Houghton Mifflin Harcourt JOURNEYS COMMON CORE

English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 1 5 25 Essential Question: Anchor Text: What can you learn from someone who is The New Friend Symbols of Our Country from another country? Realistic Fiction Informational Text Writing: Reading Literature & Informational Text: Foundational Skills: Narrative Writing: Story Comprehension Skills and Strategies HIGH-FREQUENCY WORDS Focus Trait: Sentence Fluency TARGET SKILL buy, myself, school, city, party, seven, • Understanding Characters family, please • Narrator Phonics TARGET STRATEGY Vowel Combinations ou, ow, oi, oy, au, aw • Summarize Fluency Phrasing: Punctuation Language: Spelling: Vowel Combinations ou, ow how, now, cow, owl, ouch, house, found, out, gown, town Grammar: Contractions Vocabulary Strategies: Synonyms with Introduction to Thesaurus Planning for English Language Development: Begin with High-Utility Words Tier 1 Words *=Spanish cognates High-Utility Words moved, new, unpack, old, empty, box, truck  Language Support Card 25  Building Background Videos  Teacher’s Edition p. E42  Oral Language Chant, Blackline Master ELL 25.5 Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates Words to Kno city, myself, school, party, seven, buy, please, family  Vocabulary in Context Cards Reading/Language Arts Terms vowel*, realistic fiction*, character, summarize, synonym*, thesaurus, informational text*, contractions*, story*, conjunction*  Teacher’s Edition pp. E42, E44, E46, E48, E50 Scaffolding Comprehension Building Background  Language Support Card 25  Building Background Videos  Selection Blackline Master ELL 25.6 Comprehension  Teacher’s Edition pp. E43, E44, E45, E48, E50 Understanding Characters  Teacher’s Edition pp. E43, E45, E50 Scaffolding Writing Narrative Writing Story pp. T482-T483  Teacher’s Edition p. E51  Common Core Writing Handbook: Story Scaffolding Grammar Grammar: Contractions pp. T480-T481  Teacher’s Edition P. E49 o Language Transfer Issue: Contractions o Language Support Card 25: Complex Sentences with Because Whole Group Reading __:__-__:__ Language Arts Oral/Vocab __:__-__:__ 60 Minutes 60 Minutes HIGH-FREQUENCY WORDS Gramma __:__- Writing __:__- Spelling: Vowel Combinations ou, ow buy, myself, school, city, party, seven, r __:__ 60 __:__ how, now, cow, owl, ouch, house, found, family, please 60 Minutes out, gown, town II-R-2: HI-13: reading high frequency Minutes Grammar: Contractions words and irregular sight words Children learn about Children finish their Vocabulary Strategies: Synonyms with fluently. contractions through work on the Introduction to Thesaurus Phonics reading sentences narrative from the II-R-2: HI-9: reading regularly spelled Vowel Combinations ou, ow, oi, oy, au, aw and writing words previous lesson by multi-syllable words by applying the II-R-2-: LI-5: blending two syllables to that relate to using short and long most common letter-sound form words, using r-controlled vowel themselves and sentences, dialogue, correspondences, including the sounds sounds, digraphs, and diphthongs. other people. and time-order represented by single letters, consonant II-R-2: HI-9: reading regularly spelled II-L-2: LI-7: words. blends, consonant/vowel digraphs (th, multi-syllable words by applying the identifying words II-W-1: HI-1: writing sh, ck) and diphthongs (ea, ie, ee) and r- most common letter-sound that comprise a narrative or short controlled vowels. correspondences, including the sounds complex story that includes II-L-2: HI-11: clarifying word meaning by represented by single letters, consonant contractions with a main idea, applying knowledge of synonyms and blends, consonant/vowel digraphs (th, instructional character, setting antonyms to enhance vocabulary. sh, ck) and diphthongs (ea, ie, ee) and r- support. and a sequence of II-L-2: LI-7: identifying words that controlled vowels. II-L-2: HI-7: reading events. comprise complex contractions with Fluency contractions. II-W-3: HI-3: writing instructional support. Phrasing: Punctuation a student II-L-2: HI-7: reading contractions. II-R-3: HI-2: using punctuation, including generated draft commas, periods, question marks, and with a main idea exclamation marks to guide reading for and supporting fluency. details in a logical The New Friend sequence. Realistic Fiction Children will read The New Friend to II-W-2: HI-4: using  Use information about characters to resources to spell know how they feel. words.  Identify the narrator of a story. II-R-4: HI-11: describing characters from a literary selection. II-R-4: HI-14: identifying and describing the plot in a literary selection. Symbols of Our Country Informational Text Children will read Symbols of Our Country to  Identify American symbols.  Use headings to locate information. II-L-4: HI-8: extracting and interpreting specific information from external text features of 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. ELL Whole Group Additional Whole Group Resources Point-of-Use Scaffolded Support Decodable Readers  Use Visuals  Down on the Farm, pp. 131-138  Use Gestures  Scout and Count, pp. 139-146  Comprehensible Input  Dawn’s Voice, pp. 147-154  Peer-Supported Learning  Shawn’s Toys, pp. 155-162  Language Issues Progress Monitoring  Idiomatic Language Assess and monitor children’s progress to determine who is on  Use Sentence Frames track and who needs help. Clear prescriptions identify targeted  Expand Language Production instruction to address children’s needs and get them back on Vocabulary in Context Cards track. Respond to Assessment  Vocabulary, p. T484  Phonics, p. T484  Comprehension, p. T485  Language Arts, p. T485  Fluency, p. T485

(front and back) ELL Small Group ELL Leveled Reader- First Day of Second Grade Small Group Planner  Contains the same content as the On-Level Reader but Teacher-Led uses more accessible language Vocabulary Reader Moving, Differentiated Instruction, p. T497  ELL Leveled Reader Lesson Plan Differentiate Words to Know using Context Cards, p. T495  ELL Blackline Masters Differentiate Comprehension: Understanding Characters; Summarize Strategy, p. T499 Reread Scout and Count, p.T445 Leveled Reader First Day of Second Grade, p. T505 Differentiate Fluency: Phrasing: Punctuation, p. T501 Differentiate Vocabulary Strategies: Synonyms, p. T507 Reread Shawn’s Toys, p. T467 Options for Reteaching: pp. T508-T509 Reread One of this week’s Decodable Reader selections. What are my other kids doing? Listen to Audio of The New Friend Complete Leveled Practice, ELL 25.1-ELL 25.2 Listen: Follow along with Audio of The New Friend Retell: Partners retell The New Friend using Retelling Cards Complete Leveled Practice, ELL 25.3 Reread Partners read First Day of Second Grade Listen to Audio of Grow, Apples, Grow! Complete Leveled Practice, ELL 25.4 Listen to Audio of Symbols of Our Country Reread: Partners read Dawn’s Voice Reread: Choose among this week’s stories  Complete and share Literacy Center activities ELL Extra Support ELL Lesson 25 Resources Building Background  Daily Lessons to support the core Video Clip for Lesson 25: Patriotism

 Language Support Card 25  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 Checklist Writing Rubric Instructional Routines Graphic Organizer Blackline Masters Handwriting Model Standards