English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 3 15Essential Question: Anchor Text:

Why is it important to follow safety rules? Officer Buckle and GloriaHumorous Fiction

Safety at HomeReader’s Theater

Writing: Reading Literature & Informational Text: Foundational Skills:Opinion Writing: Persuasive Essay

Comprehension Skills and StrategiesTARGET SKILL

Cause and Effect Humor

TARGET STRATEGY Monitor/Clarify

PhonicsCompound WordsThe Schwa Vowel SoundFluencyAccuracy: Connected Text

Language:Target Vocabulary: obeys, safety, attention, buddy, station, speech, shocked, enormousSpelling: Compound Words: cannot, pancake, maybe, baseball, playground, someone, myself, classroom, sunshine, outside, upon, nothingVocabulary Strategies: Root WordsGrammar: Abbreviations

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words always, commands, listened, never, tips, dog, finger

Language Support Card 15 Building Background Videos Teacher’s Edition p. E42 Chant, ELL.15.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary obeys*, safety, attention*, buddy, station*, speech, shocked, enormous*

Vocabulary in Context CardsReading/Language Arts Terms compound word, humorous fiction*, cause*, effect*, monitor, clarify*, alphabetical order*, entry word, dictionary entry*, guide word, infer*, reader’s theater, vowel*, schwa, abbreviation*, persuasive essay*, goal, reasons*Teacher’s Edition pp. E42, E44, E46, E48, E50Scaffolding ComprehensionBuilding Background

Language Support Card 15 Building Background Videos Selection Blackline Master ELL15.6

Comprehension Teacher’s Edition pp. E43, E44, E48, E50

Cause and Effect Teacher’s Edition pp. E45, E47

Scaffolding WritingOpinion WritingPersuasive Essay pp. T466-T467

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

Scaffolding GrammarGrammar: Abbreviations pp. T464-T465

Teacher’s Edition p. E49 Language Support Card 15: Statements; Complex Sentences

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:Phonics Compound WordsThe Schwa Vowel Sound II-R-2: HI-6: determining the meaning of compound words using knowledge of individual words.II-R-2: B-3: distinguishing between long and short vowel sounds in orally stated single-syllable words.FluencyAccuracy: Connected TextII-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: obeys, safety, attention, buddy, station, speech, shocked, enormousSpelling: Compound Words cannot, pancake, maybe, baseball, playground, someone, myself, classroom, sunshine, outside, upon, nothingVocabulary Strategies: Root WordsII- LS-1: E-7: responding to academic discussions using key words and phrases with instructional support.II-L-2 (Vocabulary): HI-4: using grade specific academic vocabulary and symbols within context.II-L-2 (Vocabulary): HI-5: applying knowledge of grade-level vocabulary (including content area words) in text.II-L-2: B-9: recognizing how base words are changed by the addition of suffixes.II-L-2: HI-8: constructing meaning by applying knowledge of prefixes.

Children learn about abbreviation through writing and correctly punctuating proper nouns that relate to safety.II-R-1: HI-10: associating common abbreviations with words

Children continue their work on a persuasive essay from the previous lesson using Safety at Home as a model for how to organize information.II-W-1: HI-3: organizing student generated text to include a clear beginning, middle, and end.II-W-1: HI-8: writing a short response to a literary selection that connects text to self, text to world, or text to other text. II-W-1: HI-2: gathering information to answer questions about a topic or event for a report.

Officer Buckle and GloriaHumorous FictionChildren will read Officer Buckle and Gloria to

Use text and illustrations to help determine cause and effect.

II-R-4: B-2: making predictions based on cover, title, illustrations and text. II-R-4: HI-10: identifying cause and effect of specific events in a literary selection.

Learn how humor is conveyed through text and illustrations.

II-R-4: HI-10: identifying cause and effect of specific events in a literary selection. II-R-4: HI-6: making connections to text while reading (text-to-text and text-to-self).Safety at HomeReader’s TheaterChildren will read Safety at Home to

Use the Readers’ Theater format to learn about fire safety.

II-R-4: HI-6: making connections to text while reading (text-to-text and text-to-self). II-R-4: HI-3: locating facts and answering questions

about text. Follow dialogue to learn about the

characters.II-LS-1: HI-3: sequencing a series of events from read-alouds, presentations, and conversations using transition words/ phrases in complete sentences.

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 What does It Say? pp. 65-72 In the Grove, pp. 73-80

Progress MonitoringAssess and monitor students’ progress to determine who is on track and who needs help. Clear prescriptions identify targeted instruction to address the students’ needs and get them back on track.Respond to Assessment

Vocabulary, p. T468 Phonics, p.T468 Comprehension, p.T469 Language Arts, p. T469 Fluency, p. T469

ELL Small GroupELL Leveled Reader-The Best Student

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 Police in the CommunityDifferentiated Instruction, p. 481Differentiate Phonics: Compound Words, p. T479Differentiate Comprehension: Cause and Effect; Monitor/Clarify, p. T483Reread What Does It Say?Leveled Reader The Best Student, p. T489Differentiate Fluency: Accuracy: Connected Text, p. 485Differentiate Vocabulary Strategies: Root Words, p. T491Reread In The GroveOptions for Reteaching: p. T492-T493Reread What Does It Say? or In the GroveWhat are my other children doing?Listen and Read: Listen to or read aloud What Does It Say?-Leveled Practice, ELL15.1Listen: Audio of Officer Buckle, Student Book, pp. 506-529Partners: Retelling Cards-Leveled Practice, ELL15.2Partners: Use the words on Vocabulary in Context Cards 113-120 to tell about the pictures-Leveled Practice, ELL15.3Listen and Read: Audio of Safety at Home, Student Book, pp. 539-537Leveled Practice, ELL15.4Listen: Follow along with Audio of Officer Buckle and Gloria in the Student Book, pp. 506-529-Complete and Share Literacy Center Activities

ELL Extra SupportELL Lesson 15 Resources

Daily Lessons to support the core Language Support Card 15

ELL Blackline Masters ELL Teacher’s Handbook

Building Background

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

Reading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline MastersHandwriting Model

Standards