English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 5 22Essential Question: Anchor Text:

How do friends help each other? Gloria Who Might Be My Best FriendRealistic Fiction

How to Make a KiteInformational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Informative Writing: Compare and Contrast Paragraph

Comprehension Skills and StrategiesTARGET SKILL

Understanding Characters Figurative Language

TARGET STRATEGY Question

PhonicsHomophones; Base Words and Endings: –er, -estFluencyAccuracy: Self-Correct

Language:Target Vocabulary: knot, copy, planning, lonely, heavily, seriously, answered, guessedSpelling: Homophones: meet, meat, week, weak, mane, main, tail, tale, be, bee, too, twoVocabulary Strategies: IdiomsGrammar: Using Adjectives

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words best, forget, friend, might, wish, boxes, dishes, family, hammer

Language Support Card 22 Building Background Videos Teacher’s Edition p. E12 Chant, ELL.22.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary knot, copy, planning*, lonely, heavily, seriously*, answered, guessed

Vocabulary in Context CardsReading/Language Arts Terms homophone*, realistic fiction*, character, traits, question, idiom infer*, informational text*, base word*, adjective*, compare*, contrast*, details*Teacher’s Edition pp. E12, E14, E16, E18, E20Scaffolding ComprehensionBuilding Background

Language Support Card 22 Building Background Videos Selection Blackline Master ELL22.6

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

Understanding Characters Teacher’s Edition pp. E15, E17

Scaffolding WritingInformative WritingCompare-Contrast Paragraph pp. T176-T177

Teacher’s Edition p. E21 Common Core Writing Handbook: Compare-Contrast Paragraph

Scaffolding GrammarGrammar: Using Adjectives pp. T174-T175

Teacher’s Edition p. E19 Language Support Card 22: Adjectives; Simple-Present Negative

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:Phonics Homophones; Base Words and Endings –er, -estII-R-2: HI-12: applying knowledge of homophones within text.II-R-2: LI-12: identifying base words that have been modified by inflectional endings.FluencyAccuracy: Self-CorrectII-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: knot, copy, planning, lonely, heavily, seriously, answered, guessedSpelling: Homophones: meet, meat, week, weak, mane, main, tail, tale, be, bee, too, twoVocabulary Strategies: IdiomsII- 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-1: classifying words into conceptual categories and providing rationale.

Children learn about using adjectives through reading and writing sentences that relate to following directions.I-L-1(ADJ): HI-3: using sensory/personality adjectives. II-L-1(ADJ): HI-4: using singular and plural possessive adjectives (my, your, his, her, its, our, their).II-L-1 (ADV) HI-1: using "when".

Children write to inform using Gloria Who Might Be My Best Friend as a model for writing a compare and contrast paragraph.II-R-4: HI-6: making connections to text while reading (text-to-text and text-to-self).II-R-4: LI-14: identifying the plot (specific events, problem and solution) in a literary selection.

Gloria Who Might Be My Best FriendRealistic FictionChildren will read Gloria Who Might Be My Best Friend to

Learn about understanding characters.II-R-4: HI-11: describing characters from a literary selection.Study figurative languageII-L-2(Vocabulary) HI-1: classifying words into conceptual categories and providing rationale.II-R-4: HI-6: making connections to text while reading (text-to-text and text-to-self).

How to Make a KiteInformational TextChildren will read How to Make a Kite to

Learn how to make a kite.II-R-4: HI-16: following multiple-step positive and negative written directions which include prepositions.

Gain information from directions.II-R-1: 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.

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 What’s That?, pp. 17-24 Get Smarter!, 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-Elena’s Wish

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 Friendship Rules!Differentiated Instruction, p. T187Differentiate Phonics: Homophones, p. T185Differentiate Comprehension: Understanding Characters; Questions, p. T189Reread What’s That?Leveled Reader Elena’s Wish, p. T195Differentiate Fluency: Accuracy: Self-Correct, p. T191Differentiate Vocabulary Strategies: Figurative Language/Idioms, p. T191Reread Get Smarter!Options for Reteaching: p. T198-T199Reread What’s That? Or Get Smarter!What are my other children doing?Listen and Read: Listen to or read aloud What’s That?-Leveled Practice, ELL122.1Listen: Audio of Gloria Who Might Be My Best Friend, Student Book, pp. 244-261 Partners: Retelling Cards-Leveled Practice, ELL22.2Partners: Use the words on Vocabulary in Context Cards 169-176 to tell about the pictures-Leveled Practice, ELL22.3Listen and Read: Audio of How to Make a Kite, Student Book, pp. 266-269Leveled Practice, ELL22.4Listen: Follow along with Audio of Gloria Who Might Be My Best Friend in the Student Book, pp. 244-261-Complete and Share Literacy Center Activities

ELL Extra SupportELL Lesson 22 Resources

Daily Lessons to support the core

Language Support Card 22 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development

Building BackgroundVideo Clip for Lesson 22:Flags and Kites on a Windy Day

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