English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 2 9Essential Question: Anchor Text:How can stories help you learn a lesson? How Chipmunk Got His Stripes

FolktaleWhy Rabbits Have Short TailsTraditional Tale

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

Comprehension Skills and StrategiesTARGET SKILL

Understanding Characters Author’s Word Choice

TARGET STRATEGY Summarize

PhonicsBase Words and Endings –ed, -ing, CV Syllable PatternFluencyPhrasing: Punctuation

Language:Target Vocabulary: tunnel, curled, height, direction, toward, healed, brag, teaseSpelling: Base Words and Endings –ed, -ing – liked, using, riding, chased, spilled, making, closed, hoping, baked, hiding, standing, askedVocabulary Strategies: SynonymsGrammar: Verbs in the Present

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words always, anything, disappear*, rise, scratched, stripes, chipmunk, squirrel

Language Support Card 9 Building Background Videos Teacher’s Edition p. E32 Chant, ELL.9.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary tunnel*, curled, height, direction*, toward, healed, brag, tease

Vocabulary in Context CardsReading/Language Arts Terms base word*, folktale, character, trait, summarize, synonym*, infer*, compare*, contrast*, vowel*, verb*, present*, syllable*, instructions*Teacher’s Edition pp. E32, E34, E36, E38Scaffolding ComprehensionBuilding Background

Language Support Card 9 Building Background Videos Selection Blackline Master ELL9.6

Comprehension Teacher’s Edition pp. E33, E34, E38, E40

Understanding Characters Teacher’s Edition pp. E33, E35, E37

Scaffolding WritingInformative WritingInformational Paragraph pp. T376-T377

Teacher’s Edition p. E41 Common Core Writing Handbook: Instructions

Scaffolding GrammarGrammar: Verbs in the Present pp. T374-T375

Teacher’s Edition p. E39o Language Transfer Issue: Verb Tense

Language Support Card 9: Superlatives; Says That

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:Phonics Base Words and Endings –ed, -ingCV Syllable Pattern II-R-2: HI-9: constructing meaning by applying knowledge of suffixes. II-R-2: HI-12: identifying inflectional endings (-s, -ed, -ing) and their functions (tense, plurality, comparison and part of speech).FluencyPhrasing: PunctuationII-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: tunnel, curled, height, direction, toward, healed, brag, teaseSpelling: Base Words and Endings –ed, -ing – liked, using, riding, chased, spilled, making, closed, hoping, baked, hiding, standing, askedVocabulary Strategies: SynonymsII- 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: HI-11: clarifying word meaning by applying knowledge of synonyms and antonyms to enhance vocabulary.

Children learn about verbs in the present through reading and writing sentences that relate to animals.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 instructions by making a list of the important steps and numbering them in the correct order.II-W-1: HI-4: creating expository text (e.g., labels, lists observations, and journals) using simple sentences based on research, observation, and/or experience.II-W-1: HI-5: creating a variety of functional texts (e.g., classroom rules, letters, notes, messages, directions, etc.) using complete sentences.

How Chipmunk Got His Stripes FolktaleChildren will read How chipmunk Got His Stripes to

Identify the traits of a character.II-R-4: HI-11: describing characters from a literary selection.

Recognize how the author uses repeated phrases to supply rhythm.

II-R-4: HI-21: identifying words that the author selects to create a rich auditory experience (alliteration, onomatopoeia) in a literary selection.Why Rabbits Have Short TailsTraditional TalesChildren will read Why Rabbits Have Short Tails to

Discuss how characters in a story solve their problems.

II-R-4: LI-14: identifying the plot (specific events, problem and solution) in a literary selection.

Recognize the moral of a story.II-R: 4: HI-13: summarizing the key events from a literary selection.II-R-4: HI-6: making connections to text while

reading (text-to-text and text-to-self)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 Maybe So, pp. 49-56 Racing Away!, pp. 57-64

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. T378 Phonics, p.T378 Comprehension, p.T379 Language Arts, p. T379 Fluency, p. T379

ELL Small GroupELL Leveled Reader-How People Got Fire

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 Native American FolktalesDifferentiated Instruction, p. T387Differentiate Phonics: Base words and endings –ed, -ing, p. T385Differentiate Comprehension: Understanding Characters; Summarize, p.T389Reread Maybe SoLeveled Reader How People Got Fired, p. T395Differentiate Fluency: Phrasing: Punctuation, p. T391Differentiate Vocabulary Strategies: Synonyms, p. T397Reread Racing Away!Options for Reteaching: p. T398-T399Reread Maybe So or Racing Away!What are my other children doing?Listen and Read: Listen to or read aloud Maybe So-Leveled Practice, ELL9.1Listen: Audio of How Chipmunk Got His Stripes, Student Book, pp. 298-319Partners: Retelling Cards-Leveled Practice, ELL9.2Partners: Use the words on Vocabulary in Context Cards 65-72 to tell about the pictures-Leveled Practice, ELL9.3Listen and Read: Audio of Why Rabbits Have Short Tails-Leveled Practice, ELL9.4Listen: Follow along with Audio How Chipmunk Got His Stripes in the Student Book, pp. 298-319-Complete and Share Literacy Center Activities

ELL Extra SupportELL Lesson 9 Resources

Daily Lessons to support the core Language Support Card 9

ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 9:Forest Wildlife

AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

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

Standards