Houghton Mifflin Harcourt JOURNEYS COMMON CORE

English Language Arts

Grade: / Unit: / Lesson:
4 / 1 / 1
Essential Question: / Anchor Text:
How do friends help each other? / Because of Winn-Dixie
Realistic Fiction / Because of BookEnds
Informational Text
Writing: / Reading Literature & Informational Text: / Foundational Skills:
Narrative Writing: Descriptive Paragraph
Focus Trait: Word Choice / Comprehension Skills and Strategies
Target Skill
· Story Structure
· Point of View
· Flashback
Target Strategy
· Summarize / Fluency
Accuracy and Self-Correction
Decoding
The VCV Syllable Pattern
Language:
Target Vocabulary: comfort, mention, mood, properly, intends, consisted, positive, advanced, peculiar, talent
Spelling: Short a and Long a: blade, gray, past, afraid, magic, delay, amaze, drain, maybe, break, sale, hang, stain, glass, raft, jail, crayon, fact, stale, steak
Grammar: What is a Sentence
Vocabulary Strategies: Prefixes re-, un-, dis-
Planning for English Language Development:
Begin with High-Utility Words Tier 1 Words *=Spanish cognates
High-Utility Words experience, friend, help, wonderful, dog, smile, tail
· Language Support Card 1
· Building Background Videos
· Teacher’s Edition p. E2
· Oral Language Chant, Blackline Master ELL 1.1
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates
Target Vocabulary comfort, mention, mood, properly, intends, consisted, positive, advanced, peculiar, talent
· Vocabulary in Context Cards
Reading/Language Arts Terms setting, character, plot, text evidence, sentence, simple subject, simple predicate, complete subject, complete predicate
· Teacher’s Edition pp. E2, E4
Scaffolding Comprehension
Building Background
· Language Support Card 1
· Building Background Videos
· Selection Blackline Master ELL 1.2
Comprehension
· Teacher’s Edition pp. E3, E4, E6, E8, E10
Story Structure
· Teacher’s Edition pp. E3, E5, E7
Scaffolding Writing
Narrative Writing
Descriptive Paragraph, pp. T52-T55
· Teacher’s Edition p. E11
· Common Core Writing Handbook, Descriptive Paragraph
Scaffolding Grammar
Grammar: What is a Sentence?, pp. T48-T51
· Teacher’s Edition P. E9
o Language Transfer Issue: Subject-Verb Agreement
· Language Support Card 1: Question Words; Subject Pronouns
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
Foundational Skills:
Fluency
Accuracy and Self-Correction
III-R-3: HI-1: reading aloud passages from unfamiliar content area text with fluency. (i.e., accuracy, appropriate phrasing, and attention to punctuation)
Decoding
The VCV Syllable Pattern
III-R-2: B-8: reading two- or three-syllable and compound words, using letter-sound knowledge and syllabication rules with instructional support. / Grammar
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / Target Vocabulary: comfort, mention, mood, properly, intends, consisted, positive, advanced, peculiar, talent
Spelling: Short a and Long a: blade, gray, past, afraid, magic, delay, amaze, drain, maybe, break, sale, hang, stain, glass, raft, jail, crayon, fact, stale, steak
III- L-1 (Vocab): HI-5: demonstrating relationships among facts, ideas or events using academic vocabulary in classroom discussions. (e.g., problem/solution, cause/effect, etc.)
III- L-1 (Vocab): HI-6: responding to comprehension questions by demonstrating relationships among facts, ideas or events and extending the information to other relevant contexts using appropriate academic vocabulary. (e.g., problem/solution, cause/effect, compare/contrast, etc.
Grammar: What is a Sentence
III-L-1 (SC): HI-2: producing sentences using subjects and verbs, with subject-verb agreement. (S-V)
Vocabulary Strategies: Prefixes re-, un-, dis-
III-L-1 (V): III-L-1 (SC): HI-2: producing sentences using subjects and verbs, with subject-verb agreement. (S-V)
Students will learn about sentence structure through reading and writing about people who enjoy helping each other out.
III-L-1 (SC): HI-2: producing sentences using subjects and verbs, with subject-verb agreement. (S-V) / Students will write a descriptive paragraph, using “Because of Winn-Dixie” as a model choosing concrete words such as robin and poodle (as opposed to bird and dog).
III-W-1: HI-4: writing paragraphs using original, varied and natural word choices, including literal and figurative language.
Because of Winn-Dixie
Realistic Fiction
Students will read “Because of Winn-Dixie” to
o Study a story’s structure; identify characters, setting, and plot
III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional text.
III-R-4: HI-15: describing the setting using key words from a fictional text.
III-R-4: HI-16: identifying and describing the plot (specific events, problems and solutions) from a fictional text.
o Analyze a story’s point of view
o Identify the author’s use of flashbacks
Because of BookEnds
Informational Text
Students will read “Because of BookEnds” to
o Learn information about helping others in a community
o Learn ways in which graphs can help them understand informational text
III-R-4: HI-24: interpreting information from external text in nonfiction text for a specific purpose.
ELL Whole Group / Additional Whole Group Resources
Point-of-Use Scaffolded Support
· Use Visuals
· Use Gestures
· Comprehensible Input
· Peer-Supported Learning
· Language Transfer
· Idiomatic Language
· Use Sentence Frames
· Expand Language Production
Vocabulary in Context Cards
(front and back) / Progress Monitoring
Assess 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, T56
· Comprehension, T56
· Decoding, T57
· Fluency, T57
· Language Arts, T57
ELL Small Group
ELL Leveled Reader
· Contains the same content as the On-Level Reader but uses more accessible language
· ELL Leveled Reader Lesson Plan
· ELL Blackline Masters / Small Group Planner
Teacher-Led
Vocabulary Reader Check Out the Library, Differentiate Instruction, p. T63
Differentiate Comprehension: Story Structure; Summarize, p. T65
Leveled Reader What Happened on Maple Street?, p.T69
Differentiate Vocabulary Strategies: Prefixes re-, un-, dis-, p. T71
Options for Reteaching: pp. T72-T73
What are my other children doing?
Reread Check Out the Library
Listen to Audio of “Because of Winn-Dixie”; Retell and discuss
Vocabulary in Context Cards 1-10 Talk It Over Activities
Partners: Reread for Fluency: What Happened on Maple Street?
Complete Leveled Practice ELL 1.1
Reread Check Out the Library or “Because of Winn-Dixie”
Complete and Share Literacy Center activities
ELL Extra Support / Go Digital
ELL Lesson 1 Resources
· Daily Lessons to support the core
· Language Support Card 1
· ELL Blackline Masters
· ELL Teacher’s Handbook
o Professional Development
o Peer Conference Forms
Cooperative Learning Guidelines
Building Background
Video Clip for Lesson 1: Our Pets / For Students:
· ELL Leveled Reader Online
· Vocabulary Reader Online
· Cross-Curricular Activity Bank
· Multimedia Grammar Glossary
· Picture Card Bank Online
For Teachers:
· ELD Station Online
· Leveled Readers Database
· Leveled Reader Teacher’s Guide
Grab and Go
· ELL Blackline Master
Assessment & Additional Resources
Weekly Tests
Observation Checklists
Fluency Tests
Periodic Assessments
Reading Log
Vocabulary Log
Listening Log
Proofreading Checklist
Proofreading Marks
Writing Conference Form
Writing Rubric
Instructional Routines
Graphic Organizer Blackline Masters
Standards