English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 1 5 24Essential Question: Anchor Text:What happens to a tree as it grows? A Tree is a Plant

Informational TextGrow, Apples, Grow!Informational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing: StoryFocus Trait: Ideas

Comprehension Skills and Strategies TARGET SKILL • Sequence of Events• Figurative Language TARGET STRATEGY • Question

HIGH-FREQUENCY WORDSready, country, soil, kinds, earth, almost, covers, warmsPhonicsVowel Digraphs/Spelling Patterns Oo, ou, ew, ue, u, u_eFluencyExpression

Language:Spelling: Vowels Digraphs/Spelling Patterns oo, ou, ew, soon, new, noon, zoo, boot, too, moon, blew, soup, youGrammar: Indefinite PronounsVocabulary Strategies: Multiple-Meaning Words

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words fall, spring, summer, winter, apple, leaves

Language Support Card 24 Building Background Videos Teacher’s Edition p. E32 Oral Language Chant, Blackline Master ELL 24.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesWords to Know ready, country, soil, kinds, earth, almost, covers, warms

Vocabulary in Context CardsReading/Language Arts Terms vowel*, informational text*, sequence*, question, multiple meaning, indefinite pronoun*, story*, verb*

Teacher’s Edition pp. E32, E34, E36, E38, E40Scaffolding ComprehensionBuilding Background

Language Support Card 24 Building Background Videos Selection Blackline Master ELL 24.6

Comprehension Teacher’s Edition pp. E33, E34, E35, E38, E40

Sequence of Events Teacher’s Edition pp. E33, E35, E40

Scaffolding WritingNarrative WritingStory pp. T380-T381

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

Scaffolding GrammarGrammar: Indefinite Pronouns pp. T378-T379

Teacher’s Edition P. E39o Language Transfer Issue: Verb Agreement o Language Support Card 24: Sequence

Whole GroupReading 60 Minutes

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

__:__-__:__

HIGH-FREQUENCY WORDSready, country, soil, kinds, earth, almost, covers, warmsII-R-2: HI-13: reading high frequency words and irregular sight words fluently.Phonics Vowel Digraphs/Spelling Patterns Oo, ou, ew, ue, u, u_eII-R-2-: LI-5: blending two syllables to form words, using r-controlled vowel sounds, digraphs, and diphthongs.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.FluencyExpressionII-R-3: HI-2: using punctuation, including commas, periods, question marks, and exclamation marks to guide reading for fluency.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Spelling: Vowels Digraphs/Spelling Patterns oo, ou, ewsoon, new, noon, zoo, boot, too, moon, blew, soup, youGrammar: Indefinite PronounsVocabulary Strategies: Multiple-Meaning WordsII-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-1: using personal singular subjective pronouns (I, you, he, she, it) and plural subjective pronouns (we, they).II-L-2: HI-11: clarifying word meaning by applying knowledge of synonyms and antonyms to enhance vocabulary.

Children learn about indefinite pronouns through reading and completing sentences that relate to apples and apple trees. II-L-1: HI-3: using singular and plural personal possessive pronouns (mine, yours, his, hers, its, ours, theirs).II-L-1: HI-1: using personal singular subjective pronouns (I, you, he, she, it) and plural subjective pronouns (we, they).

Children begin writing a narrative by planning the story and considering the characters. 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-3: HI-3: writing a student generated draft with a main idea and supporting details in a logical sequence.II-W-2: HI-4: using resources to spell words.

A Tree Is a PlantInformational TextChildren will read A Tree is a Plant to

Describe the sequence of events in a text. Discuss figurative language.

II-R-4: LI-20: identifying words (nouns and adjectives) that the author selects in a literary selection to create a graphic visual image with instructional support.II-R-4: HI-13: summarizing the key events from a literary selection.Grow, Apples, Grow!Informational TextChildren will read Grow, Apples, Grow! to

Compare and contrast information in similar texts.

Use captions to unpack meaning.II-L-4: HI-8: extracting and interpreting specific information from external text features of text.II-R-4: HI-19: locating specific information by using organizational features (e.g., titles, table of contents, heading captions, bold print, glossary, indices) in 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 Moose’s Tooth, pp. 99-106 Moon News, pp. 107-114 Boot’s Clues, pp. 115-122 Red Zed and Blue Stu, pp. 123-130

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. T382 Phonics, p. T382 Comprehension, p. T383 Language Arts, p. T383 Fluency, p. T383

ELL Small GroupELL Leveled Reader- All About Fireflies

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 Worms, Differentiated Instruction, p. T391Differentiate Words to Know using Context Cards, p. T389Differentiate Comprehension: Sequence of Events; Question Strategy, p. T393Reread Moon News, p.T345Leveled Reader A Plum Grows, p. T399Differentiate Fluency: Expression, p. T395Differentiate Vocabulary Strategies: Multiple-Meaning Words, p. T401Reread Red Zed and Blue Stu, p. T367Options for Reteaching: pp. T402-T403Reread One of this week’s Decodable Reader selections. What are my other kids doing?Listen to Audio of A Tree Is a PlantComplete Leveled Practice, ELL 24.1-ELL 24.2Listen: Follow along with Audio of A Tree Is a PlantRetell: Partners retell A Butterfly Grows using Retelling CardsComplete Leveled Practice, ELL 24.3Reread Partners read A Plum Grows Listen to Audio of Grow, Apples, Grow!Complete Leveled Practice, ELL 24.4Listen to Audio of Grow, Apples, Grow!Reread: Partners read Boot’s CluesReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 24 Resources

Daily Lessons to support the core

Language Support Card 24 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development

Building Background

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