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