English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 2 8Essential Question: Anchor Text:How can some storms be dangerous? Super Storms

Informational TextWeather PoemsPoetry

Writing: Reading Literature & Informational Text: Foundational Skills:Informative Writing: Informational Paragraph

Comprehension Skills and StrategiesTARGET SKILL

Main Ideas and Details Cause and Effect

TARGET STRATEGY Visualize

PhonicsConsonant Digraphs: th, sh, wh, ch, tch, ph; Base Words and Endings –s, -ed, -ingFluencyRate

Language:Target Vocabulary: beware, damage, bend, flash, pounding, prevent, reach, equalSpelling: Consonant Digraphs: th, sh, wh, ch, tch : dish, than, chest, such, thin, push, shine, chase, white, while, these, flashVocabulary Strategies: Compound wordsGrammar: What is a Verb?

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words destroy*, prepared*, reports, sudden, warn, cars, snow

Language Support Card 8 Building Background Videos Teacher’s Edition p. E22 Chant, ELL.8.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary beware, damage*, bend, flash, pounding, prevent, reach, equal*

Vocabulary in Context CardsReading/Language Arts Terms consonant*, informational text*, main idea*, supporting detail, visualize*, compound word, infer*, poetry*, base word*, verb*, predicate*, informational paragraph*Teacher’s Edition pp. E22, E24, E26, E28Scaffolding ComprehensionBuilding Background

Language Support Card 8 Building Background Videos Selection Blackline Master ELL8.6

Comprehension Teacher’s Edition pp. E23, E24, E28, E30

Main Idea and Details Teacher’s Edition pp. E23, E25, E27

Scaffolding WritingInformative WritingInformational Paragraph pp. T274-T275

Teacher’s Edition p. E31 Common Core Writing Handbook: Informational Paragraph

Scaffolding GrammarGrammar: What is a Verb? pp. T272-T273

Teacher’s Edition p. E29o Language Transfer Issue: Verb Agreement

Language Support Card 8: Statements

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:Phonics Consonant Digraphs th, sh, wh, ch, tch, ph; Base Words and Endings –s, -ed, -ingII-R-2: LI-9: reading regularly spelled two-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).II-R-2: HI-9: constructing meaning by applying knowledge of suffixes. FluencyRateII-R-3: HI-1: reading aloud (including high frequency words/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: beware, damage, bend, flash, pounding, prevent, reach, equalSpelling: Consonant Digraphs: th, sh, wh, ch, tch: dish, than, chest, such, thin, push, shine, chase, white, while, these, flashVocabulary Strategies: Compound WordsII- LS-1 (Vocabulary): 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 (Vocabulary): HI-6: determining the meaning of compound words using knowledge of individual words.

Children learn about using verbs through reading a discussion of sentences that relate to storms.II-R-4: HI-20: identifying words (nouns, adjective, verbs and adverbs) that the author selects in a literary selection to create a graphic visual image.

Children write an informational paragraph in their own words using Super Storms as a model for the facts and details.II-W-1: HI-3: completing a written summary of the key events or ideas of informational text using simple sentences.II-W-3: LI-3: writing a student generated draft that includes a main idea and supporting details based on a prewriting plan with instructional support.

Super StormsInformational TextChildren will read Super Storms to

Identify the main idea and details in selection.

II-R-4: HI-3: locating facts and answering questions about text.

Discuss causes and effects of storms.II-R-4: HI-10: identifying cause and effect of specific events in a literary selection. Weather PoemsPoetryChildren will read Weather Poems to

Learn about the structure of poetry Study repetition as a device used in poetry

II-R: 4: 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 Splish! Splash! Whales, pp. 33-40 Drifting Up, Up, Up, pp.41-48

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. T276 Phonics, p.T276 Comprehension, p.T277 Language Arts, p. T277 Fluency, p. T277

ELL Small GroupELL Leveled Reader-The Wind

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 Let It Rain!Differentiated Instruction, p. T285Differentiate Phonics: Consonant digraphs th, sh, wh, ch, tch, ph, p. T283Differentiate Comprehension: Main Ideas and Details; Visualize, p. T287Reread Splish! Splash! WhalesLeveled Reader The Wind, p. T293Differentiate Fluency: Rate, p. T289Differentiate Vocabulary Strategies: Compound Words, p. T295Reread Drifting Up,Up,UpOptions for Reteaching: p. T296-T297Reread Splish! Splash! Whales or Drifting Up, Up, UpWhat are my other children doing?Listen and Read: Listen to or read aloud Splish! Splash! Whales-Leveled Practice, ELL8.1Listen: Audio of Super Storms, Student Book, pp. 226-281Partners: Retelling Cards-Leveled Practice, ELL8.2Partners: Use the words on Vocabulary in Context Cards 57 - 64 to tell about the pictures-Leveled Practice, ELL8.3Listen and Read: Audio of Weather Poems-Leveled Practice, ELL8.4Listen: Follow along with Audio Super Storms in the Student Book, pp. 266-281-Complete and share Literacy Center activities

ELL Extra SupportELL Lesson 8 Resources

Daily Lessons to support the core Language Support Card 8

ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 8:Hurricanes

AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

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

Standards