Houghton Mifflin Harcourt JOURNEYS COMMON CORE s7

English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 2 9 Essential Question: Anchor Text: How can stories help you learn a lesson? How Chipmunk Got His Stripes Why Rabbits Have Short Tails Folktale Traditional Tale Writing: Reading Literature & Informational Text: Foundational Skills: Informative Writing: Comprehension Skills and Strategies Phonics Instructions TARGET SKILL Base Words and Endings –ed, -ing,  Understanding Characters CV Syllable Pattern  Author’s Word Choice Fluency TARGET STRATEGY Phrasing: Punctuation  Summarize Language: Target Vocabulary: tunnel, curled, height, direction, toward, healed, brag, tease Spelling: Base Words and Endings –ed, -ing – liked, using, riding, chased, spilled, making, closed, hoping, baked, hiding, standing, asked Vocabulary Strategies: Synonyms Grammar: Verbs in the Present Planning for English Language Development: Begin with High-Utility Words Tier 1 Words *=Spanish cognates High-Utility Words always, anything, disappear*, rise, scratched, stripes, chipmunk, squirrel  Language Support Card 9  Building Background Videos  Teacher’s Edition p. E32  Chant, ELL.9.5 Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates Target Vocabulary tunnel*, curled, height, direction*, toward, healed, brag, tease  Vocabulary in Context Cards Reading/Language Arts Terms base word*, folktale, character, trait, summarize, synonym*, infer*, compare*, contrast*, vowel*, verb*, present*, syllable*, instructions* Teacher’s Edition pp. E32, E34, E36, E38 Scaffolding Comprehension Building Background  Language Support Card 9  Building Background Videos  Selection Blackline Master ELL9.6 Comprehension  Teacher’s Edition pp. E33, E34, E38, E40 Understanding Characters  Teacher’s Edition pp. E33, E35, E37 Scaffolding Writing Informative Writing Informational Paragraph pp. T376-T377  Teacher’s Edition p. E41  Common Core Writing Handbook: Instructions Scaffolding Grammar Grammar: Verbs in the Present pp. T374-T375  Teacher’s Edition p. E39 o Language Transfer Issue: Verb Tense  Language Support Card 9: Superlatives; Says That Whole Group Reading __:__-__:__ Language Arts __:__-__:__ 60 Minutes Foundational Skills: Grammar __:__-__:__ Writing __:__-__:__ Target Vocabulary: Phonics 60 Minutes 60 Minutes tunnel, curled, height, Base Words and Endings direction, toward, –ed, -ing healed, brag, tease CV Syllable Pattern Spelling: Base Words II-R-2: HI-9: and Endings –ed, -ing constructing meaning by – liked, using, riding, applying knowledge of chased, spilled, suffixes. II-R-2: HI-12: identifying making, closed, inflectional endings (-s, hoping, baked, hiding, -ed, -ing) and their standing, asked functions (tense, Vocabulary Strategies: plurality, comparison Synonyms and part of speech). II- LS-1: E-7: responding Fluency to academic discussions Phrasing: Punctuation using key words and II-R-3: HI-1: reading phrases with aloud (including high instructional support. frequency/sight words) II-L-2 (Vocabulary) HI-4: with fluency using grade specific demonstrating academic vocabulary automaticity. and symbols within Children learn about Children write context. verbs in the present instructions by making a II-L-2 (Vocabulary) HI-5: through reading and list of the important applying knowledge of writing sentences that steps and numbering grade-level vocabulary relate to animals. them in the correct (including content area II-R-4: HI-20: identifying order. words) in text. words (nouns, adjective, II-W-1: HI-4: creating II-L-2: HI-11: clarifying verbs and adverbs) that expository text (e.g., word meaning by the author selects in a labels, lists applying knowledge of literary selection to observations, and synonyms and create a graphic visual journals) using simple antonyms to enhance image. sentences based on vocabulary. research, observation, How Chipmunk Got His and/or experience. Stripes II-W-1: HI-5: creating a Folktale variety of functional Children will read How texts (e.g., classroom chipmunk Got His Stripes rules, letters, notes, to messages, directions,  Identify the etc.) using complete traits of a sentences. character. II-R-4: HI-11: describing characters from a literary selection.  Recognize how the author uses repeated phrases to supply rhythm. II-R-4: HI-21: identifying words that the author selects to create a rich auditory experience (alliteration, onomatopoeia) in a literary selection. Why Rabbits Have Short Tails Traditional Tales Children will read Why Rabbits Have Short Tails to  Discuss how characters in a story solve their problems. II-R-4: LI-14: identifying the plot (specific events, problem and solution) in a literary selection.  Recognize the moral of a story. II-R: 4: HI-13: summarizing the key events from a literary selection. II-R-4: HI-6: making connections to text while reading (text-to- text and text-to-self) ELL Whole Group Additional Whole Group Resources Point-of-Use Scaffolded Decodable Readers Support  Maybe So, pp. 49-56  Use Visuals  Racing Away!, pp. 57-64  Use Gestures Progress Monitoring  Comprehensible Assess and monitor students’ progress to determine who is on track and who needs help. Clear prescriptions identify targeted Input instruction to address the students’ needs and get them back on track.  Peer-Supported Respond to Assessment Learning  Vocabulary, p. T378  Language Issues  Phonics, p.T378  Idiomatic  Comprehension, p.T379 Language  Language Arts, p. T379  Use Sentence  Fluency, p. T379 Frames  Expand Language Production Vocabulary in Context Cards (front and back) ELL Small Group ELL Leveled Reader-How People Got Fire Small Group Planner  Contains the same content as the On-Level Reader but uses more Teacher-Led accessible language Vocabulary Reader Native American Folktales  ELL Leveled Reader Lesson Plan Differentiated Instruction, p. T387  ELL Blackline Masters Differentiate Phonics: Base words and endings –ed, -ing, p. T385 Differentiate Comprehension: Understanding Characters; Summarize, p.T389 Reread Maybe So Leveled Reader How People Got Fired, p. T395 Differentiate Fluency: Phrasing: Punctuation, p. T391 Differentiate Vocabulary Strategies: Synonyms, p. T397 Reread Racing Away! Options for Reteaching: p. T398-T399 Reread Maybe So or Racing Away! What are my other children doing? Listen and Read: Listen to or read aloud Maybe So -Leveled Practice, ELL9.1 Listen: Audio of How Chipmunk Got His Stripes, Student Book, pp. 298-319 Partners: Retelling Cards -Leveled Practice, ELL9.2 Partners: Use the words on Vocabulary in Context Cards 65-72 to tell about the pictures -Leveled Practice, ELL9.3 Listen and Read: Audio of Why Rabbits Have Short Tails -Leveled Practice, ELL9.4 Listen: Follow along with Audio How Chipmunk Got His Stripes in the Student Book, pp. 298-319 -Complete and Share Literacy Center Activities ELL Extra Support ELL Lesson 9 Resources Building Background  Daily Lessons to support the core Video Clip for Lesson 9:  Language Support Card 9 Forest Wildlife

 ELL Blackline Masters  ELL Teacher’s Handbook o Professional Development o Peer Conference Forms o Cooperative Learning Guidelines Assessment Weekly Tests Observation Checklists Fluency Tests Periodic Assessments

Reading Log Vocabulary Log Listening Log Proofreading Checklist Proofreading Marks Writing Conference Form Writing Rubric Instructional Routines Graphic Organizer Blackline Masters Handwriting Model Standards