English Language Arts
Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: / Unit: / Lesson:4 / 5 / 25
Anchor Text:
How do inventions change the way we do things? / The Fun They Had
Science Fiction / Toys!
Informational Text
Writing: / Reading Literature & Informational Text: / Foundational Skills:
Informative Writing: Research Report
Focus Trait: Word Choice / Comprehension Skills and Strategies
Target Skill
· Author’s Purpose
· Genre: Science Fiction
· Formal and Informal Language
Target Strategy
· Question / Fluency
Adjust Rate to Purpose
Decoding
VV Pattern
Language:
Target Vocabulary: progress, calculate, dispute, centuries, superior, insert, waste, inspector, mechanical, average
Spelling: Words with VV Pattern: idea, lion, usual, radio, liar, poem, India, piano, January, quiet, poet, science, diary, violin, period, February, cereal, video, meteor, rodeo
Grammar: Proper Mechanics
Vocabulary Strategies: Greek and Latin Word Parts- meter, therm, aud, fac
Planning for English Language Development:
Begin with High-Utility Words Tier 1 Words *=Spanish cognates
High-Utility Words adjusted*, apart*, probably*, regular*, strange*, robot
· Language Support Card 25
· Building Background Videos
· Teacher’s Edition p. E42
· Oral Language Chant, Blackline Master ELL 25.1
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates
Target Vocabulary progress, calculate, dispute, centuries, superior, insert, waste, inspector, mechanical, average
· Vocabulary in Context Cards
Reading/Language Arts Terms – author’s purpose, science fiction, formal language, informal language, mechanics, capitalization, punctuation, coordinating conjunction
· Teacher’s Edition pp. E42, E44
Scaffolding Comprehension
Building Background
· Language Support Card 25
· Building Background Videos
· Selection Blackline Master ELL25.2
Comprehension
· Teacher’s Edition pp. E43, E44, E46, E48, E50
Author’s Purpose
· Teacher’s Edition pp. E43, E45, E47
Scaffolding Writing
Informative Writing
Write a Research Report, pp. T356-T359
· Teacher’s Edition p. E51
· Common Core Writing Handbook, Research Report
Scaffolding Grammar
Grammar: Proper Mechanics, pp. T352-T355
o Teacher’s Edition p. E49
o Language Support Card 25: Infinitives with to and in order to
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
Foundational Skills:
Fluency
Intonation
III-R-3: B-1: reading aloud passages from familiar or cumulative text (e.g. The House that Jack Built) with fluency. (i.e., accuracy, appropriate phrasing, attention to punctuation, and expression
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
VCCCV Pattern
III-R-2: HI-7: applying knowledge of spelling pattern exceptions.
III-R-2: HI-8: applying knowledge of syllabication rules when decoding unfamiliar words in context.
III-R-2: HI-6: producing a new word when a specific grapheme is changed, added, or removed. / Grammar
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / Target Vocabulary: progress, calculate, dispute, centuries, superior, insert, waste, inspector, mechanical, average
Spelling: Words with VV Pattern: idea, lion, usual, radio, liar, poem, India, piano, January, quiet, poet, science, diary, violin, period, February, cereal, video, meteor, rodeo
III-L-2 (Vocab): HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols.
Grammar: Proper Mechanics
III-W-1: HI-3: taking notes using self-selected formats based upon knowledge of oral or written text structures with instructional support. (e.g., Student selects Venn Diagram for comparing and contrasting text).
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.
III-W-5: HI-1: recording, evaluating and organizing information, observations or questions on a topic of student interest from two or more sources (experiment, article, textbook, guest speaker, video, Internet, interview, podcasts, etc.) for report/research purposes.
III-W-2: LI-5: using punctuation for: • sentence endings • commas to punctuate items in a series and introductory words or phrases • quotation marks for dialogue and titles • colons to punctuate business letter salutations • apostrophes to punctuate contractions and plural possessives
Vocabulary Strategies: Greek and Latin Parts meter, therm, aud, fac
III-L-2(Vocab): HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words.
III-L-2(Vocab): HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols.
Students learn about proper mechanics through reading and writing science fiction and nonfiction that describes technological innovation.
III-W-1: HI-3: taking notes using self-selected formats based upon knowledge of oral or written text structures with instructional support. (e.g., Student selects Venn Diagram for comparing and contrasting text).
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.
III-W-5: HI-1: recording, evaluating and organizing information, observations or questions on a topic of student interest from two or more sources (experiment, article, textbook, guest speaker, video, Internet, interview, podcasts, etc.) for report/research purposes. / Students continue their work on a research report from the previous lesson, using “The Fun They Had” as a model for using precise language (such as toucan rather than bird).
III-W-5: HI-1: recording, evaluating and organizing information, observations or questions on a topic of student interest from two or more sources (experiment, article, textbook, guest speaker, video, Internet, interview, podcasts, etc.) for report/research purposes.
The Fun They Had
Science Fiction
Students will read “The Fun They Had” to
o Determine an author’s purpose
III-R-4: HI-11: identifying the author’s purpose for writing a book. (i.e., to entertain, to inform, to persuade)
o Identify elements of science fiction
III-R-4: HI-16: identifying and describing the plot (specific events, problems and solutions) from a fictional text.
III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional text.
o Identify the author’s use of formal and informal language
III-R-4: HI-32: identifying words (i.e., nouns, adjective, verbs and adverbs) that the author selects in a literary selection to create a graphic visual image.
III-R-4: HI-33: identifying words that the author selects to create a rich auditory experience (e.g., alliteration, onomatopoeia, etc.) in a literary selection.
Toys! Amazing Stories Behind Some Great Inventions
Informational Text
Students will read “Toys!” to
o Learn about automaton inventors of long ago and their amazing inventions
III-R-4: HI-27: locating information from a part of a book for a specific purpose.
III-R-4: HI-4: generating who, what, where, when, why, which and how questions to clarify text.
III-R-4: HI-22: locating information for a specific purpose. (e.g., atlas, glossary, textbook, indexes, websites, podcast, webinars, etc.)
o Learn ways in which diagrams can help them understand informational text
III-R-4: E-24: identifying and selecting external text (e.g., illustrations, photographs, charts, maps, diagrams, graphs, tables, timelines, symbols, etc.) within nonfiction text for a specific purpose (e.g. "Which external text will tell me______?").
III-R-4: HI-27: locating information from a part of a book 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, T360
· Comprehension, T360
· Decoding, T361
· Language Arts, T361
· Fluency, T361
ELL Small Group
ELL Leveled Reader- Dex Is a Hero
· 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 Remarkable Robots, Differentiate Instruction, p. T371
Differentiate Comprehension: Author’s Purpose; Question; p. T373
Leveled Reader Dex Is a Hero, p. T377
Differentiate Vocabulary Strategies: Greek and Latin Word Parts meter, therm, aud, fac p. T379
Options for Reteaching, pp. T380-381
What are my other children doing?
Reread Remarkable Robots
Listen to Audio of “The Fun They Had”; Retell and discuss
Vocabulary in Context Cards 241-250 Talk It Over Activities
Partners: Reread for Fluency: Leveled Reader Dex Is a Hero
Complete Leveled Practice ELL 25.1
Reread Remarkable Robots or “The Fun They Had”
Complete Literacy Centers
ELL Extra Support / Go Digital
ELL Lesson 25 Resources
· Daily Lessons to support the core
· Language Support Card 25
· ELL Blackline Masters
· ELL Teacher’s Handbook
o Professional Development
o Peer Conference Forms
o Cooperative Learning Guidelines
· Video Clip for Lesson 25: Pre-Digital Photography / 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 Answer Key
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