English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 1 4Essential Question: Anchor Text:How do good friends act? Diary of a Spider

Humorous FictionA Swallow and a SpiderFable

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

Comprehension Skills and StrategiesTARGET SKILL

Cause and Effect Figurative Language

TARGET STRATEGY Summarize

PhonicsLong Vowels o, u, e Sounds for gFluencyAccuracy: Intonation

Language:Target Vocabulary: insects, dangerous, scare, sticky, rotten, screaming, breeze, judgeSpelling: doze, nose, use, rose, pole, close, cute, woke, mule, rode, role, tuneVocabulary Strategies: Context CluesGrammar: What is a Noun?

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words drill, faraway, practice*, safety, wind, fly, spider, web

Language Support Card 4 Building Background Videos Teacher’s Edition p. E32 Chant, ELL4.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary insects*, dangerous, scare, sticky, rotten, screaming, breeze*, judge

Vocabulary in Context CardsReading/Language Arts Terms vowel*, humorous fiction*, cause*, effect*, summarize, context*, infer*, fable*, consonant*, noun*, story*, main idea*, detail*Teacher’s Edition pp. E32, E34, E36, E38, E40Scaffolding ComprehensionBuilding Background

Language Support Card 4 Building Background Videos Selection Blackline Master ELL 4.6

Comprehension Teacher’s Edition pp. E33, E34, E38, E40

Cause and Effect Teacher’s Edition pp. E35, E37

Scaffolding WritingNarrative WritingTrue Story pp. T370-371

Teacher’s Edition p. E41 Common Core Writing Handbook: True Story

Scaffolding GrammarGrammar: What is a Noun? pp. T368-T369

Teacher’s Edition p. E39o Language Transfer Issue: The Sound g

Language Support Card 4: Third-Person Verb Forms of Be; Auxiliary Verb Can/Cannot

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsLong Vowels o, u, eII-R-2: B-3: distinguishing between long and short vowel sounds in orally stated single-syllable words.Sounds for gII-R-2: HI-2: orally producing groups of words that begin with the same initial sounds (alliteration)FluencyAccuracy: IntonationII-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: insects, dangerous, scare, sticky, rotten, screaming, breeze, judgeSpelling: doze, nose, use, rose, pole, close, cute, woke, mule, rode, role, tuneVocabulary Strategies: Context CluesII- 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 learn about nouns through reading sentences and identifying nouns that relate to insects.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 explore a topic in order to write a narrative, using Diary of a Spider as a model for writing with a clear main idea.II-W-1: HI-1: writing a narrative or short story that includes a main idea, character, setting and a sequence of events.Diary of a Spider

Humorous FictionChildren will read Diary of a Spider to

Use words and illustrations to determine cause and effect.

II-R-4: HI-10: identifying cause and effect of specific events in a literary selection.

Understand figurative languageII-L-2: LI-13: determining the meaning of a word by using resources with instructional support.II-L-2: HI-11: clarifying word meaning by applying knowledge of synonyms and antonyms to enhance vocabulary.

A Swallow and a Spider FableChildren will read A Swallow and a spider to

Participate in Readers’ TheaterII-R-4: LI-1: reading aloud (including high frequency/sight words) with fluency

Find the moral of the storyII-R-4: HI-6: making connections to text while

reading (text-to-text and text-to-self). II-R-4: HI-13: summarizing the key events from a literary selection.

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 Bed of Roses, pp.49-56 Swim Like a Frog, pp.57-64

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. T372 Phonics, p.T372 Comprehension, p.T373 Language Arts, p. T373 Fluency, p. T373

ELL Small GroupELL Leveled Reader-Flora the fly Saves the Spiders

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 Along Came a Spider…,Differentiate Phonics: Long Vowels o, u, e, p. T379Differentiate Comprehension: Cause and Effect: Summarize, p. T383Reread A Bed of RosesLeveled Reader Flora the Fly Saves the Spiders, p. T385Differentiate Fluency: Intonation, p. T385Differentiate Vocabulary Strategies: Context Clues, p. T391Reread Swim Like a FrogOptions for Reteaching: pp. T392-T393Reread A Bed of Roses or Swim Like a FrogWhat are my other children doing?Listen and Read: Listen to or read aloud A Bed of Roses-Leveled Practice, ELL4.1Listen: Audio of Diary of a Spider, Student Book, pp. 106-129Partners: Retelling Cards-Leveled Practice, ELL4.2Partners: Use the words on Vocabulary in context Cards 25-32 to tell about the pictures-Leveled Practice, ELL4.3Listen and Read: Audio of A Swallow and a Spider-Leveled Practice, ELL4.4Listen: Follow along with Audio of Diary of a Spider in the Student Book, pp. 106-129-Complete and Share Literacy Center Activities

ELL Extra SupportELL Lesson 4 Resources

Daily Lessons to support the core Language Support Card 4

ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building Background

AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

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

Standards