Houghton Mifflin Harcourt JOURNEYS COMMON CORE s6

English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 1 4 Essential Question: Anchor Text: How do good friends act? Diary of a Spider A Swallow and a Spider Humorous Fiction Fable Writing: Reading Literature & Informational Text: Foundational Skills: Narrative Writing: Comprehension Skills and Strategies Phonics True Story TARGET SKILL Long Vowels o, u, e  Cause and Effect Sounds for g  Figurative Language Fluency TARGET STRATEGY Accuracy: Intonation  Summarize Language: Target Vocabulary: insects, dangerous, scare, sticky, rotten, screaming, breeze, judge Spelling: doze, nose, use, rose, pole, close, cute, woke, mule, rode, role, tune Vocabulary Strategies: Context Clues Grammar: What is a Noun? Planning for English Language Development: Begin with High-Utility Words Tier 1 Words *=Spanish cognates High-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 cognates Target Vocabulary insects*, dangerous, scare, sticky, rotten, screaming, breeze*, judge  Vocabulary in Context Cards Reading/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, E40 Scaffolding Comprehension Building 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 Writing Narrative Writing True Story pp. T370-371  Teacher’s Edition p. E41  Common Core Writing Handbook: True Story Scaffolding Grammar Grammar: What is a Noun? pp. T368-T369  Teacher’s Edition p. E39 o Language Transfer Issue: The Sound g  Language Support Card 4: Third-Person Verb Forms of Be; Auxiliary Verb Can/Cannot Whole Group Reading __:__-__:__ Language Arts __:__-__:__ 60 Minutes Foundational Skills: Grammar __:__-__:__ Writing __:__-__:__ Target Vocabulary: Phonics 60 Minutes 60 Minutes insects, dangerous, Long Vowels o, u, e scare, sticky, rotten, II-R-2: B-3: screaming, breeze, distinguishing between judge long and short vowel Spelling: doze, nose, sounds in orally stated use, rose, pole, close, single-syllable words. Sounds for g cute, woke, mule, II-R-2: HI-2: orally rode, role, tune producing groups of Vocabulary Strategies: words that begin with Context Clues the same initial sounds II- LS-1: E-7: responding (alliteration) to academic discussions Fluency using key words and Accuracy: Intonation phrases with II-R-3: HI-1: reading instructional support. aloud (including high II-L-2 (Vocabulary) HI-4: frequency/sight words) using grade specific with fluency academic vocabulary demonstrating and symbols within automaticity. context. Children learn about Children explore a topic II-L-2 (Vocabulary) HI-5: nouns through reading in order to write a applying knowledge of sentences and narrative, using Diary of grade-level vocabulary identifying nouns that a Spider as a model for (including content area relate to insects. writing with a clear main words) in text. II-L-2 (SC) HI-2: idea. II-R-4: HI-19: locating producing sentences II-W-1: HI-1: writing a specific information by using a subject and a narrative or short story using organizational verb, with subject-verb that includes a main features (e.g., titles, agreement. (S-V) idea, character, setting table of contents, II-L-2 (SC) HI-12: and a sequence of heading captions, bold producing sentences events. print, glossary, indices) using subject, verb, and in expository text. direct object (noun), with subject-verb agreement. (S-V-O) Diary of a Spider Humorous Fiction Children 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 language II-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 Fable Children will read A Swallow and a spider to  Participate in Readers’ Theater II-R-4: LI-1: reading aloud (including high frequency/sight words) with fluency  Find the moral of the story II-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 Resources Point-of-Use Scaffolded Decodable Readers Support  A Bed of Roses, pp.49-56  Use Visuals  Swim Like a Frog, 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. T372  Language Issues  Phonics, p.T372  Idiomatic  Comprehension, p.T373 Language  Language Arts, p. T373  Use Sentence  Fluency, p. T373 Frames  Expand Language Production Vocabulary in Context Cards (front and back) ELL Small Group ELL Leveled Reader-Flora the fly Saves the Spiders Small Group Planner  Contains the same content as the On-Level Reader but uses more Teacher-Led accessible language Vocabulary Reader Along Came a Spider…,  ELL Leveled Reader Lesson Plan Differentiate Phonics: Long Vowels o, u, e, p. T379  ELL Blackline Masters Differentiate Comprehension: Cause and Effect: Summarize, p. T383 Reread A Bed of Roses Leveled Reader Flora the Fly Saves the Spiders, p. T385 Differentiate Fluency: Intonation, p. T385 Differentiate Vocabulary Strategies: Context Clues, p. T391 Reread Swim Like a Frog Options for Reteaching: pp. T392-T393 Reread A Bed of Roses or Swim Like a Frog What are my other children doing? Listen and Read: Listen to or read aloud A Bed of Roses -Leveled Practice, ELL4.1 Listen: Audio of Diary of a Spider, Student Book, pp. 106-129 Partners: Retelling Cards -Leveled Practice, ELL4.2 Partners: Use the words on Vocabulary in context Cards 25-32 to tell about the pictures -Leveled Practice, ELL4.3 Listen and Read: Audio of A Swallow and a Spider -Leveled Practice, ELL4.4 Listen: Follow along with Audio of Diary of a Spider in the Student Book, pp. 106-129 -Complete and Share Literacy Center Activities ELL Extra Support ELL Lesson 4 Resources Building Background  Daily Lessons to support the core  Language Support Card 4

 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