English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 1 5 25Essential Question: Anchor Text:What can you learn from someone who is from another country?

The New Friend Realistic Fiction

Symbols of Our CountryInformational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing: StoryFocus Trait: Sentence Fluency

Comprehension Skills and Strategies TARGET SKILL • Understanding Characters• NarratorTARGET STRATEGY • Summarize

HIGH-FREQUENCY WORDSbuy, myself, school, city, party, seven, family, pleasePhonicsVowel Combinations ou, ow, oi, oy, au, awFluencyPhrasing: Punctuation

Language:Spelling: Vowel Combinations ou, owhow, now, cow, owl, ouch, house, found, out, gown, townGrammar: ContractionsVocabulary Strategies: Synonyms with Introduction to Thesaurus

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-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 cognatesWords to Kno city, myself, school, party, seven, buy, please, family

Vocabulary in Context CardsReading/Language Arts Terms vowel*, realistic fiction*, character, summarize, synonym*, thesaurus, informational text*, contractions*, story*, conjunction*

Teacher’s Edition pp. E42, E44, E46, E48, E50Scaffolding ComprehensionBuilding 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 WritingNarrative WritingStory pp. T482-T483

Teacher’s Edition p. E51 Common Core Writing Handbook: Story

Scaffolding GrammarGrammar: Contractions pp. T480-T481

Teacher’s Edition P. E49o Language Transfer Issue: Contractions o Language Support Card 25: Complex Sentences with Because

Whole GroupReading 60 Minutes

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

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HIGH-FREQUENCY WORDSbuy, myself, school, city, party, seven, family, pleaseII-R-2: HI-13: reading high frequency words and irregular sight words fluently.Phonics Vowel Combinations ou, ow, oi, oy, au, awII-R-2-: LI-5: blending two syllables to form words, using r-controlled vowel sounds, digraphs, and diphthongs.II-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.FluencyPhrasing: PunctuationII-R-3: HI-2: using punctuation, including commas, periods, question marks, and exclamation marks to guide reading for fluency.

Grammar60 Minutes

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Writing60 Minutes

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Spelling: Vowel Combinations ou, owhow, now, cow, owl, ouch, house, found, out, gown, townGrammar: ContractionsVocabulary Strategies: Synonyms with Introduction to Thesaurus II-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-2: HI-11: clarifying word meaning by applying knowledge of synonyms and antonyms to enhance vocabulary.II-L-2: LI-7: identifying words that comprise complex contractions with instructional support.II-L-2: HI-7: reading contractions.

Children learn about contractions through reading sentences and writing words that relate to themselves and other people.II-L-2: LI-7: identifying words that comprise complex contractions with instructional support.II-L-2: HI-7: reading contractions.

Children finish their work on the narrative from the previous lesson by using short and long sentences, dialogue, and time-order words.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-3: HI-3: writing a student generated draft with a main idea and supporting details in a logical sequence.

II-W-2: HI-4: using resources to spell words.

The New FriendRealistic FictionChildren will read The New Friend to

Use information about characters to know how they feel.

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 CountryInformational TextChildren 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 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 Down on the Farm, pp. 131-138 Scout and Count, pp. 139-146 Dawn’s Voice, pp. 147-154 Shawn’s Toys, pp. 155-162

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. T484 Phonics, p. T484 Comprehension, p. T485 Language Arts, p. T485 Fluency, p. T485

ELL Small GroupELL Leveled Reader- First Day of Second Grade

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 Moving, Differentiated Instruction, p. T497Differentiate Words to Know using Context Cards, p. T495Differentiate Comprehension: Understanding Characters; Summarize Strategy, p. T499Reread Scout and Count, p.T445Leveled Reader First Day of Second Grade, p. T505Differentiate Fluency: Phrasing: Punctuation, p. T501Differentiate Vocabulary Strategies: Synonyms, p. T507Reread Shawn’s Toys, p. T467Options for Reteaching: pp. T508-T509Reread One of this week’s Decodable Reader selections. What are my other kids doing?Listen to Audio of The New FriendComplete Leveled Practice, ELL 25.1-ELL 25.2Listen: Follow along with Audio of The New FriendRetell: Partners retell The New Friend using Retelling CardsComplete Leveled Practice, ELL 25.3Reread Partners read First Day of Second GradeListen to Audio of Grow, Apples, Grow!Complete Leveled Practice, ELL 25.4Listen to Audio of Symbols of Our CountryReread: Partners read Dawn’s VoiceReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 25 Resources

Daily Lessons to support the core

Language Support Card 25 ELL Blackline Masters ELL Teacher’s Handbook

Building BackgroundVideo Clip for Lesson 25: Patriotism

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

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

Standards