English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 4 18Essential Question: Anchor Text:

Why are reading and writing important? My Name is GabrielaBiography

Poems About Reading and WritingPoetry

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

Comprehension Skills and StrategiesTARGET SKILL

Understanding Characters Author’s Word Choice

TARGET STRATEGY Analyze/Evaluate

PhonicsThe Long e Sound for y Changing y to iFluencyExpression

Language:Target Vocabulary: accepted, express, taught, grand, pretend, prize, wonder, flutteringSpelling: The Long e Sound for yVocabulary Strategies: Suffixes –y and -fulGrammar: The Verb Be

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words important*, learn, noticed, sounds, traveled, students, teachers, words

Language Support Card 18 Building Background Videos Teacher’s Edition p. E22 Chant, ELL.18.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary accepted*, express*, taught, grand, pretend, prize*, wonder, fluttering

Vocabulary in Context CardsReading/Language Arts Terms syllables*, vowel*, biography*, character, analyze*, evaluate*, suffix*, base word*, trait, infer*, poetry*, plural*, verb*, descriptive paragraph*, description*, sense words Teacher’s Edition pp. E22, E24, E26, E28, E30Scaffolding ComprehensionBuilding Background

Language Support Card 18 Building Background Videos Selection Blackline Master ELL18.6

Comprehension Teacher’s Edition pp. E23, E24, E28, E30

Understanding Characters Teacher’s Edition pp. E25, E27

Scaffolding WritingNarrative WritingStory Paragraph pp. T276-T277

Teacher’s Edition p. E31 Common Core Writing Handbook: Descriptive Paragraph

Scaffolding GrammarGrammar: Subject-Verb Agreement pp. T274-T275

Teacher’s Edition p. E29 Language Support Card 18: Statements; Past Tense Verbs

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:Phonics The Long e Sound for yChanging y to iII-R-2: B-3: distinguishing between long and short vowel sounds in orally stated single-syllable words.FluencyExpressionII-R-3: HI-1: reading aloud (including high frequency words/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: accepted, express, taught, grand, pretend, prize, wonder, flutteringSpelling: The Long e Sound for yVocabulary Strategies: Suffixes –y and -fulII- 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-9: constructing meaning by applying knowledge of suffixes.

Children learn about the verb be through completing sentences that relate to reading and writing.II-R-1: HI-20: identifying words (nouns, adjective, verbs and adverbs) that the author selects in a literary selection to create a graphic visual image.

Children learn to write a descriptive paragraph using My Name is Gabriela as a model for using sense words to be more descriptive.II-W-4: HI-6: using a variety of words in a student generated text to create a picture in the reader’s mind and to convey the intended meaning (e.g., shades of meaning/big, large, enormous, etc.).II-W-4: HI-7: using expressive or descriptive phrases/sentences in student generated text.

My Name is GabrielaBiographyChildren will read My Name is Gabriela to

Learn about the person presented in the biography.

II-R-4: HI-20: identifying words (nouns, adjective, verbs and adverbs) that the author selects in a literary selection to create a graphic visual image.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).

Notice words the author has chosen to convey meaning.

II-R-4: HI-9: identifying the author’s purpose for writing a book.

Poems About Reading and WritingPoetryChildren will read Poems About Reading and Writing to

Appreciate different forms of poetry.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.

Review the use of rhythm in poetry.

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 Bunny and the Penny, pp. 33-40 Puppies, pp. 41-48

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. T278 Phonics, p.T278 Comprehension, p.T279 Language Arts, p. T279 Fluency, p. T279

ELL Small GroupELL Leveled Reader-Jack Prelutsky

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 All About ChileDifferentiated Instruction, p. T287Differentiate Phonics: Long e Sound for y, p. T285Differentiate Comprehension: Understanding Characters; Analyze/Evaluate , p. T289Reread Bunny and the PennyLeveled Reader Jack Prelutsky, p. T295Differentiate Fluency: Expression, p. T291Differentiate Vocabulary Strategies: Suffixes –y, -ful, p. T297Reread PuppiesOptions for Reteaching: p. T298- T299Reread Bunny and the Penny or PuppiesWhat are my other children doing?Listen and Read: Listen to or read aloud Bunny and the Penny-Leveled Practice, ELL18.1Listen: Audio of My Name Is Gabriela, Student Book, pp. 90-109 Partners: Retelling Cards-Leveled Practice, ELL18.2Partners: Use the words on Vocabulary in Context Cards 137-144 to tell about the pictures-Leveled Practice, ELL18.3Listen and Read: Audio of Poems About Reading and Writing, Student Book, pp. 114-117Leveled Practice, ELL18.4Listen: Follow along with Audio of My Name Is Gabriela in the Student Book, pp. 90-109-Complete and Share Literacy Center Activities

ELL Extra SupportELL Lesson 18 Resources

Daily Lessons to support the core Language Support Card 18

ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development

Building BackgroundVideo Clip for Lesson 18:Reading in Front of the Class

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