English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 6 30Essential 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 ReportFocus Trait:Organizations

Comprehension Skills and StrategiesTARGET SKILL

ConclusionsTARGET STRATEGY

Question

PhonicsSchwa SoundFluencyReading Rate

Language:Review Vocabulary: worried, certainly, raise, afford, applause, anxiously, dramatic, guided, ingredients, fetch Domain Specific VocabularySpelling: Words Beginning with a- or be-: below, about, belong, around, again, alone, because, above, between, alive, behind, begin, along, beforeVocabulary Strategies: Compound Words Grammar: Correct Pronouns

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-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 cognatesReview Vocabulary worried, certainly, raise, afford, applause*, anxiously, dramatic*, guided*, ingredients*, fetch

Vocabulary in Context CardsReading/Language Arts Terms Conclusion, question, compound word, news article, pronoun, homophone, research report, topic, detail, facts, definitions

Teacher’s Edition pp. E42, E44Scaffolding ComprehensionBuilding 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 WritingInformative WritingDraft a Research Report, pp. T230-T233

Teacher’s Edition p. E51 Common Core Writing Handbook, Draft a Research Report

Scaffolding GrammarGrammar: Correct Pronouns, pp. T228-T229

Teacher’s Edition p. T49o Language Transfer Issue: Subject Pronouns

Language Support Card 29: Comparative Adjectives with –er and more

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsSchwa SoundIII-R-2: HI-3: segmenting syllables in multi-syllabic words.FluencyReading 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)

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Review Vocabulary: worried, certainly, raise, afford, applause, anxiously, dramatic, guided, ingredients, fetch Domain Specific VocabularySpelling: Words Beginning with a- or be-: below, about, belong, around, again, alone, because, above, between, alive, behind, begin, along, beforeIII-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 PronounsIII-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 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, 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-T291Read Chapters 9-10, pp. 55-71

*for Daily Lesson Plans see p. T196

COMPLEX

Jake Drake: Know-It-All: T338-T347Read Chapters 10-11, pp. 68-88

*for Daily Lesson Plans see p. T196

MORE COMPLEX

Capoeria: T394-T403Read Part 5, pp. 34-43

*for Daily Lesson Plans see p. T196

ELL Extra SupportELL 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

AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic AssessmentsReading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline Masters

Standards