English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 4 16Essential Question: Anchor Text:How can helping others make you feel good? Mr. Tanen’s Tie Trouble

Realistic FictionThe Jefferson Daily NewsInformational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing: Story Paragraph

Comprehension Skills and StrategiesTARGET SKILL

Story Structure Understanding Character

TARGET STRATEGY Infer/Predict

PhonicsBase words and Endings –ed, -ingFluencyRate

Language:Target Vocabulary: received, account, budget, disappointed, chuckled, staring, repeated, fundSpelling: Base Words and Endings –ed, -ing: running, clapped, stopped, hopping, batted, selling, pinned, cutting, sitting, rubbed, missed, grabbedVocabulary Strategies: HomographsGrammar: Pronouns

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words fixed, proud, selling, signs, together, clothes, money

Language Support Card 16 Building Background Videos Teacher’s Edition p. E2 Chant, ELL.16.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary received*, account, budget, disappointed, chuckled, staring, repeated*, fund

Vocabulary in Context CardsReading/Language Arts Terms vowel*, consonant*, base word*, realistic fiction*, character, setting, plot, problem*, infer*, predict*, homograph*, informational text*, pronoun*, subject*, story paragraph, details*Teacher’s Edition pp. E2, E4, E6, E8, E10Scaffolding ComprehensionBuilding Background

Language Support Card 16 Building Background Videos Selection Blackline Master ELL16.6

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

Story Structure Teacher’s Edition pp. E5, E7

Scaffolding WritingNarrative WritingStory Paragraph pp. T76-T77

Teacher’s Edition p. E11 Common Core Writing Handbook: Story Paragraph

Scaffolding GrammarGrammar: Prounouns pp. T74-T75

Teacher’s Edition p. E9 Language Support Card 16: Verbs and Verb Phrases in Questions; Because of

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:Phonics Base Words and Endings –ed, -ingII-R-2: HI-12: identifying inflectional endings (-s, -ed, -ing) and their functions (tense, plurality, comparison and part of speech). FluencyRateII-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: received, account, budget, disappointed, chuckled, staring, repeated, fundSpelling: Base Words and Endings –ed, -ing: running, clapped, stopped, hopping, batted, selling, pinned, cutting, sitting, rubbed, missed, grabbedVocabulary Strategies: HomographsII- 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-12: applying knowledge of homophones within text.

Children learn about pronouns through reading and writing sentences that relate to school.II-W-2: HI-8: using various subjects (common nouns, singular and plural proper nouns, pronouns, possessive nouns and pronouns) in sentences in a variety of writing applications.

Children learn about writing a story paragraph using Mr. Tanen’s Tie Trouble as a model for writing detailed narrative fiction. II-W-1: HI-1: writing a narrative or short story that includes a main idea, character, setting and a sequence of events.II-W-1: HI-2: gathering information to answer questions about a topic or event for a report.

Mr. Tanen’s Tie TroubleRealistic FictionChildren will read Mr. Tanen’s Tie Trouble to

Focus on story structureII-R-4: HI-5: sequencing a story or event with a beginning, middle and end with transition words/ phrases in complete sentences.

Understand characters through their actionsII-R-4: HI-11: describing characters from a literary selection. II-LS-1: HI-5: responding to social conversations by rephrasing and repeating information, asking questions, and expressing one’s thoughts.The Jefferson Daily NewsInformational TextChildren will read The Jefferson Daily News to

Read a newspaper article about children helping their community

II-R-4: HI-6: making connections to text while reading (text-to-text and text-to-self). II-R-4: HI-8: extracting and interpreting specific information from external text features of text. II-R-4: HI-10: identifying cause and effect of specific events in a literary selection.

Learn more information from captions

II-LS-1: HI-18: interpreting signs, labels, symbols and captions within the environment. 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 Beep! Beep! pp. 1-8 We Helped, pp. 9-16

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

ELL Small GroupELL Leveled Reader-Ms. Hawkins and the Bake Sale

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 Raising FundsDifferentiated Instruction, p. T87Differentiate Phonics: Base Words and Endings –ed, -ing, p. T85Differentiate Comprehension: Story Structure; Infer/Predict , p. T89Reread Beep! Beep!Leveled Reader Ms. Hawkins and the Bake Sale, p. T95Differentiate Fluency: Rate, p. T91Differentiate Vocabulary Strategies: Homographs, p. T97Reread We HelpedOptions for Reteaching: p. T98- T99Reread Beep! Beep! Or We HelpedWhat are my other children doing?Listen and Read: Listen to or read aloud Beep! Beep!-Leveled Practice, ELL16.1Listen: Audio of Mr. Tanen’s Tie Trouble, Student Book, pp. 14-35 Partners: Retelling Cards-Leveled Practice, ELL16.2Partners: Use the words on Vocabulary in Context Cards 121-128 to tell about the pictures-Leveled Practice, ELL16.3Listen and Read: Audio of The Jefferson Daily News, Student Book, pp. 40-43Leveled Practice, ELL16.4Listen: Follow along with Audio of Mr. Tanen’s Tie Trouble in the Student Book, pp. 14-35-Complete and Share Literacy Center Activities

ELL Extra SupportELL Lesson 16 Resources

Daily Lessons to support the core

Language Support Card 16 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 16:Cleaning Up a City Lot

AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

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

Standards