web viewrealistic fiction*, character, setting, plot, visualize*, base word*, retell, informational...

English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade:

Unit:

Lesson:

2

1

5

Essential Question:

Anchor Text:

How is a school like a community?

Teachers Pets

Realistic Fiction

See Westburg by Bus!

Informational Text

Writing:

Reading Literature & Informational Text:

Foundational Skills:

Narrative Writing:

True Story

Comprehension Skills and Strategies

TARGET SKILL

Story Structure

Authors Word Choice

TARGET STRATEGY

Visualize

Phonics

Consonant Blends with r, l, s

Fluency

Phrasing: Punctuation

Language:

Target Vocabulary: wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenly

Spelling: Consonant Blends with r, l, s: spin, clap, grade, swim, place, last, test, skin, drag, glide, just, stage

Vocabulary Strategies: Base Words and Endings

Planning for English Language Development:

Begin with High-Utility Words Tier 1 Words *=Spanish cognates

High-Utility Words disappeared*, lucky, neighbor, special*, still, chicken

Language Support Card 5

Building Background Videos

Teachers Edition p. E42

Chant, ELL.5.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates

Target Vocabulary wonderful, noises, quiet, sprinkled, share, noticed*, bursting, suddenly

Vocabulary in Context Cards

Reading/Language Arts Terms consonant blend, realistic fiction*, character, setting, plot, visualize*, base word*, retell, informational text, singular noun*, plural noun*, story*

Teachers Edition pp. E42, E44, E46, E48, E50

Scaffolding Comprehension

Building Background

Language Support Card 5

Building Background Videos

Selection Blackline Master ELL5.6

Comprehension

Teachers Edition pp. E43, E44, E48, E50

Story Structure

Teachers Edition pp. E45, E47

Scaffolding Writing

Narrative Writing

True Story pp. T470-T471

Teachers Edition p. E51

Common Core Writing Handbook: True Story

Scaffolding Grammar

Grammar: Singular and plural Nouns pp. T468-T469

Teachers Edition p. E49

Language Transfer Issue: Plural endings s, -es

Language Support Card 5: Ask to, Decide to

Whole Group

Reading

60 Minutes

__:__-__:__

Language Arts

Oral/Vocab

60 Minutes

__:__-__:__

Foundational Skills:

Phonics

Consonant Blends with r, l, s

II-R-2: B-4: segmenting one-syllable words with more than three sounds into phonemes.

Fluency

Phrasing: Punctuation

II-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar

60 Minutes

__:__-__:__

Writing

60 Minutes

__:__-__:__

Target Vocabulary: : wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenly

Spelling: spin, clap, grade, swim, place, last, test, skin, drag, glide, just, stage

Vocabulary Strategies: Base Words and Endings -ed, -ing

II- LS-1: E-7: responding to academic discussions using key words and phrases with instructional support.

II-L-2 (Vocabulary): HI-4: using grade specific academic vocabulary and symbols within context.

II-L-2 (Vocabulary): HI-5: applying knowledge of grade-level vocabulary (including content area words) in 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.

Children learn about nouns through naming singular and plural nouns in sentences that relate to pets.

II-L-1 (N): B-2: orally listing common nouns (singular and plural) and singular proper nouns.

Children learn about revising narrative writing using Teachers Pets as a model for fluency in writing.

II-W-1: HI-1: writing a narrative or short story that includes a main idea, character, setting and a sequence of events.

Teachers Pet

Realistic Fiction

Children will read Teachers Pets to

Learn about story structure

II-R-4: HI-5: sequencing a story or event with a beginning, middle and end with transition words/ phrases in complete sentences

Understand how the authors word choice creates meaning in a story.

II-L-2: LI-13: determining the meaning of a word by using resources with instructional support.

II-R-4: HI-9: identifying the authors purpose for writing a book.

See Westburg by Bus!

Informational Text

Children will read See Westburg by Bus! to

Follow information in a pamphlet

II-R-4: HI-17: identifying a variety of sources (e.g., trade books, encyclopedias, magazine, electronic sources, and textbooks) that may be used to answer specific questions and/or gather information.

Apply information found on a map

II-R-4:B-8: identifying external text features (e.g., charts, maps, diagrams, illustrations, tables, and timelines) of text a map

ELL Whole Group

Additional Whole Group Resources

Point-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

Flint Cove Clambake pp.65-72

The Stop and Spend Sale, pp. 73-80

Progress Monitoring

Assess 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

Vocabulary, p. T472

Phonics, p.T472

Comprehension, p.T473

Language Arts, p. T473

Fluency, p. T473

ELL Small Group

ELL Leveled Reader-Fosters Famous Farm

Contains the same content as the On-Level Reader but uses more accessible language

ELL Leveled Reader Lesson Plan

ELL Blackline Masters

Small Group Planner

Teacher-Led

Vocabulary Reader Fun Pets, Differentiated Instruction, p. T485

Differentiate Phonics: Consonant blends with r, l, s, p.T483

Differentiate Comprehension: Story structure; Visualize, p. T487

Reread Flint Cove Clambake

Leveled Reader Fosters Famous Farm, p. T493

Differentiate Fluency: Phrasing: Punctuation, p. T489

Differentiate Vocabulary Strategies: Base Words and Endings ed, -ing, p. T495

Reread The Stop and Spend Sale

Options for Reteaching: pp. T496-T497

Reread Flint Cove Clambake or The Stop and Spend Sale

What are my other children doing?

Listen and Read: Listen to or read aloud Flint Cove Clambake

-Leveled Practice, ELL4.1

Listen: Audio of Teachers Pets, Student Book, pp. 126-149

Partners: Retelling Cards

-Leveled Practice, ELL5.2

Partners: Use the words on Vocabulary in context Cards 33-40 to tell about the pictures

-Leveled Practice, ELL5.3

Listen and Read: Listen or read aloud with Audio of See Westburg by Bus!

-Leveled Practice, ELL5.4

Listen: Audio of Teachers Pets, Student Book, pp. 126-149

-Complete and Share Literacy Center Activities

ELL Extra Support

ELL Lesson 5 Resources

Daily Lessons to support the core

Language Support Card 5

ELL Blackline Masters

ELL Teachers Handbook

Professional Development

Peer Conference Forms

Cooperative Learning Guidelines

Building Background

Assessment

Weekly Tests

Observation Checklists

Fluency Tests

Periodic Assessments

Reading Log

Vocabulary Log

Listening Log

Proofreading Checklist

Proofreading Marks

Writing Conference Form

Writing Rubric

Instructional Routines

Graphic Organizer Blackline Masters

Handwriting Model

Standards