English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 1 2 8Essential Question: Anchor Text:How is music part of your everyday life? A Musical Day

Realistic FictionDrumsInformational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Informative Writing: Thank-You NoteFocus Trait: Word Choice

Comprehension Skills and Strategies TARGET SKILL • Sequence of Events• NarratorTARGET STRATEGY • Analyze/Evaluate

HIGH-FREQUENCY WORDSher, now, our, she, today, wouldPhonics Review Words with Short oBlends with lPhonogram -ockFluencyPhrasing: Natural Pauses

Language:Spelling: Short o on, got, fox, pop, not, hopGrammar: StatementsVocabulary Strategies: Define Words

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words clap, music*, play, tap, guitar*

Language Support Card 8 Building Background Videos Teacher’s Edition p. E22 Oral Language Chant, Blackline Master ELL 8.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesWords to Know our, today, she, now, her, would

Vocabulary in Context CardsReading/Language Arts Terms vowel*,realistic fiction*, analyze*, evaluate*, sequence of events, classify*, category*, consonant*, informational text*, statement, capital letter, period, thank-you note ,adjective*, describe*

Teacher’s Edition pp. E22, E24, E26, E28, E30Scaffolding ComprehensionBuilding Background

Language Support Card 8 Building Background Videos Selection Blackline Master ELL 8.6

Comprehension Teacher’s Edition pp. E23, E24, E25, E28, E30

Sequence of Events Teacher’s Edition pp. E23, E25, E30

Scaffolding WritingInformative WritingThank-You, pp. T270-T271

Teacher’s Edition p. E31 Common Core Writing Handbook: Thank-You Note

Scaffolding GrammarGrammar: Statements, pp. T268-T269

Teacher’s Edition P. E29o Language Transfer Issue: Capital Letterso Language Support Card 8: Adverbs of Time

Whole GroupReading 60 Minutes

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

__:__-__:__

HIGH-FREQUENCY WORDSher, now, our, she, today, wouldII-R-2: HI-13: reading high frequency words and irregular sight words fluently.Phonics Review Words with Short oBlends with lPhonograms -ockII-R-2: B-9: reading regularly spelled one-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters with instructional support.II-R-2: LI-9: reading regularly spelledtwo-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).FluencyPhrasing: Natural PausesII-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Spelling: Short o on, got, fox, pop, not, hopGrammar: StatementsVocabulary Strategies: Define WordsII-R-2: B-9: reading regularly spelled one-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters with instructional support.II-L-2: HI-4: using grade specific academic vocabulary and symbols within context. II-L-2: HI-5: applying knowledge of grade-level vocabulary (including content area words) in text.

Children learn about statements through writing and properly punctuating sentences that relate to music. II-W-2: HI-7: using periods, question marks, exclamation points, commas for items in a series (e.g., eggs, milk, bread, bananas etc.), and apostrophes (possessives, contractions).II-W-2: HI-10: using subject-verb agreement in sentences in a variety of writing applications with instructional support.

Children write a thank-you note using A Musical Day as a model for using adjectives to make ideas clear. 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-4: HI-5: organizing a student generated text in a selected format (e.g., friendly letter, narrative, expository text, etc.).II-L-1: HI-3: using sensory/personality adjectives.II-W-2: HI-4: using resources to spell words.

A Musical DayRealistic Fiction Children will read A Musical Day to

Learn about the importance of order of events

Discover who a narrator is.II-R-4: HI-5: sequencing a story or event with a beginning, middle and end with transition words/ phrases in complete sentences.II-R-4: HI-8: extracting and interpreting specific information from external text features of text.DrumsInformational Text

Children will read Drums to Gain information about how drums work. Learn how to read a diagram.

II-R-4: HI-8: extracting and interpreting specific information from external text features of text.II-R-4: B-8: identifying external text features (e.g., charts, maps, diagrams, illustrations, tables, and timelines) of 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 Our Flag, pp. 51-56 The Plan pp. 57-62 Our Sled Club, pp. 63-68 The Pet Club, pp. 69-74

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. T272 Phonics, p. T272 Comprehension, p. T273 Language Arts, p. T273 Fluency, p. T273

ELL Small GroupELL Leveled Reader- Our Day at Nana’s House

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 Music, Differentiated Instruction, p. T281Differentiate Words to Know using Context Cards, p. T279Differentiate Comprehension: Sequence of Events; Analyze/Evaluate Strategy, p. T283Reread The Plan , p.T235Leveled Reader Our Day at Nana’s House, p. T289Differentiate Fluency: Phrasing: Natural Pauses, p. T285Differentiate Vocabulary Strategies: Define Words, p. T291Reread The Pet Club p. T257Options for Reteaching: pp. T292-T293Reread One of this week’s Decodable Reader selections. What are my other kids doing?Listen to Audio of A Musical DayComplete Leveled Practice, ELL 8.1-ELL 8.2Listen: Follow along with Audio of A Musical DayRetell: Partners retell A Musical Day using Retelling CardsComplete Leveled Practice, ELL8.3Reread Partners read Our Day at Nana’s HouseListen to Audio of DrumsComplete Leveled Practice, ELL 8.4Listen to Audio of DrumsReread: Partners reread Our Sled ClubReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 8 Resources

Daily Lessons to support the core Language Support Card 8

ELL Blackline Masters ELL Teacher’s Handbook

Building Background Video Clip for Lesson 8: Duke Ellington

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic AssessmentsReading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline MastersHandwriting Model

Standards