English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 1 4 19Essential Question: Anchor Text:Why is it important to learn about people from the past?

Tomas RiveraBiography

Life Then and NowInformational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing: Personal Narrative Focus Trait: Organization

Comprehension Skills and Strategies TARGET SKILL • Sequence of Events• Using ContextTARGET STRATEGY • Monitor/Clarify

HIGH-FREQUENCY WORDSdone, paper, were, great, soon, work, laugh, talkPhonics Vowel Pairs oa, owContractions ‘ve, ‘rePhonogram –ow, -oatFluencyIntonation

Language:Spelling: Words with oa, owshow, row, grow, low, blow, snow, boat, coat, road, toadGrammar: Future TenseVocabulary Strategies: Synonyms

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words library, people, proud, story, books

Language Support Card 19 Building Background Videos Teacher’s Edition p. E32 Oral Language Chant, Blackline Master ELL 19.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesWords to Know work, great, talk, paper, were, soon, laugh, done

Vocabulary in Context CardsReading/Language Arts Terms biography*, sequence of events, monitor, clarify*, synonym*, contraction*, apostrophe*, informational text*, future tense, personal narrative, details*

Teacher’s Edition pp. E32, E34 Scaffolding ComprehensionBuilding Background

Language Support Card 19 Building Background Videos Selection Blackline Master ELL 19.6

Comprehension Teacher’s Edition pp. E33, E34, E35, E38, E40

Sequence of Events Teacher’s Edition pp. E33, E35, E40

Scaffolding WritingNarrative WritingPersonal Narrative, pp. T480-T481

Teacher’s Edition p. E41 Common Core Writing Handbook: Personal Narrative

Scaffolding GrammarGrammar: Future Tense pp. T378-T379

Teacher’s Edition P. E39o Language Transfer Issue: Verb Tenseo Language Support Card 19: Know How + Infinitive

Whole GroupReading 60 Minutes

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

__:__-__:__

HIGH-FREQUENCY WORDSdone, paper, were, great, soon, work, laugh, talkII-R-2: HI-13: reading high frequency words and irregular sight words fluently.Phonics Vowel Pairs oa, owContractions ‘ve, ‘rePhonogram –ow, -oatII-R-2: HI-9: reading regularly spelled multi-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters, consonant blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie, ee) and r-controlled vowels.FluencyIntonationII-R-2: LI-14: recognizing common contractions.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Spelling: Words with oa, owshow, row, grow, low, blow, snow, boat, coat, road, toadGrammar: Future TenseVocabulary Strategies: SynonymsII-R-2: HI-9: reading regularly spelled multi-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters, consonant blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie, ee) and r-controlled vowels.II-L-1: LI-10: producing declarative, negative, and interrogative simple sentences using the simple future tense (will, going to)(subject-verb agreement) with instructional support.II-L-2: HI-11: clarifying word meaning by applying knowledge of synonyms and antonyms to enhance vocabulary.

Children learn about the future tense of verbs through reading and writing sentences about books. II-L-1: LI-10: producing declarative, negative, and interrogative simple sentences using the simple future tense (will, going to)(subject-verb agreement) with instructional support.

Children begin to write a personal narrative using Tomas Rivera as a model to sequence the events. II-W-4: HI-5: organizing a student generated text in a selected format (e.g., friendly letter, narrative, expository text, etc.).II-W-1: HI-1: writing a narrative or short story that includes a main idea, character, setting and a sequence of events.II-W-2: HI-4: using resources to spell words.

Tomas RiveraBiographyChildren will read Tomas Rivera to

Identify what happens first, next, and last in the selection.

Ask and answer questions and use sentence-level context to determine the meaning of words or phrases.

II-R-4: HI-13: summarizing the key events from a literary selection.II-R-4: HI-3: locating facts and answering questions about text.Life Then and NowInformational TextChildren will read Life Then and Now to

Study informational text. Analyze the information given in charts.

II-R-4: B-8: identifying external text features (e.g., charts, maps, diagrams, illustrations, tables, and

timelines) of text.II-R-4: LI-8: locating specific information from external text features of 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 It Was Snow Fun, pp. 99-106 Boat Rides, pp. 107-114 Fun with Gram, pp. 115-122 Rex Knows, pp. 123-130

Progress MonitoringAssess and monitor children’s progress to determine who is on track and who needs help. Clear prescriptions identify targeted instruction to address children’s needs and get them back on track. Respond to Assessment

Vocabulary, p. T382 Phonics, p. T382 Comprehension, p. T383 Language Arts, p. T383 Fluency, p. T383

ELL Small GroupELL Leveled Reader- Our Day at the Bakery

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 People in the Town, Differentiated Instruction, p. T391Differentiate Words to Know Using Context Cards, p. T389Differentiate Comprehension: Sequence of Events; Monitor/Clarify Strategy, p. T393Reread Boat Rides, p.T345Leveled Reader Our Day at the Bakery, p. T399Differentiate Fluency: Intonation, p. T395Differentiate Vocabulary Strategies: Synonyms, p. T401Reread Rex Knows, p. T367Options for Reteaching: pp. T402-T403Reread One of this week’s Decodable Reader selections. What are my other kids doing?Listen to Audio of Tomas RiveraComplete Leveled Practice, ELL 19.1-ELL 19.2Listen: Follow along with Audio of Tomas RiveraRetell: Partners retell Tomas Rivera using Retelling CardsComplete Leveled Practice, ELL 19.3Reread Partners read Our Day at the BakeryListen to Audio of Life Then and NowComplete Leveled Practice, ELL 19.4Listen to Audio of Life Then and NowReread: Partners read Fun with GramReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 19 Resources

Daily Lessons to support the core Language Support Card 19

ELL Blackline Masters ELL Teacher’s Handbook

Building Background

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

AssessmentWeekly Tests Answer KeyObservation ChecklistsFluency Tests Periodic AssessmentsReading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting ChecklistWriting RubricInstructional RoutinesGraphic Organizer Blackline MastersHandwriting Model

Standards