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English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: Unit: Lesson: 2 1 2Essential Question: Anchor Text:What are some things that families like to do together?
My FamilyInformational Text
Family PoetryPoetry
Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing: Friendly Letter
Comprehension Skills and StrategiesTARGET SKILL
Compare and Contrast Genre: Informational Text
TARGET STRATEGY Question
PhonicsShort Vowels o, u, e CVC Syllable PatternFluencyAccuracy: Words in Connected Text
Language:Target Vocabulary: remembered, porch, crown, spend, stuck, visit, cousin, pianoSpelling: Short Vowels o, u, e: wet, job, hub, rest, spot, mud, left, help, plum, nut, net hotVocabulary Strategies: Using a glossaryGrammar: Simple Sentences
Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words dance, paint*, play, sing, game, piano
Language Support Card 2 Building Background Videos Teacher’s Edition p. E12 Dialogue, ELL2.5
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary remembered, porch, crown*, spend, stuck, visit*, cousin, piano*
Vocabulary in Context CardsReading/Language Arts Terms vowel*, informational text*, compare*, contrast*, question, glossary*, event, poetry*, consonant*, subject*, predicate*, friendly letterTeacher’s Edition pp. E12, E14, E16, E18, E20Scaffolding ComprehensionBuilding Background
Language Support Card 2 Building Background Videos Selection Blackline Master ELL 2.6
Comprehension Teacher’s Edition pp. E13, E14, E18, E20
Compare and Contrast Teacher’s Edition pp. E15, E17
Scaffolding WritingNarrative WritingFriendly Letter pp. T170-T171
Teacher’s Edition p. E21 Common Core Writing Handbook, Friendly Letter
Scaffolding GrammarGrammar: Simple Sentences, pp. T168-T169
Teacher’s Edition p. E19o Language Transfer Issue: Subject-Verb Agreement
Language Support Card 2: Simple Present Verbs; Adjectives
Whole GroupReading 60 Minutes
__:__-__:__ Language Arts Oral/Vocab60 Minutes
__:__-__:__
Foundational Skills:PhonicsShort Vowels o, u, eII-R-2: B-9: reading regularly spelled one-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters with instructional support.CVC Syllable PatternII-R-2: PE-3: identifying short vowel sounds in orally stated single-syllable words.FluencyAccuracy: Words in Connected TextII-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.
Grammar60 Minutes
__:__-__:__ Writing60 Minutes
__:__-__:__ Target Vocabulary: remembered, porch, crown, spend, stuck, visit, cousin, piano Spelling: Short Vowels o, u, e wet, job, hub, rest, spot, mud, left, help, plum, nut, net hot Vocabulary Strategies: Using a glossaryII- 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 will learn about simple sentences through reading and identifying complete simple sentences that relate to families.II-L-2 (SC): HI-2: producing sentences using a subject and a verb, with subject-verb agreement. (S-V)II-L-2 (SC): HI-12: producing sentences using subject, verb, and direct object (noun), with subject-verb agreement. (S-V-O)
Children learn to write a friendly letter using My Family as a model for how to write about things families do together. 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.)
My FamilyInformational TextChildren will read My Family to
Compare and contrast facts in a textII-R-4: LI-6: making connections to text while reading (text-to-text and text-to-self)
Gain information from pictures that is not found in the text.
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.Family PoetryPoetryChildren will read Family Poetry to
Learn about different families through poetry.
II-R-4: HI-3: locating facts and answering questions about text.
Notice the rhythm used in poetry.
II-R-4: B-21: identifying words of rhyme, rhythm and repetition in literary selections with instructional support.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 Bud, Ben, and Roz, pp.17-24 The Funny Hat Contest, pp. 25-32
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. T172 Phonics, p.T172 Comprehension, p.T173 Language Arts, p. T173 Fluency, p. T173
ELL Small GroupELL Leveled Reader-Birthdays Around the World
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 Who Is In Your Family?, Differentiate Instruction, p. T181Differentiate Phonics: Short Vowels o, u, e, p.179Differentiate Comprehension: Compare and Contrast; Question, p. T183Reread Bud, Ben, and RozLeveled Reader Birthdays Around the World p. T189Differentiate Fluency: Accuracy: Words in Connected Text, p. T185Differentiate Vocabulary Strategies: Using a Glossary, p. T191Reread The Funny Hat ContestOptions for Reteaching: pp. T192-T193Reread Bud, Ben, and Roz or The Funny Hat ContestWhat are my other children doing?Listen and Read: Listen to or read aloud Bud, Ben, and Roz-Leveled Practice, ELL2.1Listen: Audio of My Family in the Student Book, pp. 42-57Partners: Retell My Family using Retelling Cards-Leveled Practice, ELL2.2Partners: Use the words on Vocabulary in context Cards 9-16 to tell about the pictures-Leveled Practice, ELL2.3Listen and Read: Audio of Family Poetry, Student Book, pp. 62-65-Leveled Practice, ELL2.4Listen: Follow along with audio of My Family in the Student Book, pp. 42-57-Complete and share Literacy Center Activities
ELL Extra SupportELL Lesson 2 Resources
Daily Lessons to support the core
Language Support Card 2 ELL Blackline Masters ELL Teacher’s Handbook
o Professional Development o Peer Conference Forms
Building BackgroundVideo Clip for Lesson 2: Families at Work and Play
o Cooperative Learning Guidelines
AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments
Reading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline MastersHandwriting Model
Standards
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