English Language Arts
Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: / Unit: / Lesson:2 / 5 / 22
Essential Question: / Anchor Text:
How do friends help each other? / Gloria Who Might Be My Best Friend
Realistic Fiction / How to Make a Kite
Informational Text
Writing: / Reading Literature & Informational Text: / Foundational Skills:
Informative Writing:
Compare and Contrast Paragraph / Comprehension Skills and Strategies
TARGET SKILL
· Understanding Characters
· Figurative Language
TARGET STRATEGY
· Question / Phonics
Homophones; Base Words and Endings: –er, -est
Fluency
Accuracy: Self-Correct
Language:
Target Vocabulary: knot, copy, planning, lonely, heavily, seriously, answered, guessed
Spelling: Homophones: meet, meat, week, weak, mane, main, tail, tale, be, bee, too, two
Vocabulary Strategies: Idioms
Grammar: Using Adjectives
Planning for English Language Development:
Begin with High-Utility Words Tier 1 Words *=Spanish cognates
High-Utility Words best, forget, friend, might, wish, boxes, dishes, family, hammer
· Language Support Card 22
· Building Background Videos
· Teacher’s Edition p. E12
· Chant, ELL.22.5
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates
Target Vocabulary knot, copy, planning*, lonely, heavily, seriously*, answered, guessed
· Vocabulary in Context Cards
Reading/Language Arts Terms homophone*, realistic fiction*, character, traits, question, idiom infer*, informational text*, base word*, adjective*, compare*, contrast*, details*
Teacher’s Edition pp. E12, E14, E16, E18, E20
Scaffolding Comprehension
Building Background
· Language Support Card 22
· Building Background Videos
· Selection Blackline Master ELL22.6
Comprehension
· Teacher’s Edition pp. E13, E14, E18, E20
Understanding Characters
· Teacher’s Edition pp. E15, E17
Scaffolding Writing
Informative Writing
Compare-Contrast Paragraph pp. T176-T177
· Teacher’s Edition p. E21
· Common Core Writing Handbook: Compare-Contrast Paragraph
Scaffolding Grammar
Grammar: Using Adjectives pp. T174-T175
· Teacher’s Edition p. E19
· Language Support Card 22: Adjectives; Simple-Present Negative
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
Foundational Skills:
Phonics
Homophones; Base Words and Endings –er, -est
II-R-2: HI-12: applying knowledge of homophones within text.
II-R-2: LI-12: identifying base words that have been modified by inflectional endings.
Fluency
Accuracy: Self-Correct
II-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity. / Grammar
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / Target Vocabulary: knot, copy, planning, lonely, heavily, seriously, answered, guessed
Spelling: Homophones: meet, meat, week, weak, mane, main, tail, tale, be, bee, too, two
Vocabulary Strategies: Idioms
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 (Vocabulary): HI-1: classifying words into conceptual categories and providing rationale.
Children learn about using adjectives through reading and writing sentences that relate to following directions.
I-L-1(ADJ): HI-3: using sensory/personality adjectives.
II-L-1(ADJ): HI-4: using singular and plural possessive adjectives (my, your, his, her, its, our, their).
II-L-1 (ADV) HI-1: using "when". / Children write to inform using Gloria Who Might Be My Best Friend as a model for writing a compare and contrast paragraph.
II-R-4: HI-6: making connections to text while reading (text-to-text and text-to-self).
II-R-4: LI-14: identifying the plot (specific events, problem and solution) in a literary selection.
Gloria Who Might Be My Best Friend
Realistic Fiction
Children will read Gloria Who Might Be My Best Friend to
· Learn about understanding characters.
II-R-4: HI-11: describing characters from a literary selection.
Study figurative language
II-L-2(Vocabulary) HI-1: classifying words into conceptual categories and providing rationale.
II-R-4: HI-6: making connections to text while reading (text-to-text and text-to-self).
How to Make a Kite
Informational Text
Children will read How to Make a Kite to
· Learn how to make a kite.
II-R-4: HI-16: following multiple-step positive and negative written directions which include prepositions.
· Gain information from directions.
II-R-1: 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.
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
· What’s That?, pp. 17-24
· Get Smarter!, pp. 25-32
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. T178
· Phonics, p.T178
· Comprehension, p.T179
· Language Arts, p. T179
· Fluency, p. T179
ELL Small Group
ELL Leveled Reader-Elena’s Wish
· 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 Friendship Rules!
Differentiated Instruction, p. T187
Differentiate Phonics: Homophones, p. T185
Differentiate Comprehension: Understanding Characters; Questions, p. T189
Reread What’s That?
Leveled Reader Elena’s Wish, p. T195
Differentiate Fluency: Accuracy: Self-Correct, p. T191
Differentiate Vocabulary Strategies: Figurative Language/Idioms, p. T191
Reread Get Smarter!
Options for Reteaching: p. T198-T199
Reread What’s That? Or Get Smarter!
What are my other children doing?
Listen and Read: Listen to or read aloud What’s That?
-Leveled Practice, ELL122.1
Listen: Audio of Gloria Who Might Be My Best Friend, Student Book, pp. 244-261
Partners: Retelling Cards
-Leveled Practice, ELL22.2
Partners: Use the words on Vocabulary in Context Cards 169-176 to tell about the pictures
-Leveled Practice, ELL22.3
Listen and Read: Audio of How to Make a Kite, Student Book, pp. 266-269
Leveled Practice, ELL22.4
Listen: Follow along with Audio of Gloria Who Might Be My Best Friend in the Student Book, pp. 244-261
-Complete and Share Literacy Center Activities
ELL Extra Support
ELL Lesson 22 Resources
· Daily Lessons to support the core
· Language Support Card 22
· ELL Blackline Masters
· ELL Teacher’s Handbook
o Professional Development
o Peer Conference Forms
o Cooperative Learning Guidelines / Building Background
Video Clip for Lesson 22:
Flags and Kites on a Windy Day
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