then, noPhonemic AwarenessBlend and Segment PhonemeSubstitute PhonemesPhonicsBlending ReviewReview Letters Ee, Xx, Jj, Oo, Kk, Hh Long Vowel /ō/ o_eLong Vowel /ē/eFluencyRead with Expression

Language:Vocabulary Strategies: Classify and Categorize, SeasonsGrammar: Exclamations (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 5 Building Background Video Teacher’s Edition p. E42

Move on to Challenging Vocabulary Tier 2 &3 Words *=Spanish cognatesWords to Know Review: over, by, them, ate, her, there, give, could, when, make, say, she, some, play, new, all, away, said, was, he, must, good, then, no

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. E42, E44Scaffolding ComprehensionBuilding Background

Language Support Card 25 Building Background Videos

Comprehension Teacher’s Edition pp. E43, E44, E46, E48, E50

Text and Graphic Features Teacher’s Edition pp. E43, E45, E47Scaffolding WritingReportReport p. T445

Teacher’s Edition p. E51 Common Core Writing Handbook: Report

Scaffolding GrammarGrammar: Exclamations p. T450

Teacher’s Edition P. E49o Language Transfer Issue: Punctuation Marks o Language Support Card 25: Adjectives for Color

Whole GroupReading 60 Minutes

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

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HIGH-FREQUENCY WORDSover, by, them, ate, her, there, give, could, when, make, say, she, some, play, new, all, away, said, was, he, must, good, then, noI-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).PhonicsBlending ReviewReview Letters Ee, Xx, Jj, Oo, Kk, Hh Long Vowel /ō/ o_eLong Vowel /ē/eI-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.FluencyRead with Expression

o Interactive Instructional Flip Charto Phonological Awareness, p. 32o Words to Know, p.33o Phonics, p.34o Comprehension/Retelling, p.35o Writing, p.36o Grammar, p.37

o Student Book Storieso “Six Pigs Hop,” pp. 158-163o “Play, Kid, Play,” pp. 164-169

Grammar60 Minutes

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Writing60 Minutes

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Vocabulary Strategies: Classify and Categorize, SeasonsGrammar: Exclamations (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 (SC): HI-11: producing imperative sentences using imperative verbs.

o Interactive Instruction Flip Chart

GrammarChildren will learn about exclamations.I-L-1 (SC): HI-11: producing imperative sentences using imperative verbs.I-W-2: HI-6: using ending punctuation.

o Interactive Instruction Flip Chart

WritingChildren will learn more about writing reports. They will write a draft of a report. After peer editing, they will write the final draft and publish it online.I-W-3: HI-3: revising original draft for clarity by adding additional details to improve audience understanding.

Pie in the SkyRealistic Fiction Children will read Pie in the Sky to

o Enjoy a story about how to get pie from a tree.o Practice using text and graphic features to

better understand a text. I-R-3: HI-4: sequencing a story or event including the beginning, middle, and end using transition words. (e.g., first, next, last)I-R-3: HI-6: retelling a story including the beginning, middle, and end using transition words (e.g., first, next, last) in complete sentences.From Apple Tree to StoreInformational TextChildren will read “From Apple Tree to Store ” to

o Learn about growing and making things from apples.

o Talk about food that come from plants. o Compare the steps from seed to plant to

finished food in two texts. Bread Comes to LifeInformational TextChildren will read Bread Comes to Life to

o Learn about how bread is made.o Use text and graphic features to better

understand a text.o Retell steps in a process in the correct order.

I-R-3: HI-4: sequencing a story or event including the beginning, middle, and end using transition words. (e.g., first, next, last)I-R-3: HI-6: retelling a story including the beginning, middle, and end using transition words (e.g., first, next, last) in complete sentences.

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 25 Blackline Masters Words to Know, 25.1 Leveled Reader Graphic Organizer, 25.2-25.5 Leveled Reader Think About It, 25.6-25.9 Leveled Practice for Phonics and Words to Know, SR 25.1-25.3,

A25.1-25.3, ELL 25.1-25.3Additional 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- We Like Apples

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 Snack Time, Differentiate Instruction, p. T459Differentiate Words to Know using Context Cards 25-32, p. T457Differentiate Comprehension: Text and Graphic Features; Summarize Strategy, p. T461Leveled Reader We Like Apples, p.T467Differentiate Fluency: Read with Expression, p. T463Differentiate Vocabulary Strategies: Classify and Categorize, Seasons, p. T469Options for Re-teaching: pp. T470-T471Reread Six Pigs Hop or Play, Kid, Play What are my other children doing?Listen to Audio of Pie in the Sky Complete Leveled Practice, ELL 25.1 Listen: Follow along with Pie in the SkyReread: Partners reread Snack TimeListen to audio of “From Apple Tree to Store”Reread: Partners reread We Like Apples and Six Pigs HopListen to audio of “From Apple Tree to Store”Reread: Partners reread Play, Kid, PlayReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 25 Resources

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

Building Background Video Clip for Lesson 25: “Growing Vegetables”

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. T389 Phonics, p.T401 Words to Know, p. T403 Comprehension, p. T420 Retelling, p. T421 Comprehension, p. 431 Vocabulary Strategies, p. T439

Standards