English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 6 28Essential Question: Anchor Text:

What can you learn from reading a fairy tale? Yeh-ShenFairy Tale

CinderellaFairy Tale

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

Comprehension Skills and StrategiesTARGET SKILL

Sequence of Events Compare and Contrast

TARGET STRATEGY Analyze/Evaluate

PhonicsVowel Diphthongs ow, ouFluencyPhrasing: Natural Pauses

Language:Target Vocabulary: task, glimmering, served, content, worn, overjoyed, concealed, valuableSpelling: Vowel Diphthongs ow, ou: cow, house, town, shout, down, mouse, found, loud, brown, ground, pound, flowerVocabulary Strategies: Classify/CategorizeGrammar: Possessive Nouns

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words beautiful, curious*, grateful, wish, clothes, king, slipper

Language Support Card 28 Building Background Videos Teacher’s Edition p. E22 Chant, ELL.28.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary served*, overjoyed, valuable*, worn, concealed, glimmering, content*, task

Vocabulary in Context CardsReading/Language Arts Terms vowel*, story*, fiary tale, sequence of events, summarize, infer*, analyze*, evaluate*, classify*, categorize*, possessive noun*, apostrophe*, singular noun*, plural noun*, response paragraph*, opinion*, detail*Teacher’s Edition pp. E22, E24, E26, E28, E30Scaffolding ComprehensionBuilding Background

Language Support Card 28 Building Background Videos Selection Blackline Master ELL28.6

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

Sequence of Events Teacher’s Edition pp. E25, E27

Scaffolding WritingOpinion WritingResponse Paragraph pp. T272-T273

Teacher’s Edition p. E31 Common Core Writing Handbook: Response Paragraph

Scaffolding GrammarGrammar: Possessive Nouns, pp. T270-T271

Teacher’s Edition p. E29Language Transfer Issue: Possessive Nouns

Language Support Card 28: Direct Objects

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:Phonics Vowel Diphthongs ow, ouII-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.FluencyPhrasing: Natural PausesII-R-3: HI-1: reading aloud (including high frequency words/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: task, glimmering, served, content, worn, overjoyed, concealed, valuableSpelling: Vowel Diphthongs ow, ou: cow, house, town, shout, down, mouse, found, loud, brown, ground, pound, flowerVocabulary Strategies: Classify/CategorizeII- 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 nouns through reading sentences that relate to fairy tales.II-L-1 (N) HI-4: using singular possessive nouns.II-L-1 (N) HI-5: using plural possessive nouns.

Children write a response paragraph in their own words using Yeh-Shen as a model story to respond to.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.II-W-1: HI-4: organizing a student generated text using transitional words to indicate a beginning, middle, and end.

Yeh-ShenFairy TaleChildren will read Yeh-Shen to

Determine the author’s message or lesson from the sequence of events.

II-R-4: HI-10: identifying cause and effect of specific events in a literary selection.II-R-4: HI-13: summarizing the key events from a literary selection.II-R-4: HI-14: identifying and describing the plot in a literary selection.

Compare and contrast the characters in the selection to each other.

II-R-4: HI-11: describing characters from a literary selection.CinderellaFairy TaleChildren will read Cinderella to

Compare and contrast the events in both selections.

II-R-4: HI-2: comparing a prediction about an action or event to what actually occurred within a text.

IIR-4: HI-6: making connections to text while reading (text-to-text and text-to-self).II-R-4: HI-13: summarizing the key events from a literary selection.

Discuss how illustrations can make a story more interesting and exciting.

II-R-4: B-8: identifying external text features (e.g., charts, maps, diagrams, illustrations, tables, and timelines) of text.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 Howie’s Big Brown Box, pp. 33-40 What a Surprise! Pp. 41-48

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. T274 Phonics, p.T274 Comprehension, p.T275 Language Arts, p. T275 Fluency, p. T275

ELL Small GroupELL Leveled Reader-The King and the Princes

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 Festival Fun in ChinaDifferentiated Instruction, p. T283Differentiate Phonics: Vowel Diphthongs ow, ou,, p. T281Differentiate Comprehension: Sequence of Events; Analyze/Evaluate, p. T285Reread Howie’s Big Brown BoxLeveled Reader The King and the Princess, p. T291Differentiate Fluency: Phrasing: Natural Pauses, p. T287Differentiate Vocabulary Strategies: Classify/Categorize, p. T293Reread What a Surprise!Options for Reteaching: p. T294-T295Reread Howie’s Big Brown Box or What a Surprise!What are my other children doing?Listen and Read: Listen to or read aloud Howie’s Brown Box-Leveled Practice, ELL28.1Listen: Audio of Yeh-Shen, Student Book, pp. 456-465 Partners: Retelling Cards-Leveled Practice, ELL28.2Partners: Use the words on Vocabulary in Context Cards 217-224 to tell about the pictures-Leveled Practice, ELL28.3Listen and Read: Audio of Cinderella, Student Book, pp. 470-477.Leveled Practice, ELL28.4Listen: Follow along with Audio of Yeh-Shen, Student Book, pp. 456-465-Complete and Share Literacy Center Activities

ELL Extra SupportELL Lesson 28 Resources

Daily Lessons to support the core

Language Support Card 28 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building Background

AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

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

Standards