English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 2 6Essential Question: Anchor Text:What are animal homes like? Animals Building Homes

Informational TextWhose Home Is This?Informational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Informative Writing: Informational Paragraph

Comprehension Skills and StrategiesTARGET SKILL

Text and Graphic Features Using Context

TARGET STRATEGY Question

PhonicsCommon Final Blends nd, ng, nk, nt, ft, xt, mpFluencyExpression

Language:Target Vocabulary: shaped, branches, pond, beaks, deepest, break, hang, windingSpelling: Common Final Blends nd, ng, nk, nt, ft, xt, mp: next, end, camp, sank, sing, drink, hunt, stand, long, stamp, pond, bringVocabulary Strategies: Base Words and Prefixes un-, re-Grammar: More Plural Nouns

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words builds, dig, floats*, hide, safe, grass, logs, mud

Language Support Card 6 Building Background Videos Teacher’s Edition p. E2 Chant, ELL.6.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary shaped, branches, pond, beaks, deepest, break, hang, winding

Vocabulary in Context CardsReading/Language Arts Terms consonant blend, informational text*, text and graphic features, boldface print, question, prefix*, base word*, heading, play, plural noun*, informational paragraph*, main idea*, details*Teacher’s Edition pp. E2, E4, E6, E8Scaffolding ComprehensionBuilding Background

Language Support Card 6 Building Background Videos Selection Blackline Master ELL6.6

Comprehension Teacher’s Edition pp. E3, E4, E8, E10

Text and Graphic Features Teacher’s Edition pp. E3, E5, E7

Scaffolding WritingInformative WritingInformational Paragraph pp. T74-T75

Teacher’s Edition p. E11 Common Core Writing Handbook: Informational Paragraph

Scaffolding GrammarGrammar: More plural Nouns pp. T72-T73

Teacher’s Edition p. E9o Language Transfer Issue: Plural endings –s, -es

Language Support Card 6: Verbs and Verb Phrases in Questions and Answers

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:Phonics Common Final Blends nd, ng, nk, nt, ft, xt, mpII-R-2: B-4: segmenting one-syllable words with more than three sounds into phonemes.FluencyExpressionII-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: : shaped, branches, pond, beaks, deepest, break, hang, windingSpelling: next, end, camp, sank, sing, drink, hunt, stand, long, stamp, pond, bringVocabulary Strategies: Base Words and Prefixes un-, re-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 plural nouns through reading sentences that relate to animals and their homes.II-L-1(N): B-2: orally listing common nouns (singular and plural) and singular proper nouns.

Children write an informational paragraph using Animals Building Homes as a model for using details to support the main idea.II-W-3: LI-3: writing a student generated draft that includes a main idea and supporting details based on a prewriting plan with instructional support.

Animals Building HomesInformational TextChildren will read Animals Building Homes to

Identify text and graphic featuresII-R-4: B-4: asking questions (who, what, when, which, where, why) to clarify text with instructional support. II-R-4: LI-19: identifying organizational features (e.g., titles, table of contents, heading bold print) of expository text.

Use context to determine meaningII-L-2: LI-13: determining the meaning of a word by using resources with instructional support.Whose Home Is ThisInformational TextChildren will read Whose Home Is This! to

Compare and contrast the animals and the animals and their homes in both selections.

II-R-4: HI-4: asking questions to clarify text.II-R-4: HI-6: making connections to text while reading (text-to-text and text-to-self).

Use text features such as subheadings and bold print to clarify meaning.

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 A Job for Bob, pp.1-8 Baby Animals, pp. 9-16

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. T76 Phonics, p.T76 Comprehension, p.T77 Language Arts, p. T77 Fluency, p. T77

ELL Small GroupELL Leveled Reader-Bee’s at Work

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 Amazing Nests, Differentiated Instruction, p.T85Differentiate Phonics: Common Final Blends nd, ng, nk, nt, ft, xt, mp, p.T83Differentiate Comprehension: Test and Graphic Features; Question, p. T87Reread A Job for BobLeveled Reader Bees at Work, p. T93Differentiate Fluency: Expression, p. T89Differentiate Vocabulary Strategies: Base Words and Prefixes un-, re-, p. T95Reread Baby AnimalsOptions for Reteaching: p. T97Reread A Job for Bob or Baby AnimalsWhat are my other children doing?Listen and Read: Listen to or read aloud A Job for Bob-Leveled Practice, ELL6.1Listen: Audio of Animals Building Homes, Student Book, pp. 190-205Partners: Retelling Cards-Leveled Practice, ELL6.2Partners: Use the words on Vocabulary in Context Cards 41-48 to tell about the pictures-Leveled Practice, ELL6.3Listen and Read: Audio of Whose Home Is This?-Leveled Practice, ELL6.4Listen: Follow along with Audio of Animals Building Homes in the Student Book, pp. 190-205-Complete and Share Literacy Center Activities

ELL Extra SupportELL Lesson 6 Resources

Daily Lessons to support the core

Language Support Card 6 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building Background

AssessmentWeekly Tests Answer KeyObservation ChecklistsFluency Tests Periodic Assessments

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

Standards