English Language Arts
Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: / Unit: / Lesson:3 / 6 / 30
Essential Question: / Anchor Text : / Connect to the Topic: / Connect to the Topic:
How can children and adults learn from each other? / Saving Buster
Realistic Fiction / Acting Across Generations
News Article / “Company’s Coming”
Poetry
Writing: / Reading Literature & Informational Text: / Foundational Skills:
Informative Writing
Draft a Research Report
Focus Trait:
Organizations / Comprehension Skills and Strategies
TARGET SKILL
· Conclusions
TARGET STRATEGY
· Question / Phonics
Schwa Sound
Fluency
Reading Rate
Language:
Review Vocabulary: worried, certainly, raise, afford, applause, anxiously, dramatic, guided, ingredients, fetch
Domain Specific Vocabulary
Spelling: Words Beginning with a- or be-: below, about, belong, around, again, alone, because, above, between, alive, behind, begin, along, before
Vocabulary Strategies: Compound Words
Grammar: Correct Pronouns
Planning for English Language Development:
Begin with High-Utility Words Tier 1 Words *=Spanish cognates
High-Utility Words contest, donate*, neighborhood, potluck
· Language Support Card 30
· Building Background Videos
· Teacher’s Edition p. E42
· Oral Language Chant, Blackline Master ELL 30.4
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates
Review Vocabulary worried, certainly, raise, afford, applause*, anxiously, dramatic*, guided*, ingredients*, fetch
· Vocabulary in Context Cards
Reading/Language Arts Terms Conclusion, question, compound word, news article, pronoun, homophone, research report, topic, detail, facts, definitions
· Teacher’s Edition pp. E42, E44
Scaffolding Comprehension
Building Background
· Language Support Card 30
· Building Background Videos
· Selection Blackline Master ELL 30.5
Comprehension
· Teacher’s Edition pp. E43, E44, E46, E48, E50
Conclusions
· Teacher’s Edition pp. E45, E47
Scaffolding Writing
Informative Writing
Draft a Research Report, pp. T230-T233
· Teacher’s Edition p. E51
· Common Core Writing Handbook, Draft a Research Report
Scaffolding Grammar
Grammar: Correct Pronouns, pp. T228-T229
· Teacher’s Edition p. T49
o Language Transfer Issue: Subject Pronouns
Language Support Card 29: Comparative Adjectives with –er and more
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
Foundational Skills:
Phonics
Schwa Sound
III-R-2: HI-3: segmenting syllables in multi-syllabic words.
Fluency
Reading Rate
III-R-3: HI-1: reading aloud passages from unfamiliar content area text with fluency. (i.e., accuracy, appropriate phrasing, and attention to punctuation) / Grammar
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / Review Vocabulary: worried, certainly, raise, afford, applause, anxiously, dramatic, guided, ingredients, fetch
Domain Specific Vocabulary
Spelling: Words Beginning with a- or be-: below, about, belong, around, again, alone, because, above, between, alive, behind, begin, along, before
III-R-2: LI-7: reading regularly spelled multi-syllabic and compound words including consonant blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie, ee) and r-controlled vowels.
III- LS-1: HI-5: demonstrating relationships among facts, ideas or events using academic vocabulary in classroom discussions. (e.g., problem/solution, cause/effect, etc.)
III- LS-1: 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.
Vocabulary Strategies: Compound Words
III-L-2 (Vocabulary): HI-5: determining the meaning of compound words using knowledge of individual words.
Grammar: Correct Pronouns
III-L-1 (PRO): HI-1: using the appropriate personal subjective pronouns.
III-L-1 (PRO): HI-2: stating when to use personal objective versus personal subjective pronouns; using personal objective pronouns.
Students will use the pronouns I and me correctly.
III-L-1 (PRO): HI-1: using the appropriate personal subjective pronouns.
III-L-1 (PRO): HI-2: stating when to use personal objective versus personal subjective pronouns; using personal objective pronouns. / Students will draft a research report.
III-W-1: HI-4: writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.
Saving Buster
Realistic Fiction
Students will read Saving Buster to
· Read and analyze realistic fiction.
III-R-4: HI-4: generating who, what, where, when, why, which and how questions to clarify text.
III-R-4: HI-3: answering literal (i.e., Yes/No, who, what, where, when, why, which and how) and/or personal response questions about text.
Acting Across Generations
News Article
Students will read Acting Across Generations
to
· Read and analyze a news article.
III-R-4: HI-4: generating who, what, where, when, why, which and how questions to clarify text.
III-R-4: HI-3: answering literal (i.e., Yes/No, who, what, where, when, why, which and how) and/or personal response questions about text.
“Company’s Coming”
Poetry
Students will read “Company’s Coming” to
· Read and analyze poetry.
III-R-4: HI-4: generating who, what, where, when, why, which and how questions to clarify text.
III-R-4: HI-3: answering literal (i.e., Yes/No, who, what, where, when, why, which and how) and/or personal response questions about text.
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, T234
· Comprehension, T234
· Phonics, T235
· Language Arts, T235
· Fluency, T235
ELL Small Group-Group English Language Learners according to language proficiency.
ACCESSIBLE
Donovan’s Word Jar:
T282-T291
Read Chapters 9-10, pp. 55-71
*for Daily Lesson Plans see p. T196 / COMPLEX
Jake Drake: Know-It-All:
T338-T347
Read Chapters 10-11, pp. 68-88
*for Daily Lesson Plans see p. T196 / MORE COMPLEX
Capoeria:
T394-T403
Read Part 5, pp. 34-43
*for Daily Lesson Plans see p. T196
ELL Extra Support
ELL Lesson 30 Resources
· Daily Lessons to support the core
· Language Support Card 30
· ELL Blackline Masters
· ELL Teacher’s Handbook
o Professional Development
o Peer Conference Forms
Cooperative Learning Guidelines / Building Background
Assessment
Weekly Tests
Observation Checklists
Fluency Tests (Cold Reads)
Periodic Assessments
Reading Log
Vocabulary Log
Listening Log
Proofreading Checklist
Proofreading Marks
Writing Conference Form
Writing Rubric
Instructional Routines
Graphic Organizer Blackline Masters
Standards