English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 1 2 6Essential Question: Anchor Text:What lessons can you learn from story characters? Jack and the Wolf

FableThe Three Little PigsFairy Tale

Writing: Reading Literature & Informational Text: Foundational Skills:Informative Writing: SentencesFocus Trait: Ideas

Comprehension Skills and Strategies TARGET SKILL • Understanding Characters• Story MessageTARGET STRATEGY • Summarize

HIGH-FREQUENCY WORDSaway, all, come, every, hear, saidPhonics Review Words with Short aDouble Final Consonants and ckPhonogram -ackFluencyExpression

Language:Spelling: Short a an, bad, can, had, cat, ran Grammar: Complete SentencesVocabulary Strategies: Shades of Meaning

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words see, trick, will, yell, hill, sheep

Language Support Card 6 Building Background Videos Teacher’s Edition p. E2 Oral Language Chant, Blackline Master ELL 6.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesWords to Know come, said, call, hear, away, every

Vocabulary in Context CardsReading/Language Arts Terms vowel*, fable*, summarize, character, classify*, categorize*, verb*, consonant*, fairy tale, complete sentence, noun, verb*, capital letter, period, question mark, descriptive sentence, adjective*

Teacher’s Edition pp. E2, E4, E6, E8, E10Scaffolding ComprehensionBuilding Background

Language Support Card 6 Building Background Videos Selection Blackline Master ELL 6.6

Comprehension Teacher’s Edition pp. E3, E4, E5, E8, E10

Understand Characters Teacher’s Edition pp. E3, E5, E10

Scaffolding WritingInformative WritingSentences That Describe, pp. T74-T75

Teacher’s Edition p. E11 Common Core Writing Handbook: Sentences That Describe

Scaffolding GrammarGrammar: Complete Sentences, pp. T72-T73

Teacher’s Edition P. E9o Language Transfer Issue: Using Capital Letterso Language Support Card 6: Declarative Sentences

Whole GroupReading 60 Minutes

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

__:__-__:__

HIGH-FREQUENCY WORDSaway, call, come, every, hear, said II-R-2: HI-13: reading high frequency words and irregular sight words fluently.Phonics Review Words with Short aDouble Final Consonants and ckPhonogram -ackII-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).FluencyExpression II-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Spelling: Short a an, bad, can, had, cat, ran Grammar: Complete SentencesVocabulary Strategies: Shades of MeaningII-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-1: HI-2: producing sentences using a subject and a verb, with subject-verb agreement. (S-V)II-L-2: HI-4: using grade specific academic vocabulary and symbols within context.II-L-2: B-11: recognizing common synonyms and antonyms.

Children learn about complete sentences through reading and writing sentences that contain a subject and a predicate that relate to the fable they read. II-L-1: HI-12: producing declarative, negative, and interrogative sentences using linking verbs of being with subject-verb agreement. II-W-2: HI-10: using subject-verb agreement in sentences in a variety of writing applications with instructional support.

Children write sentences that describe while using Jack and the Wolf as a model for writing complete, descriptive sentences. II-W-1: LI-3: writing a student generated draft that includes a main idea and supporting details based on a prewriting plan with instructional support. II-W-2: HI-4: using resources to spell words.

Jack and the WolfFableChildren will read Jack and Wolf to

Use what characters say and do to help understand them.

Discuss aspects of the fable genre, such as repetition and moral or lesson.

II-R-4: LI-1: identifying characteristics of literary selections that designate the text as fiction ornonfiction.II-R-2: HI-11: describing characters from a literary selection.The Three Little Pigs

Fairy TaleChildren will read The Three Little Pigs to

Understand aspects of the fairy tale genre. Learn the convention of the storytelling

phrase “happily ever after.” II-R-4: LI-14: identifying the plot (specific events, problem and solution) in a literary selection.II-R-4: B-1: identifying literary selections, heard or read, as realistic or fantasy based on characteristics of the selection.

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 Ann Packs, pp. 3-8 Tess and Jack, pp. 9-14 A Duck in Mud, pp. 15-20 Ducks Quack, pp. 21-26

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, T76 Phonics, T76 Comprehension, T77 Language Arts, T77 Fluency, T77

ELL Small GroupELL Leveled Reader- Go Turtle! Go Hare!

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 Reading, Differentiated Instruction, p. T85Differentiate Words to Know using Context Cards, p. T83Differentiate Comprehension: Understanding Characters; Summarize Strategy, p. T87Reread Tess and Jack, p.T39Leveled Reader Go Turtle! Go Hare!, p. T93Differentiate Fluency: Expression, p. T89Differentiate Vocabulary Strategies: Shades of Meaning, p. T95Reread Ducks Quack, p. T61Options for Reteaching: pp. T96-T97Reread One of this week’s Decodable Reader selections. What are my other kids doing?Listen to Audio of Jack and the WolfComplete Leveled Practice, ELL 6.1-ELL 6.2Listen: Follow along with Audio of Jack and the WolfRetell: Partners retell Jack and the Wolf using Retelling CardsComplete Leveled Practice, ELL6.3Reread Partners read Go Turtle! Go Hare!Listen to Audio of The Three Little PigsComplete Leveled Practice, ELL 6.4Listen to Audio of The Three Little PigsReread: Partners reread A Duck in MudReread: Choose among this week’s stories

Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 6 Resources

Daily Lessons to support the core Language Support Card 6

ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building Background

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

Standards