English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 3 11Essential Question: Anchor Text:How can people and animals help each other? Click, Clack, Moo: Cows That Type

Humorous FictionTalk About Smart Animals!Informational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Opinion Writing: Persuasive Letter

Comprehension Skills and StrategiesTARGET SKILL

Conclusions Author’s Word Choice

TARGET STRATEGY Infer/Predict

PhonicsBase Words and Endings –s, -esFluencyExpression

Language:Target Vocabulary: understand, gathered, impatient, impossible, believe, problem, demand, furiousSpelling: Base Words and Endings –s, -es: hens, eggs, ducks, bikes, boxes, wishes, dresses, names, bells, stamps, dishes, grapesVocabulary Strategies: Prefixes pre- and mis-Grammar: Compound Sentences

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words closed, deal, exchange, meeting, strike, barn, cow, hen

Language Support Card 11 Building Background Videos Teacher’s Edition p. E2 Chant, ELL 11.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary understand, gathered, impatient*, impossible*, believe, problem*, demand, furious*

Vocabulary in Context CardsReading/Language Arts Terms plural*, humorous fiction*, infer*, predict*, prefix*, base word*, signal word, support, conclusion*, informational text*, statement, command, question, persuasive letter*, persuade*Teacher’s Edition pp. E2, E4, E6, E8Scaffolding ComprehensionBuilding Background

Language Support Card 11 Building Background Videos Selection Blackline Master ELL11.6

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

Conclusions Teacher’s Edition pp. E5, E7

Scaffolding WritingOpinion WritingPersuasive Letter pp. T74-T75

Teacher’s Edition p. E11 Common Core Writing Handbook: Persuasive Letter

Scaffolding GrammarGrammar: Compound Sentences pp. T72-T73

Teacher’s Edition p. E9o Language Transfer Issue: Subject-Verb Inversion in Questions

Language Support Card 11: Sentences with I Think

Whole GroupReading 60 Minutes

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

__:__-__:__

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

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: understand, gathered, impatient, impossible, believe, problem, demand, furiousSpelling: Base Words and Endings –s, -esVocabulary Strategies: Prefixes pre- and mis-II- 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-8: constructing meaning by applying knowledge of prefixes.

Children learn about compound sentences through combining and writing sentences that relate to cows.II-L-1(N): HI-2: using a joined noun phrase in a complete sentence.II-L-1(V): HI-5: using a joined verb phrase in a complete sentence.II-L-1(PREP): HI-6: using a prepositional phrase in a complete sentence.

Children learn how to write a persuasive letter using Click, Clack, Moo: Cows That Type as a model for writing a letter that asks for something.II-W-1: HI-5: creating a variety of functional texts (e.g., classroom rules, letters, notes, messages, directions, etc.) using complete sentences.II-W-1: HI-6: writing a friendly letter or thank-you note that is organized and uses a proper format (e.g., heading, greeting, body, closing, etc.) II-W-1: HI-8: writing a short response to a literary selection that connects text to self, text to world, or text to other text.

Click, Clack, Moo: Cows That TypeHumorous FictionChildren will read Click, Clack, Moo: Cows That Type to

Use text and illustrations to draw conclusions about characters.

II-R-4: HI-2: comparing a prediction about an action or event to what actually occurred within a text.II-R-4: B-5: sequencing a story or event with a beginning, middle and end, using pictures and key words.

Focus on author’s word choice, including sound words.

II-R-4: HI-9: identifying the author’s purpose for writing a book.Talk About Smart Animals!Informational TextChildren will read Talk About Smart Animals! to

Learn about some things animals can be trained to do.

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

Gain information from headings.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 Jess Makes Gifts, pp. 1-8 Cooking with Mom Fox, 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. T76 Phonics, p.T76 Comprehension, p.T77 Language Arts, p. T77 Fluency, p. T77

ELL Small GroupELL Leveled Reader-The Smiths and Their Animals

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 From Typewriters to Computers,Differentiated Instruction, p. T85Differentiate Phonics: Base Words and Endings –s, -es, p.T83Differentiate Comprehension: Conclusions: Infer/Predict, p.T87Reread Jess Makes GiftsLeveled Reader The Smiths and Their Animals, p. T93Differentiate Fluency: Expression, p. T89Differentiate Vocabulary Strategies: Prefixes pre-, mis-, p. T95Reread Cooking with Mom FoxOptions for Reteaching: p. T96-T97Reread Jess Makes Gifts or Cooking with Mom FoxWhat are my other children doing?Listen and Read: Listen to or read aloud Jess Makes Gifts-Leveled Practice, ELL11.1Listen: Audio of Click, Clack, Moo; Cows That Type, Student Book, pp. 374-393Partners: Retelling Cards-Leveled Practice, ELL11.2Partners: Use the words on Vocabulary in Context Cards 81-88 to tell about the pictures-Leveled Practice, ELL11.3Listen and Read: Listen or read aloud with Audio of Talk About Animals!-Leveled Practice, ELL11.4Listen: Follow along with Audio of Click, Clack, Moo: Cows That Type in the Student Book, pp. 374-393-Complete and Share Literacy Center Activities

ELL Extra SupportELL Lesson 11 Resources

Daily Lessons to support the core

Language Support Card 11 ELL Blackline Masters ELL Teacher’s Handbook

Building BackgroundVideo Clip for Lesson 11:Animals Bringing Comfort

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

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

Standards