English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 1 6 26Essential Question: Anchor Text:What are some different ways to make art? The Dot

Realistic FictionArtists Create Art!Biography

Writing: Reading Literature & Informational Text: Foundational Skills:Opinion Writing: Opinion SentencesFocus Trait: Voice

Comprehension Skills and Strategies TARGET SKILL • Compare and Contrast• Figurative LanguageTARGET STRATEGY • Monitor/Clarify

HIGH-FREQUENCY WORDSabove, pushed, teacher, bear, studied , toward, even, surprisedPhonicsBase Words with –ed, -ingEndings Long e Spelling Patterns y, ieFluencyAccuracy: Self-Correct

Language:Spelling: Base Words (CVCe, CVC) with Endings –ed, -ingmix, mixed, hop, hopped, hope, hoping, run, running, use, usedGrammar: ExclamationsVocabulary Strategies: Figurative Language (Idioms)

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words art*, blank, dot, sign, squiggle, curves*

Language Support Card 26 Building Background Videos Teacher’s Edition p. E2 Oral Language Chant, Blackline Master ELL 26.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesWords to Know above, been, even, pushed, studied, surprised, teacher, toward

Vocabulary in Context CardsReading/Language Arts Terms base word, inflection*, realistic fiction*, compare*, contrast*, monitor, clarify*, idiom, vowel*, biography*, exclamation*, capital letter, exclamation point*, sentence, period, opinion*

Teacher’s Edition pp. E2, E4, E6, E8, E10Scaffolding ComprehensionBuilding Background

Language Support Card 26 Building Background Videos Selection Blackline Master ELL 26.6

Comprehension Teacher’s Edition pp. E3, E4, E5, E8, E10

Compare and Contrast Teacher’s Edition pp. E3, E5, E10

Scaffolding WritingOpinion WritingOpinion Sentences pp. T76-T77

Teacher’s Edition p. E11 Common Core Writing Handbook: Opinion Sentences

Scaffolding GrammarGrammar: Exclamations pp. T74-T75

Teacher’s Edition P. E9o Language Transfer Issue: Sentence Punctuationo Language Support Card 26: Adverbs of Time

Whole GroupReading 60 Minutes

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

__:__-__:__

HIGH-FREQUENCY WORDSabove, pushed, teacher, bear, studied , toward, even, surprisedII-R-2: HI-13: reading high frequency words and irregular sight words fluently.Phonics Base Words with –ed, -ing Endings Long e Spelling Patterns y, ieII-R-2-: HI-12: identifying inflectional endings(-s, -ed, -ing) and their functions (tense, plurality, comparison and part of speech).II-R-2: E-3: identifying short and long vowel sounds in orally stated single-syllable words.FluencyAccuracy: Self-CorrectII-R-2: HI-15: using knowledge of word order (syntax) and context to confirm decoding of text.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Spelling: Base Words (CVCe, CVC) with Endings –ed, -ingmix, mixed, hop, hopped, hope, hoping, run, running, use, usedGrammar: ExclamationsVocabulary Strategies: Figurative Language (Idioms)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-9: constructing meaning by applying knowledge of suffixes.II-L-2: HI-1: classifying words into conceptual categories and providing rationale.

Children learn about exclamatory sentences by reading and writing sentences that relate to the arts.II-L-2: HI-1: classifying words into conceptual categories and providing rationale.II-L-1: HI-13: producing sentences using subject, verb, and object pronoun, with subject-verb agreement. (S-V-O)

Children write a narrative using The Dot as a model for expressing opinions.II-W-1: HI-3: completing a written summary of the key events or ideas of informational text using simple sentences.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 Dot

Realistic FictionChildren will read The Dot to

Compare and contrast how the main character changes in the story.

Discuss figurative language.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.Artists Create Art!Informational TextChildren will read Artists Create Art! to

Learn what information a biography can show.

Use captions to locate more 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 Bears, pp. 3-10 Hiding and Seeking, pp. 11-18 Henry and Dad Go Camping, pp. 19-26 Speedy and Chase, pp. 27-34

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. T78 Phonics, p. T78 Comprehension, p. T79 Language Arts, p. T79 Fluency, p. T79

ELL Small GroupELL Leveled Reader- The Bumpy Snowman

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 Kamala’s Art, Differentiated Instruction, p. T87Differentiate Words to Know using Context Cards, p. T85Differentiate Comprehension: Compare and Contrast; Monitory/Clarify Strategy, p. T89Reread Hiding and Seeking, p.T41Leveled Reader The Bumpy Snowman, p. T95Differentiate Fluency: Accuracy: Self-Correct, p. T91Differentiate Vocabulary Strategies: Figurative Language (Idioms), p. T97Reread Speedy and Chase, p. T63Options for Reteaching: pp. T98-T99Reread One of this week’s Decodable Reader selections. What are my other kids doing?Listen to Audio of The DotComplete Leveled Practice, ELL 26.1-ELL 26.2Listen: Follow along with Audio of The DotRetell: Partners retell The Dot using Retelling CardsComplete Leveled Practice, ELL 26.3Reread Partners read The Bumpy SnowmanListen to Audio of Artists Create Art!Complete Leveled Practice, ELL 26.4Listen to Audio of Artists Create Art!Reread: Partners read Henry and Dad Go CampingReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 26 Resources

Daily Lessons to support the core Language Support Card 26

ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 26: Creating Art

AssessmentWeekly Tests Answer KeyObservation ChecklistsFluency Tests Periodic Assessments

Additional ResourcesReading LogVocabulary LogListening LogProofreading ChecklistWriting Conference FormWriting ChecklistInstructional RoutinesGraphic Organizer Blackline MastersHandwriting Model

Standards