English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 5 23Essential Question: Anchor Text:

How is art connected to the past? The Goat in the RugNarrative Fiction

Basket WeavingInformational Text

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

Comprehension Skills and StrategiesTARGET SKILL

Conclusions Sequences of Events

TARGET STRATEGY Summarize

PhonicsSuffixes –y, -ly, -fulFinal Stable Syllables –tion, -tureFluencyRate: Adjust Rate to Purpose

Language:Target Vocabulary: yarn, strands, spinning, dye, weave, sharpening, duplicated, deliciousSpelling: Suffixes –y, -ly, -ful: helpful, sadly, hopeful, thankful, slowly, wishful, kindly, useful, safely, painful, mouthful, weaklyVocabulary Strategies: Compound WordsGrammar: Irregular Verbs

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words clipping, comb, dipping, dry, wash, loom, rug, yarn

Language Support Card 23 Building Background Videos Teacher’s Edition p. E22 Chant, ELL.23.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary yarn, strands, spinning, dye, weave, sharpening, duplicated*, delicious*

Vocabulary in Context CardsReading/Language Arts Terms base word*, suffix*, narrative nonfiction*, conclusion*, summary, summarize, multiple-meaning word, context*, informational text*, syllable*, verb*, subject*, informational paragraph, synonym*Teacher’s Edition pp. E22, E24, E26, E28, E30Scaffolding ComprehensionBuilding Background

Language Support Card 23 Building Background Videos Selection Blackline Master ELL23.6

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

Conclusions Teacher’s Edition pp. E25, E27

Scaffolding WritingInformative WritingInfomational Paragraph pp. T276-T277

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

Scaffolding GrammarGrammar: Irregular Verbs pp. T274-T275

Teacher’s Edition p. E29 Language Transfer Issue: Verb Agreement Language Support Card 23: Past Tense

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:Phonics Suffixes –y, -ly, -fulFinal Stable Syllables –tion, -tureII-R-2: HI-12: identifying inflectional endings (-s, -ed, -ing) and their functions (tense, plurality, comparison and part of speech).FluencyRate: Adjust Rate to PurposeII-R-3: HI-1: reading aloud (including high frequency words/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: yarn, strands, spinning, dye, weave, sharpening, duplicated*, delicious*Spelling: Suffixes –y, -ly, -ful : helpful, sadly, hopeful, thankful, slowly, wishful, kindly, useful, safely, painful, mouthful, weaklyVocabulary Strategies: Compound 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: (Vocabulary): HI-6: determining the meaning of compound words using knowledge of individual words.

Children learn about irregular verbs through reading and writing sentences that relate to visual arts.II-L-1 (N): HI-4: using simple present tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences.

Children write to inform using The Goat in the Rug as a model for writing an informational paragraph.II-W-1: HI-3: completing a written summary of the key events or ideas of informational text using simple sentences.

The Goat in the RugNarrative FictionChildren will read The Goat in the Rug to

Learn how to draw conclusions.II-R-4: HI-5: sequencing a story or event with a beginning, middle and end with transition words/ phrases in complete sentences. Recount the sequence of events in the selection.II-R-4: HI-6: making connections to text while reading (text-to-text and text-to-self).

Recount the sequence of events in the selection.

II-W-1: HI-1: writing a narrative or short story that includes a main idea, character, setting and a sequence of events.

Basket WeavingInformational TextChildren will read Basket Weaving to

Learn about one type of visual art.II-L-1(PH/CL) PE-1: repeating noun phrases (adjective + noun) with visual support.

Gain information from directions.

II-R-4: HI-16: following multiple-step positive and negative written directions which include prepositions.II-R-1: HI-17: identifying a variety of sources (e.g., trade books, encyclopedias, magazine, electronic sources, and textbooks) that may be used to answer specific questions and/or gather information.

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 Fraidy Cat, pp. 33-40 Bugs in Action, 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. T278 Phonics, p.T278 Comprehension, p.T279 Language Arts, p. T279 Fluency, p. T279

ELL Small GroupELL Leveled Reader-How We Use Wool

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 WeavingsDifferentiated Instruction, p. T287Differentiate Phonics: Suffixes –y, -ly, -ful, p. T285Differentiate Comprehension: Conclusions; Summarize, p. T289Reread Fraidy CatLeveled Reader How We Use Wool, p. T295Differentiate Fluency: Rate: Adjust Rate to Purpose, p. T291Differentiate Vocabulary Strategies: Compound Words, p. T297Reread Bugs in Action!Options for Reteaching: p. T298-T299Reread Fraidy Cat or Bugs in ActionWhat are my other children doing?Listen and Read: Listen to or read aloud Fraidy Cat-Leveled Practice, ELL123.1Listen: Audio of The Goat in the Rug, Student Book, pp. 278-297 Partners: Retelling Cards-Leveled Practice, ELL23.2Partners: Use the words on Vocabulary in Context Cards 177-184 to tell about the pictures-Leveled Practice, ELL23.3Listen and Read: Audio of Basket Weaving, Student Book, pp. 302-305Leveled Practice, ELL23.4Listen: Follow along with Audio of The Goat in the Rug in the Student Book, pp. 278-297-Complete and Share Literacy Center activities

ELL Extra SupportELL Lesson 23 Resources

Daily Lessons to support the core Language Support Card 23

ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 23:Navajo Rugs

AssessmentWeekly Tests Answer KeyObservation ChecklistsFluency Tests Periodic Assessments

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

Standards