English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 3 11Essential Question: Anchor Text:How do inventions help athletes? Technology Wins the Game

Informational Text Science for Sports FansInformational Text

Writing:How Reading Literature & Informational Text: Foundational Skills:Informative Writing:Cause-and-Effect Paragraphs Focus Trait:Word Choice

Comprehension Skills and StrategiesTARGET SKILL

Sequence of Events Text and Graphic Features

TARGET STRATEGY Question

PhonicsVowel Dipthongs oi, oy

FluencyPhrasing

Language:Target Vocabulary: contribute, athletes, improve, power, process, flexible, fraction, compete Domain Specific VocabularySpelling: Vowel Sound in joy: joy, point, voice, join, oil, coin, noise, spoil, toy, joint, boy, soil, choice, boil Vocabulary Strategies: Suffixes –less, -ful, -ousGrammar: More Plural Nouns

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words technology*, equipment*, faster, designed

Language Support Card 11 Building Background Videos Teacher’s Edition p. E2 Oral Language Chant, Blackline Master ELL 11.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary contribute*, athletes, improve, power, process, flexible*, fraction*, compete*

Vocabulary in Context CardsReading/Language Arts Terms vowel, informational text, process, sequence, question, suffix, base word, plural noun, paragraph, cause, effect

Teacher’s Edition pp. E2, E4Scaffolding ComprehensionBuilding Background

Language Support Card 11 Building Background Videos Selection Blackline Master ELL 11.5

Comprehension Teacher’s Edition pp. E3, E4, E6, E8, E10

Sequence of Events Teacher’s Edition pp. E5, E7

Scaffolding WritingInformative WritingCause-and Effect Paragraph, pp. T31, T39, T49, T57, T64-T65

Teacher’s Edition p. E11 Common Core Writing Handbook, Cause-and-Effect Paragraph

Scaffolding GrammarGrammar: Plural Nouns, pp. T30, T38, T48, T56, T62-T63

Teacher’s Edition p. E9o Language Transfer Issue: Plural Endings –s, -es, -ies

Language Support Card 11: Complex Sentences with because; Using can/can’t

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsVowel Dipthongs oi, oy 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. FluencyPhrasing III-R-3: HI-1: reading aloud passages from unfamiliar content area text with fluency. (i.e., accuracy, appropriate phrasing, and attention to punctuation)

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: contribute, athletes, improve, power, process, flexible fraction, compete Domain Specific VocabularySpelling: Vowel Sound in joy: joy, point, voice, join, oil, coin, noise, spoil, toy, joint, boy, soil, choice, boil 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: Suffixes –less, -ful, -ousIII-L-2(Vocabulary): HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown

Students learn about regular and irregular plural nouns through reading and writing about technology and innovation. III-L-1 (N): HI-3: converting a given singular common noun into a plural noun, including irregular nouns (with definite and indefinite articles as appropriate).

Students write a cause-and-effect paragraph, using Technology Wins the Game as a model for writing paragraphs that include cause-and effect signal words.

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.

Technology Wins the GameInformational Text Students will read Technology Wins the Game to

identify sequence of events in a text III-R-4: HI-8: locating sequential/ chronological order signal words (i.e., first, next, finally today, now, meanwhile, not long ago) in text.

use text and graphic features to locate information

III-R-4: B-3: identifying specific information by using the organizational features of a book, a dictionary and a newspaper (e.g., title, author, table of contents and glossary)

grade-level content words.

Grammar: More Plural Nouns III-L-1 (N): HI-3: converting a given singular common noun into a plural noun, including irregular nouns (with definite and indefinite articles as appropriate).

Science for Sports FansInformational Text Students will read Science for Sports Fans to

learn factual information from a magazine article

III-R-4: HI-24: interpreting information from external text in nonfiction text for a specific purpose. III-R-4: HI-26: explaining the purpose of organizational features on a page in nonfiction text.III-R-4: HI-1: comparing and contrasting fiction with nonfiction.

analyze directions in 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______?").

ELL Whole Group Additional Whole Group ResourcesPoint-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 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, T66 Comprehension, T66 Phonics, T67 Language Arts, T67 Fluency, T67

ELL Small GroupELL Leveled Reader- The Special Games at the Paralympics

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: Sports Safety, Differentiate Instruction, p. T75Differentiate Phonics: Vowel Diphthongs oi, oy, p. T73Differentiate Comprehension: Sequence of Events; Question, p. T77Leveled Reader: The Special Games of the Paralympics, p. T83 Differentiate Fluency: Phrasing, p. T79 Differentiate Vocabulary: Suffixes –less, -ful, -ous, p. T85Options for Reteaching: pp. T86-T87 What are my other children doing?Reread Sports Safety Complete Leveled Practice ELL 11.1Listen to Audio of Technology Win the Game; retell and discussVocabulary in Context Cards 81-88 Talk It Over ActivitiesComplete Leveled Practice ELL 11.2Partners: Reread for Fluency: Science for Sports Fans Complete Leveled Practice ELL 11.3Reread Sports Safety or Technology Wins the Game Complete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 11 Resources

Daily Lessons to support the core

Language Support Card 11 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building Background

AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments

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

Standards