English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 4 17Essential Question: Anchor Text:Why is it important to keep trying even if something is difficult to do?

Luke Goes to BatRealistic Fiction

Jackie RobinsonInformational Text(Biography)

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

Comprehension Skills and StrategiesTARGET SKILL

Sequence of Events Formal and Informal Language

TARGET STRATEGY Visualize

PhonicsLong I (I, igh, ie, y)FluencyStress

Language:Target Vocabulary: practice, hurried, position, roared, extra, curb, cheered, finalSpelling: Long i (i, igh, ie, y)Vocabulary Strategies: AntonymsGrammar: Subject-Verb Agreement

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words chance, crowd, missed, strike, swing, field, players, stands

Language Support Card 17 Building Background Videos Teacher’s Edition p. E12 Chant, ELL.17.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary practice*, hurried, position*, roared, extra, curb, cheered, final

Vocabulary in Context CardsReading/Language Arts Terms vowel*, realistic fiction*, sequence of events*, visualize*, antonym*, infer*, informational text*, pronoun*, verb*, story paragraph, dialogue*Teacher’s Edition pp. E12, E14, E16, E18, E20Scaffolding ComprehensionBuilding Background

Language Support Card 17 Building Background Videos Selection Blackline Master ELL17.6

Comprehension Teacher’s Edition pp. E13, E14, E18, E20

Sequence of Events Teacher’s Edition pp. E15, E17

Scaffolding WritingNarrative WritingStory Paragraph pp. T176-T177

Teacher’s Edition p. 21 Common Core Writing Handbook: Story Paragraph

Scaffolding GrammarGrammar: Subject-Verb Agreement pp. T174-T175

Teacher’s Edition p. E19 Language Support Card 17: Statements; Complex Sentences

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:Phonics Long i (i, igh, ie, y)II-R-2: B-3: distinguishing between long and short vowel sounds in orally stated single-syllable words.Fluency StressII-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: practice, hurried, position, roared, extra, curb, cheered, finalSpelling: Long i (i, igh, ie, y)Vocabulary Strategies: AntonymsII- 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-11: clarifying word meaning by applying knowledge of synonyms and antonyms to enhance vocabulary.

Children learn about subject-verb agreement through reading and writing sentences that relate to baseball.II-W-2: HI-10: using subject-verb agreement in sentences in a variety of writing applications with instructional support.

Children learn to write a story paragraph using Luke Goes to Bat as a model for using dialogue to make characters more interesting.II-W-1: HI-1: writing a narrative or short story that includes a main idea, character, setting and a sequence of events.

Luke Goes to BatRealistic FictionChildren will read Luke Goes to Bat to

Understand the sequence of events of the story.

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

Observe the difference between formal and informal language.

II-R-4: HI-4: initiating conversations using formal and informal socio-functional communication in complete sentences. (e.g., greetings, courtesies, farewells, apologies, and invitations, etc.). Jackie RobinsonInformational TextChildren will read The Jackie Robinson to

Learn facts about the life of Jackie Robinson.II-R-4: HI-6: making connections to text while reading (text-to-text and text-to-self). II-R-4: HI-8: extracting and interpreting specific information from external text features of text. II-R-4: HI-10: identifying cause and effect of specific events in a literary selection.

See how a website can be organized.II-LS-1: HI-18: interpreting signs, labels, symbols

and captions within the environment. II-LS-1: LI-4: paraphrasing the main idea and key points/details of a presentation using complete sentences.

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 Bright Lights, pp. 17-24 Wild Cats, 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. T178 Phonics, p.T178 Comprehension, p.T179 Language Arts, p. T179 Fluency, p. T179

ELL Small GroupELL Leveled Reader-The Summer of Baseball Parks

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 The Brooklyn DodgersDifferentiated Instruction, p. T187Differentiate Phonics: Long I (I, igh, ie, y), p. T185Differentiate Comprehension: Sequence of Eventsw; Visualize , p. T189Reread Bright LightsLeveled Reader The Summer of Baseball Parks, p. T195Differentiate Fluency: Stress, p. T191Differentiate Vocabulary Strategies: Antonyms, p. T197Reread Wild CatsOptions for Reteaching: p. T198- T199Reread Bright Lights or Wild CatsWhat are my other children doing?Listen and Read: Listen to or read aloud Bright Lights-Leveled Practice, ELL17.1Listen: Audio of Luke Goes to Bat, Student Book, pp. 52-73 Partners: Retelling Cards-Leveled Practice, ELL17.2Partners: Use the words on Vocabulary in Context Cards 129-136 to tell about the pictures-Leveled Practice, ELL17.3Listen and Read: Audio of Jackie Robinson, Student Book, pp. 78-81Leveled Practice, ELL17.4Listen: Follow along with Audio of Like Goes to Bat in the Student Book, pp. 52-73-Complete and Share Literacy Center Activities

ELL Extra SupportELL Lesson 17 Resources

Daily Lessons to support the core

Language Support Card 17 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development

Building BackgroundVideo Clip for Lesson 17:Baseball

o Peer Conference Formso Cooperative Learning Guidelines

AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

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

Standards