English Language Arts
Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: / Unit: / Lesson:2 / 3 / 11
Essential Question: / Anchor Text:
How can people and animals help each other? / Click, Clack, Moo: Cows That Type
Humorous Fiction / Talk About Smart Animals!
Informational Text
Writing: / Reading Literature & Informational Text: / Foundational Skills:
Opinion Writing:
Persuasive Letter / Comprehension Skills and Strategies
TARGET SKILL
· Conclusions
· Author’s Word Choice
TARGET STRATEGY
· Infer/Predict / Phonics
Base Words and Endings –s, -es
Fluency
Expression
Language:
Target Vocabulary: understand, gathered, impatient, impossible, believe, problem, demand, furious
Spelling: Base Words and Endings –s, -es: hens, eggs, ducks, bikes, boxes, wishes, dresses, names, bells, stamps, dishes, grapes
Vocabulary Strategies: Prefixes pre- and mis-
Grammar: Compound Sentences
Planning for English Language Development:
Begin with High-Utility Words Tier 1 Words *=Spanish cognates
High-Utility Words closed, deal, exchange, meeting, strike, barn, cow, hen
· Language Support Card 11
· Building Background Videos
· Teacher’s Edition p. E2
· Chant, ELL 11.5
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates
Target Vocabulary understand, gathered, impatient*, impossible*, believe, problem*, demand, furious*
· Vocabulary in Context Cards
Reading/Language Arts Terms plural*, humorous fiction*, infer*, predict*, prefix*, base word*, signal word, support, conclusion*, informational text*, statement, command, question, persuasive letter*, persuade*
Teacher’s Edition pp. E2, E4, E6, E8
Scaffolding Comprehension
Building Background
· Language Support Card 11
· Building Background Videos
· Selection Blackline Master ELL11.6
Comprehension
· Teacher’s Edition pp. E3, E4, E8, E10
Conclusions
· Teacher’s Edition pp. E5, E7
Scaffolding Writing
Opinion Writing
Persuasive Letter pp. T74-T75
· Teacher’s Edition p. E11
· Common Core Writing Handbook: Persuasive Letter
Scaffolding Grammar
Grammar: Compound Sentences pp. T72-T73
· Teacher’s Edition p. E9
o Language Transfer Issue: Subject-Verb Inversion in Questions
· Language Support Card 11: Sentences with I Think
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
Foundational Skills:
Phonics
Base Words and endings –s, -es
II-R-2: HI-12: identifying inflectional endings (-s, -ed, -ing) and their functions (tense, plurality, comparison and part of speech)
Fluency
Expression
II-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity. / Grammar
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / Target Vocabulary: understand, gathered, impatient, impossible, believe, problem, demand, furious
Spelling: Base Words and Endings –s, -es
Vocabulary Strategies: Prefixes pre- and mis-
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-L-2: HI-8: constructing meaning by applying knowledge of prefixes.
Children learn about compound sentences through combining and writing sentences that relate to cows.
II-L-1(N): HI-2: using a joined noun phrase in a complete sentence.
II-L-1(V): HI-5: using a joined verb phrase in a complete sentence.
II-L-1(PREP): HI-6: using a prepositional phrase in a complete sentence. / Children learn how to write a persuasive letter using Click, Clack, Moo: Cows That Type as a model for writing a letter that asks for something.
II-W-1: HI-5: creating a variety of functional texts (e.g., classroom rules, letters, notes, messages, directions, etc.) using complete sentences.
II-W-1: HI-6: writing a friendly letter or thank-you note that is organized and uses a proper format (e.g., heading, greeting, body, closing, etc.)
II-W-1: HI-8: writing a short response to a literary selection that connects text to self, text to world, or text to other text.
Click, Clack, Moo: Cows That Type
Humorous Fiction
Children will read Click, Clack, Moo: Cows That Type to
· Use text and illustrations to draw conclusions about characters.
II-R-4: HI-2: comparing a prediction about an action or event to what actually occurred within a text.
II-R-4: B-5: sequencing a story or event with a beginning, middle and end, using pictures and key words.
· Focus on author’s word choice, including sound words.
II-R-4: HI-9: identifying the author’s purpose for writing a book.
Talk About Smart Animals!
Informational Text
Children will read Talk About Smart Animals! to
· Learn about some things animals can be trained to do.
II-R-4:HI-3: locating facts and answering questions about text.
· Gain information from headings.
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 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
· Jess Makes Gifts, pp. 1-8
· Cooking with Mom Fox, pp. 9-16
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. T76
· Phonics, p.T76
· Comprehension, p.T77
· Language Arts, p. T77
· Fluency, p. T77
ELL Small Group
ELL Leveled Reader-The Smiths and Their Animals
· 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 From Typewriters to Computers,
Differentiated Instruction, p. T85
Differentiate Phonics: Base Words and Endings –s, -es, p.T83
Differentiate Comprehension: Conclusions: Infer/Predict, p.T87
Reread Jess Makes Gifts
Leveled Reader The Smiths and Their Animals, p. T93
Differentiate Fluency: Expression, p. T89
Differentiate Vocabulary Strategies: Prefixes pre-, mis-, p. T95
Reread Cooking with Mom Fox
Options for Reteaching: p. T96-T97
Reread Jess Makes Gifts or Cooking with Mom Fox
What are my other children doing?
Listen and Read: Listen to or read aloud Jess Makes Gifts
-Leveled Practice, ELL11.1
Listen: Audio of Click, Clack, Moo; Cows That Type, Student Book, pp. 374-393
Partners: Retelling Cards
-Leveled Practice, ELL11.2
Partners: Use the words on Vocabulary in Context Cards 81-88 to tell about the pictures
-Leveled Practice, ELL11.3
Listen and Read: Listen or read aloud with Audio of Talk About Animals!
-Leveled Practice, ELL11.4
Listen: Follow along with Audio of Click, Clack, Moo: Cows That Type in the Student Book, pp. 374-393
-Complete and Share Literacy Center Activities
ELL Extra Support
ELL Lesson 11 Resources
· Daily Lessons to support the core
· Language Support Card 11
· ELL Blackline Masters
· ELL Teacher’s Handbook
o Professional Development
o Peer Conference Forms
o Cooperative Learning Guidelines / Building Background
Video Clip for Lesson 11:
Animals Bringing Comfort
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