English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 1 5 21Essential Question: Anchor Text:What grows in a garden? “The Garden” from Frog and Toad Together

FantasyGarden Good GuysInformational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing: Story SentencesFocus Trait: Voice

Comprehension Skills and Strategies TARGET SKILL • Story Structure• RepetitionTARGET STRATEGY • Analyze/Evaluate

HIGH-FREQUENCY WORDSfew, night, loudly, window, noise, story, shall, worldPhonicsr-Controlled Vowel arr-Controlled Vowels or, orePhonograms –ar, -oreFluencyPhrasing: Natural Pauses

Language:Spelling: r-Controlled Vowel arfar, bar, arm, barn, yard, bark, art, card, jar, yarnGrammar: Subject PronounsVocabulary Strategies: Prefix re-

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words ground, grow, little, planted*, rain, sun, garden, flowers*

Language Support Card 21 Building Background Videos Teacher’s Edition p. E2 Oral Language Chant, Blackline Master ELL 21.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesWords to Know few, night, loudly, window, noise, story, shall, world

Vocabulary in Context CardsReading/Language Arts Terms fantasy*, characters, plot, setting, analyze*, evaluate*, prefix*, vowel*, informational text*, subject*, pronouns*, sentence, dialogue*

Teacher’s Edition pp. E2, E4, E6, E8, E10Scaffolding ComprehensionBuilding Background

Language Support Card 21 Building Background Videos Selection Blackline Master ELL 21.6

Comprehension Teacher’s Edition pp. E3, E4, E5, E8, E10

Story Structure Teacher’s Edition pp. E3, E5, E10

Scaffolding WritingNarrative WritingStory Sentences, pp. T74-T75

Teacher’s Edition p. E11 Common Core Writing Handbook: Story Sentences

Scaffolding GrammarGrammar: Subject Pronouns pp. T72-T73

Teacher’s Edition P. E9o Language Transfer Issue: Use of Subject Pronounso Language Support Card 21: Adjectives

Whole GroupReading 60 Minutes

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

__:__-__:__

HIGH-FREQUENCY WORDSfew, night, loudly, window, noise, story, shall, worldII-R-2: HI-13: reading high frequency words and irregular sight words fluently.Phonics r-Controlled Vowel arr-Controlled Vowels or, orePhonograms –ar, -oreII-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.FluencyPhrasing: Natural PausesII-R-3: HI-2: using punctuation, including commas, periods, question marks, and exclamation marks to guide reading for fluency.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Spelling: r-Controlled Vowel arfar, bar, arm, barn, yard, bark, art, card, jar, yarnGrammar: Subject PronounsVocabulary Strategies: Prefix re-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.II-L-1: HI-4: producing sentences with S-V-C construction, using a pronoun as the subject, with subject-verb agreement.II-L-2: HI-8: constructing meaning by applying knowledge of prefixes.

Children learn about subject pronouns through reading and writing sentences that relate to gardening. II-L-1: HI-4: producing sentences with S-V-C construction, using a pronoun as the subject, with subject-verb agreement.

Children work on writing a narrative using The Garden as a model for writing dialogue.II-W-4: HI-5: organizing a student generated text in a selected format (e.g., friendly letter, narrative, expository text, etc.).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-2: HI-4: using resources to spell words.The Garden

FantasyChildren will read The Garden to

Identify the characters, setting, and plot. Discuss repetitive language and why it is

used in the story. II-R-4: HI-14: identifying and describing the plot in a literary selection.II-R-4: B-21: identifying words of rhyme, rhythm and repetition in literary selections with instructional support.Garden Helpers Informational TextChildren will read Garden Helpers to

Identify text and graphic features. Discuss how labels can clarify meaning.

II-R-4: LI-8: locating specific information from external text features of text.II-R-4: LI-19: identifying organizational features (e.g., titles, table of contents, heading bold print) of expository text.

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 Mark Shark, pp. 3-10 Clark’s Part, pp. 11-18 At the Shore, pp. 19-26 More Fun for Jake, pp. 27-34

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. T76 Phonics, p. T76 Comprehension, p. T77 Language Arts, p. T77 Fluency, p. T77

ELL Small GroupELL Leveled Reader- Skunk Cooks Soup

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 Trees, Differentiated Instruction, p. T85Differentiate Words to Know using Context Cards, p. T83Differentiate Comprehension: Story Structure; Analyze/Evaluate Strategy, p. T87Reread Clark’s Part, p.T39Leveled Reader Skunk Cooks Soup, p. T93Differentiate Fluency: Phrasing: Natural Pauses, p. T89Differentiate Vocabulary Strategies: Prefix re-, p. T95Reread More Fun for Jake, p. T61Options for Reteaching: pp. T96-T97Reread One of this week’s Decodable Reader selections. What are my other kids doing?Listen to Audio of The GardenComplete Leveled Practice, ELL 21.1-ELL 21.2Listen: Follow along with Audio of The GardenRetell: Partners retell The Garden using Retelling CardsComplete Leveled Practice, ELL 21.3Reread Partners read Skunk Cooks SoupListen to Audio of Garden Good GuysComplete Leveled Practice, ELL 21.4Listen to Audio of Garden Good GuysReread: Partners read At the ShoreReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 21 Resources

Daily Lessons to support the core

Language Support Card 21 ELL Blackline Masters ELL Teacher’s Handbook

Building BackgroundVideo Clip for Lesson 21: Animals and Gardens

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

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

Standards