English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 1 5Essential Question: Anchor Text:How is a school like a community? Teacher’s Pets

Realistic FictionSee Westburg by Bus!Informational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing: True Story

Comprehension Skills and StrategiesTARGET SKILL

Story Structure Author’s Word Choice

TARGET STRATEGY Visualize

PhonicsConsonant Blends with r, l, sFluencyPhrasing: Punctuation

Language:Target Vocabulary: wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenlySpelling: Consonant Blends with r, l, s: spin, clap, grade, swim, place, last, test, skin, drag, glide, just, stageVocabulary Strategies: Base Words and Endings

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words disappeared*, lucky, neighbor, special*, still, chicken

Language Support Card 5 Building Background Videos Teacher’s Edition p. E42 Chant, ELL.5.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary wonderful, noises, quiet, sprinkled, share, noticed*, bursting, suddenly

Vocabulary in Context CardsReading/Language Arts Terms consonant blend, realistic fiction*, character, setting, plot, visualize*, base word*, retell, informational text, singular noun*, plural noun*, story*Teacher’s Edition pp. E42, E44, E46, E48, E50Scaffolding ComprehensionBuilding Background

Language Support Card 5 Building Background Videos Selection Blackline Master ELL5.6

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

Story Structure Teacher’s Edition pp. E45, E47

Scaffolding WritingNarrative WritingTrue Story pp. T470-T471

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

Scaffolding GrammarGrammar: Singular and plural Nouns pp. T468-T469

Teacher’s Edition p. E49o Language Transfer Issue: Plural endings –s, -es

Language Support Card 5: Ask to, Decide to

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:Phonics Consonant Blends with r, l, sII-R-2: B-4: segmenting one-syllable words with more than three sounds into phonemes.FluencyPhrasing: PunctuationII-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: : wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenlySpelling: spin, clap, grade, swim, place, last, test, skin, drag, glide, just, stageVocabulary Strategies: Base Words and Endings -ed, -ingII- 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 Teacher’s 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.

Teacher’s PetRealistic FictionChildren will read Teacher’s Pets to

Learn about story structureII-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 author’s 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 author’s purpose for writing a book.See Westburg by Bus!Informational TextChildren will read See Westburg by Bus! to

Follow information in a pamphletII-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 mapII-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 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 Flint Cove Clambake pp.65-72 The Stop and Spend Sale, pp. 73-80

Progress 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

Vocabulary, p. T472 Phonics, p.T472 Comprehension, p.T473 Language Arts, p. T473 Fluency, p. T473

ELL Small GroupELL Leveled Reader-Foster’s 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 PlannerTeacher-LedVocabulary Reader Fun Pets, Differentiated Instruction, p. T485Differentiate Phonics: Consonant blends with r, l, s, p.T483Differentiate Comprehension: Story structure; Visualize, p. T487Reread Flint Cove ClambakeLeveled Reader Foster’s Famous Farm, p. T493Differentiate Fluency: Phrasing: Punctuation, p. T489Differentiate Vocabulary Strategies: Base Words and Endings –ed, -ing, p. T495Reread The Stop and Spend SaleOptions for Reteaching: pp. T496-T497Reread Flint Cove Clambake or The Stop and Spend SaleWhat are my other children doing?Listen and Read: Listen to or read aloud Flint Cove Clambake-Leveled Practice, ELL4.1Listen: Audio of Teacher’s Pets, Student Book, pp. 126-149Partners: Retelling Cards-Leveled Practice, ELL5.2Partners: Use the words on Vocabulary in context Cards 33-40 to tell about the pictures-Leveled Practice, ELL5.3Listen and Read: Listen or read aloud with Audio of See Westburg by Bus!-Leveled Practice, ELL5.4Listen: Audio of Teacher’s Pets, Student Book, pp. 126-149-Complete and Share Literacy Center Activities

ELL Extra SupportELL Lesson 5 Resources

Daily Lessons to support the core

Language Support Card 5 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building Background

AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

Reading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline MastersHandwriting Model

Standards