English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 1 2 9Essential Question: Anchor Text:What makes a story or poem funny? Dr. Seuss

BiographyTwo Poems from Dr. SeussPoetry

Writing: Reading Literature & Informational Text: Foundational Skills:Informative Writing: DescriptionFocus Trait: Ideas

Comprehension Skills and Strategies TARGET SKILL • Text and Graphic Features• BiographyTARGET STRATEGY • Question

HIGH-FREQUENCY WORDSafter, draw, pictures, read, was, write Phonics Review Words with Short eBlends with sFluencyAccuracy: Word Recognition

Language:Spelling: Short e yes, let, red, ten, bed, getGrammar: Singular and Plural NamesVocabulary Strategies: Antonyms

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words find, had, hit, rhymes*, book, children, point*

Language Support Card 9 Building Background Videos Teacher’s Edition p. E32 Oral Language Chant, Blackline Master ELL 9.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesWords to Know write, read, pictures, draw, was, after

Vocabulary in Context CardsReading/Language Arts Terms vowel*, biography, question, text and graphic features, photograph*, caption, boldface print, antonym*, consonant*, poetry*, noun, singular*, plural*, description*, adjective*, describe*

Teacher’s Edition pp. E32, E34, E36, E38, E40Scaffolding ComprehensionBuilding Background

Language Support Card 9 Building Background Videos Selection Blackline Master ELL 9.6

Comprehension Teacher’s Edition pp. E33, E34, E36, E38, E40

Text and Graphic Features Teacher’s Edition pp. E33, E35, E37

Scaffolding WritingInformative WritingDescription (that informs) pp. T368-T369

Teacher’s Edition p. E41 Common Core Writing Handbook: Description That Informs

Scaffolding GrammarGrammar: Singular and Plural Nouns, pp. T366-T367

Teacher’s Edition P. E39o Language Transfer Issue: Plural Nounso Language Support Card 9: Subject-Verb Agreement

Whole GroupReading 60 Minutes

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

__:__-__:__

HIGH-FREQUENCY WORDSafter draw pictures read was writeII-R-2: HI-13: reading high frequency words and irregular sight words fluently.Phonics Review Words with Short eBlends with sII-R-2: B-9: reading regularly spelled one-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters with instructional support.II-R-2: LI-9: reading regularly spelledtwo-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).FluencyAccuracy: Word RecognitionII-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Spelling: Short e yes, let, red, ten, bed, getGrammar: Singular and Plural NounsVocabulary Strategies: Antonyms

II-R-2: B-9: reading regularly spelled one-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters with instructional support.II-L-2: HI-4: using grade specific academic vocabulary and symbols within context. II-L-1: HI-1: selecting articles (a, an, the) for singular and plural nouns.

Children learn about singular and plural nouns through making sentences about pictures that show one or many. II-L-1: HI-2: explainingdifferences betweencommon and propernouns in context(singular and plural).II-W-2: HI-10: using subject-verb agreement in sentences in a variety of writing applications with instructional support.

Children write a description using information about Dr. Seuss’s work as a model for finding details.

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.

Dr. Seuss BiographyChildren will read Dr. Seuss to

Review features such as photos, word art, and captions.

Discuss aspects of a biography, such as real information that can be verified.

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.II-R-4: HI-8: extracting and interpreting specific information from external text features of text.Two Poems from Dr. Seuss

Informational TextChildren will read Two Poems from Dr. Seuss from Dr. Seuss to

Review how poetry uses sounds of words to create images.

Learn about alliteration and fun ways to use it.

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.HI-21: identifying words that the author selects to create a rich auditory experience (alliteration, onomatopoeia) in a literary selection.

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 Step Up!, pp. 75-80 Splat! Splat!, pp. 81-86 Nuts for Ben and Jen, pp. 87-92 Miss Tess Was Still, pp. 93-98

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. T370 Phonics, p. T370 Comprehension, p. T371 Language Arts, p. T371 Fluency, p. T371

ELL Small GroupELL Leveled Reader- The Man Who Made Puppets

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 Reading Together, Differentiated Instruction, p. T379Differentiate Words to Know using Context Cards, p. T377Differentiate Comprehension: Text and Graphic Features; Question Strategy, p. T381Reread Splat! Splat! , p.T333Leveled Reader The Man Who Made Puppets, p. T387Differentiate Fluency: Accuracy: Word Recognition, p. T383Differentiate Vocabulary Strategies: Antonyms, p. T389Reread Miss Tess Was Still p. T355Options for Reteaching: pp. T390-391Reread One of this week’s Decodable Reader selections. What are my other kids doing?Listen to Audio of Dr. SeussComplete Leveled Practice, ELL 9.1-ELL 9.2Listen: Follow along with Audio of Dr. SeussRetell: Partners retell Dr. Seuss using Retelling CardsComplete Leveled Practice, ELL9.3Reread Partners read The Man Who Made PuppetsListen to Audio of Two Poems from Dr. SeussComplete Leveled Practice, ELL 9.4Listen to Audio of Two Poems from Dr. SeussReread: Partners reread Nuts for Ben and JenReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 9 Resources

Daily Lessons to support the core

Language Support Card 9 ELL Blackline Masters ELL Teacher’s Handbook

Building Background

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

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

Standards