English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 6 29Essential Question: Anchor Text:What good things happen when people work together?

Two of EverythingFolktale

Stone SoupFolktale

Writing: Reading Literature & Informational Text: Foundational Skills:Opinion Writing: Response Essay

Comprehension Skills and StrategiesTARGET SKILL

Understanding Characters Point of View

TARGET STRATEGY Summarize

PhonicsReading Longer Words with Long Vowels a and iVowel Diphthongs oi, oyFluencyExpression

Language:Target Vocabulary: search, contained, startled, odd, leaned, tossed, grateful, villageSpelling: Reading Longer Words with Long Vowels a and i- aim, snail, bay, braid, ray, always, gain, sly, chain, shy, bright, frightVocabulary Strategies: AntonymsGrammar: Possessive Pronouns

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words clever, double*, excited, identical*, magical*, flame, lamp

Language Support Card 29 Building Background Videos Teacher’s Edition p. E32 Chant, ELL.29.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary search, contained*, startled, odd, leaned, tossed, grateful, village

Vocabulary in Context CardsReading/Language Arts Terms vowel*, base word*, folktale, character, traits, infer*, relationships, summarize, antonym*, context*, traditional tale*, possessive pronoun*, possessive noun*, response essay*, opinion*, reasons*, examples*Teacher’s Edition pp. E32, E34, E36, E38, E40Scaffolding ComprehensionBuilding Background

Language Support Card 29 Building Background Videos Selection Blackline Master ELL29.6

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

Understanding Characters Teacher’s Edition pp. E35, E37

Scaffolding WritingOpinion WritingResponse Essay pp. T372-T373

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

Scaffolding GrammarGrammar: Possessive Prounouns, pp. T370-T371

Teacher’s Edition p. E39Language Transfer Issue: Diphthongs

Language Support Card 29: I agree/disagree

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:Phonics Reading Longer Words with Long Vowels a and iVowel Diphthongs oi, oyII-R-1: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. FluencyExpressionII-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: search, contained, startled, odd, leaned, tossed, grateful, villageSpelling: Reading Longer Words with Long Vowels a and i- aim, snail, bay, braid, ray, always, gain, sly, chain, shy, bright, frightVocabulary Strategies: Antonyms

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(Vocabulary) HI-11: clarifying word meaning by applying knowledge of synonyms and antonyms to enhance vocabulary.

Children learn about possessive pronouns through reading sentences and identify the possessive pronoun.II-L-1: HI-3: using singular and plural personal possessive pronouns (mine, yours, his, hers, its, ours, theirs).II-L-1: HI-4: differentiating between subjective, objective, possessive pronouns, and their placement in sentences.

Children write a responses to literature, giving reasons for their opinion and examples to support each reason.II-W-1: HI-7: using expressive or descriptive phrases/sentences in student generated text.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.

Two of EverythingFolktaleChildren will read Two or Everything to

Connect how a character’s words, thought, and actions tell how he or she will respond to problems.

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.

Identify the narrator of the selection and the author’s point of view.

II-R-4: HI-9: identifying the author’s purpose for writing a book.

Stone SoupTraditional TalesChildren will read Stone Soup to

Recognize the moral of a story.II-R-4: HI-6: making connections to text while reading (text-to-text and text-to-self).

II-R-4: HI-4: asking questions to clarify text. Identify the traits of a folktale.

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 Not So Alike, pp. 49-56 Corduroy and Will, 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.T375 Language Arts, p. T375 Fluency, p. T375

ELL Small GroupELL Leveled Reader-The Smart Mouse

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 Take a Trip to ChinaDifferentiated Instruction, p. T383Differentiate Phonics: Reading Longer Words, p. T381Differentiate Comprehension: Understanding Characters; Summarize, p. T385Reread Not So AlikeLeveled Reader The Smart Mouse, p. T391Differentiate Fluency: Expression, p. T387Differentiate Vocabulary Strategies: Antonyms, p. T393Reread Corduroy and WillOptions for Reteaching: p. T394-T395Reread Not So Alike or Corduroy and WillWhat are my other children doing?Listen and Read: Listen to or read aloud Not So Alike-Leveled Practice, ELL129.1Listen: Audio of Two of Everything, Student Book, pp. 486-503 Partners: Retelling Cards-Leveled Practice, ELL29.2Partners: Use the words on Vocabulary in Context Cards 225-232 to tell about the pictures-Leveled Practice, ELL29.3Listen and Read: Audio of Stone Soup, Student Book, pp. 508-511.Leveled Practice, ELL29.4Listen: Follow along with Audio of Two Everything, Student Book, pp. 486-503-Complete and Share Literacy Center Activities

ELL Extra SupportELL Lesson 29 Resources

Daily Lessons to support the core

Language Support Card 29 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 29: Caring for Our Earth

AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

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

Standards