English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 6 26Essential Question: Anchor Text:

How do some animals change as they grow? The Mysterious TadpoleFantasy

From Eggs to FrogsInformational Text

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

Comprehension Skills and StrategiesTARGET SKILL

Story Structure Conclusions

TARGET STRATEGY Infer/Predict

PhonicsWords with oo, ew, ue, ouFluencyAccuracy: Connected Text

Language:Target Vocabulary: ordinary, control, cage, upset, sensible, confused, training, suspiciouslySpelling: Words with oo, ew, ue, ou: root, crew, spoon, few, bloom, grew, room, you, stew, boost, scoop, flewVocabulary Strategies: Multiple-Meaning WordsGrammar: Contractions

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words careful, creature*, perfect*, present, retrieve, frog, legs, tail

Language Support Card 26 Building Background Videos Teacher’s Edition p. E2 Chant, ELL.26.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary ordinary, control*, cage, upset, sensible, confused*, training, suspiciously*

Vocabulary in Context CardsReading/Language Arts Terms vowel*, fantasy*, character, setting, plot, problem*, solution*, infer*, predict*, multiple-meaning words, context*, dictionary*, generate*, informational text*, contractions*, apostrophe*, poem*, sense wordsTeacher’s Edition pp. E2, E4, E6, E8, E10Scaffolding ComprehensionBuilding Background

Language Support Card 26 Building Background Videos Selection Blackline Master ELL26.6

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

Story Structure Teacher’s Edition pp. E5, E7

Scaffolding WritingOpinion WritingResponse Poem pp. T76-T77

Teacher’s Edition p. E11 Common Core Writing Handbook: Response Poem

Scaffolding GrammarGrammar: Contractions pp. T74-T75

Teacher’s Edition p. E9Language Transfer Issue: Contraction

Language Support Card 26: Answering yes/no Questions; Statements

Whole GroupReading 60 Minutes

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

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Foundational Skills:Phonics Words with oo, ew, uw, 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.FluencyAccuracy: Connected Text II-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

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Writing60 Minutes

__:__-__:__

Target Vocabulary: ordinary, control, cage, upset, sensible, confused, training, suspiciouslySpelling: Words with oo, ew, ue, ouVocabulary Strategies: Multiple-Meaning Words

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 contractions through reading and writing sentences that relate to frogs and tadpoles.II-L-1: HI-7: reading contractions.

Children write a response poem to The Mysterious Tadpole using sensory words to express opinions and feelings.II-W-1: HI-4: creating expository text (e.g., labels, lists observations, and journals) using simple sentences based on research, observation, and/or experience.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.

The Mysterious TadpoleFantasyChildren will read The Mysterious Tadpole to

Recognize story structure for setting, character, and plot including problems and solutions.

II-R-4: HI-14: identifying and describing the plot in a literary selection.II-R-4: HI-11: describing characters from a literary selection. II-R-4: HI-12: describing the setting from a literary selection.

Use words and pictures to draw conclusions.II-R-4: HI-10: identifying cause and effect of specific events in a literary selection.

From Eggs to FrogsInformational TextChildren will read Super Soil to

Learn about a frog’s life cycle. II-R-4: HI-8: extracting and interpreting specific

information from external text features of text.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.

Use the diagram in the selection to enhance understanding.

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 The New Moose, pp. 1-8 Follow the Clues, 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. T78 Phonics, p.T78 Comprehension, p.T79 Language Arts, p. T79 Fluency, p. T79

ELL Small GroupELL Leveled Reader-Jason and the Space Creature

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 The Loch Ness MonsterDifferentiated Instruction, p. T87Differentiate Phonics: Words with oo, ew, ue, ou, p. T85Differentiate Comprehension: Story Structure; Infer/Predict, p. T89Reread The New MooseLeveled Reader Jason and the Space Creature, p. T95Differentiate Fluency: Accuracy: Connected Text, p. T491Differentiate Vocabulary Strategies: Multiple-Meaning Words, p. T97Reread Follow the CluesOptions for Reteaching: p. T98-T99Reread The New Moose or Follow the CluesWhat are my other children doing?Listen and Read: Listen to or read aloud The New Moose-Leveled Practice, ELL126.1Listen: Audio of The Mysterious Tadpole, Student Book, pp. 384-405 Partners: Retelling Cards-Leveled Practice, ELL26.2Partners: Use the words on Vocabulary in Context Cards 201-208 to tell about the pictures-Leveled Practice, ELL26.3Listen and Read: Audio of From Eggs to FrogsLeveled Practice, ELL26.4Listen: Follow along with Audio of The Mysterious Tadpole in the Student Book, pp. 384-405-Complete and Share Literacy Center Activities

ELL Extra SupportELL Lesson 26 Resources

Daily Lessons to support the core

Language Support Card 26 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 26:Growing

AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

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

Standards