English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: Kindergarten 1 2Essential Question: Read Aloud Book: Big BookWhy do we have rules at school? Friends at School

Informational TextHow Do Dinosaurs Go to School? Fantasy

My School BusInformational Text – SOCIAL STUDIES

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing Focus Trait: Word Choice

Comprehension Skills and StrategiesTARGET SKILL • Understanding Characters • Authors Purpose TARGET STRATEGY • Infer/Predict

HIGH-FREQUENCY WORDSlikePhonological AwarenessBeginning SoundsPhonicsLetters: Pp, Qq, Rr, Ss, TtFluencyPause for Punctuation

Language:Vocabulary Strategies: AntonymsGrammar: Nouns for Places

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words chair, classroom, desk, school, teacher

Language Support Card 2 Building Background Videos Teacher’s Edition p. E12

Move on to Challenging Vocabulary Tier 2 &3 Words *=Spanish cognatesWords to Know like

Vocabulary in Context CardsReading/Language Arts Terms letter*, alphabet*,fantasy*, informational text *, noun*, place, label Teacher’s Edition pp. E12, E14Scaffolding ComprehensionBuilding Background

Language Support Card 2 Building Background Videos

Comprehension Teacher’s Edition pp. E13, E14, E16, E18, E20

Understanding Characters Teacher’s Edition pp. E13, E15, E17

Scaffolding WritingNarrative WritingLabels p. T161

Teacher’s Edition p. E21 Common Core Writing Handbook: Labels

Scaffolding GrammarGrammar: Nouns for Places, p. T166

Teacher’s Edition P. E19o Language Transfer Issue: Proper Nounso Language Support Card 2: Does in Questions; Does in Statements

Whole GroupReading 60 Minutes

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

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HIGH-FREQUENCY WORDSlikeI-R-2: LI-7: reading high frequency words with automaticity.Phonemic AwarenessBeginning SoundsI-R-2: PE-1: identifying the initial sound (not letter) of a spoken word.PhonicsLetters: Kk, Ll, Mm, Nn, OoI-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 Phonemic Awareness, p. 10o Words to Know, p.11o Comprehension/Retelling, p.12o Writing, p.13o Grammar, p.14

o Student Book Storieso “We Go to School,” pp. 20-23o “I Like,” pp. 24-27

Grammar60 Minutes

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Writing60 Minutes

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Vocabulary Strategies: AntonymsGrammar: Nouns for PlacesI-L-1 (Nouns): HI-2: explaining differences between common and proper nouns in context (singular and plural).I-L-2 (Vocabulary): HI-4: completing synonym and antonym word pairs.

o Interactive Instruction Flip Chart

GrammarChildren will learn about nouns for places and use them to name places in the community, at home, and school.I-L-1 (Nouns): HI-2: explaining differences between common and proper nouns in context (singular and plural).

o Interactive Instruction Flip Chart

WritingChildren will learn about writing labels.I-W-1: PE-2: drawing to describe or inform with instructional support. (e.g., labels, lists, observations, journals, summaries)

How Do Dinosaurs Go to School? FantasyChildren will read How Do Dinosaurs Go to School? to

o Listen to a story about behavior in school.o Practice making inferences and predictions.

I-R-3: HI-2: making and confirming predictions based on the title, cover illustrations, and text.

My School BusInformational TextChildren will read “My School Bus” to

o Learn about a child’s ride to school.o Learn about using maps.

Friends at SchoolInformational TextChildren will read Friends at School to

o Listen to a book about children learning in school.

o Think about the author’s purpose.o Practice making inferences and predictions.

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 ResourcesScaffolded Support

Notes throughout the Teacher’s Edition scaffold instruction to each language proficiency level.

Vocabulary in Context Cards 2 Provide visual support and additional practice for High-Frequency Words.

Lesson 1 Blackline Masters Words to Know, 2.1 Leveled Reader Think About It, 2.2-2.5 Leveled Practice for Letter Names and Words to Know, SR 2.1-2.6,

A2.1, ELL 2.1Additional Resources

Reading Log, p.11 Vocabulary Log, p.12 Listening Log, p.13 Instructional Routines, pp. 14-24 Graphic Organizers, pp. 18-24 Handwriting Models, pp. 33-84

ELL Small GroupELL Leveled Reader-Tell All About It

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 At School, Differentiate Instruction, p. T175Differentiate Words to Know using Context Card 2, p. T173Differentiate Comprehension: Understanding Characters; Infer/Predict Strategy, p. T177Leveled Reader Tell All About It, p.T183Differentiate Fluency: Pause for Punctuation, p. T179Differentiate Vocabulary Strategies: Antonyms p. T185Options for Re-teaching: pp. T186-187Reread We Go To School or I LikeWhat are my other children doing?Listen to Audio of What Makes a Family?Complete Leveled Practice, ELL 2.1 Listen: Follow along with Audio of How Do Dinosaurs Go to School?Reread: Partners reread At SchoolListen to audio of poems about familiesReread: Partners reread My Family and See What We Can DoListen to audio of “My School Bus”Reread: Partners reread Tell All About It and We Go to SchoolReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 2 Resources

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

Building Background Video Clip for Lesson 2: “School Bus Ride”

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. T107 Words to Know, p. T121 Comprehension, p. T136 Retelling, p. T137 Comprehension, p. T146 Vocabulary Strategies, p. T155

Standards