English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 3 13Essential Question: Anchor Text:How are some schools different from each other? Schools Around the World

Informational TextAn American SchoolInformational Text

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

Comprehension Skills and StrategiesTARGET SKILL

Main Idea and Details Text and Graphic Features

TARGET STRATEGY Analyze/Evaluate

PhonicsVowel Digraphs ee, eaFluencyAccuracy: Self-Correct

Language:Target Vocabulary: culture, community, languages, transportation, subjects, lessons, special, wearSpelling: Vowel Digraphs ee, ea: free, teach, teeth, please, beach, wheel, team, speak, sneeze, sheep, meaning, weaveVocabulary Strategies: Using a DictionaryGrammar: Quotation Marks

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words climate*, country, depend*, tutor*, uniform*, book, children, teacher

Language Support Card 13 Building Background Videos Teacher’s Edition p. E22 Chant, ELL.13.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary culture*, community*, languages, transportation*, subjects, lessons*, special*, wear

Vocabulary in Context CardsReading/Language Arts Terms vowel*, informational text*, author*, purpose*, analyze*, evaluate*, dictionary*, alphabetical order*, author’s purpose*, author’s message, quotation marks, comma*, capital letters, end mark, persuasive paragraph*, reasons*Teacher’s Edition pp. E22, E24, E26, E28, E30Scaffolding ComprehensionBuilding Background

Language Support Card 13 Building Background Videos Selection Blackline Master ELL13.6

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

Main Ideas and Details Teacher’s Edition pp. E25, E27

Scaffolding WritingOpinion WritingPersuasive Paragraph pp. T266-T267

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

Scaffolding GrammarGrammar: Quotation Marks pp. T264-T267

Teacher’s Edition p. E29o Language Transfer Issue: Sentence Punctuation

Language Support Card 13: Sentences with Can + Infinitive

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:Phonics Vowel Digraphs ee, ea II-R-2: 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: Self-CorrectII-R-3: HI-1: reading aloud (including high frequency words/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: culture, community, languages, transportation, subjects, lessons, special, wearSpelling: Vowel Digraphs ee, ea: free, teach, teeth, please, beach, wheel, team, speak, sneeze, sheep, meaning, weaveVocabulary Strategies: Using a DictionaryII- 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: LI-4: using resources to spell words (word walls, environmental print, picture dictionaries, and dictionaries).

Children learn about quotation marks through reading and writing sentences with quotations that relate to schools.II-R-1: HI-3: identifying features of a sentence (capitalization, commas, quotation marks, and ending punctuation).

Children learn write a persuasive paragraph using Schools Around the World as a model for writing precise sentences.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-2: gathering information to answer questions about a topic or event for a report.

Schools Around the WorldInformational TextChildren will read Schools Around the World to

Focus on identifying the main idea and determining the supporting details.

II-R-4: HI-7: summarizing the main idea and details from text, using complete sentences.

Study text and graphic features such as heading and captions.

II-R-4: HI-19: locating specific information by using organizational features (e.g., titles, table of contents, heading captions, bold print, glossary, indices) in expository text. An American SchoolInformational TextChildren will read An American School to

Learn about other schools in this countryII-R-4: HI-6: making connections to text while reading (text-to-text and text-to-self). II-R-4: HI-3: locating facts and answering questions about text.

Read an interview.

II-LS: 2: HI-1: producing questions, using inflection when produced orally.II-LS-2: HI-3: producing Yes/No questions beginning with “to be” and containing a complement in a variety of verb tenses.

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 Shell Sheep, pp. 33-40 Reef Sees the Wide World, 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. T268 Phonics, p.T268 Comprehension, p.T269 Language Arts, p. T269 Fluency, p. T269

ELL Small GroupELL Leveled Reader-What School Was Like Long Ago

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 One Room SchoolsDifferentiated Instruction, p. 277Differentiate Phonics: ee, ea, p.275Differentiate Comprehension: Main Idea and Details; Analyze/Evaluate, p.T279Reread The Shell SheepLeveled Reader What School Was Like Long Ago, p. T285Differentiate Fluency: Accuracy: Self-Correct, p. T281Differentiate Vocabulary Strategies: Using a Dictionary, p. T287Reread Reef Sees the Wide WorldOptions for Reteaching: p. T288-T289Reread The Shell SheepWhat are my other children doing?Listen and Read: Listen to or read aloud The Shell Sheep-Leveled Practice, ELL13.1Listen: Audio of Schools Around the World, Student Book, pp. 438-455Partners: Retelling Cards-Leveled Practice, ELL13.2Partners: Use the words on Vocabulary in Context Cards 97-104 to tell about the pictures-Leveled Practice, ELL13.3Listen and Read: Listen or read aloud with Audio of An American School, Student Book, pp. 460-463Leveled Practice, ELL13.4Listen: Follow along with Audio of Schools Around the World in the Student Book, pp. 438-455-Complete and Share Literacy Center Activities

ELL Extra SupportELL Lesson 13 Resources

Daily Lessons to support the core Language Support Card 13

Building Background

ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

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

Standards