English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 4 22Essential Question: Anchor Text:Why do animals migrate to other places? The Journey: Stories of Migration

Informational Text The Grasshopper and the AntFable

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing Descriptive Paragraph Focus Trait:Word Choice

Comprehension Skills and StrategiesTARGET SKILL

Compare and Contrast Author’s Word Choice

TARGET STRATEGY Visualize

PhonicsSpelling Changes: -s, -es, -ed, -ing FluencyPhrasing

Language:Target Vocabulary: migrate, survival, plenty, frightening, accidents, solid, chilly, landscape, thunderous, dramatic Domain Specific VocabularySpelling: Changing Final y to i: cities, cried, puppies, hurried, stories, flies, parties, tried, pennies, fried, carried, babies, spied, poniesVocabulary Strategies: Word RootsGrammar: Making Comparisons

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words journey, remarkable, search, swarms, vegetation*

Language Support Card 22 Building Background Videos Teacher’s Edition p. E12 Oral Language Chant, Blackline Master ELL 22.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary migrate*, survival, plenty, frightening, accidents*, solid*, chilly, landscape, thunderous, dramatic*

Vocabulary in Context CardsReading/Language Arts Terms base word, informational text, compare, contrast, visualize, word root, signal word, fable, plural, adjectives, adverbs, descriptive paragraph, sensory detail, simile

Teacher’s Edition pp. E12, E14Scaffolding ComprehensionBuilding Background

Language Support Card 22 Building Background Videos Selection Blackline Master ELL 22.5

Comprehension Teacher’s Edition pp. E13, E14, E16, E18, E20

Compare and Contrast Teacher’s Edition pp. E15, E17

Scaffolding WritingNarrative WritingDescriptive Paragraph , pp. T125, T133, T143, T151, T158—T159

Teacher’s Edition p. E21 Common Core Writing Handbook, Descriptive Paragraph

Scaffolding GrammarGrammar: Making Comparisons, pp. T124, T132, T142, T150, T156-T157

Teacher’s Edition p. E19o Language Transfer Issue: Using Capital Letters

Language Support Card 22: Using Adjectives with Conjunctions; Comparative Adjectives

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsSpelling Changes: -s, -es, -ed, -ing III-R-2: HI-9: applying knowledge of inflectional forms of words in context.FluencyPhrasingIII-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: migrate, survival, plenty, frightening, accidents, solid, chilly, landscape, thunderous, dramatic Domain Specific VocabularySpelling: Changing Final y to i: cities, cried, puppies, hurried, stories, flies, parties, tried, pennies, fried, carried, babies, spied, poniesIII-R-2: HI-9: applying knowledge of inflectional forms of words in context.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,

Students learn about adjectives and adverbs to make comparisons by reading and writing sentences about living things. III-L-1(ADV): HI-5: using regular comparative and superlative adverbs (e.g., slowly, less slowly, least slowly, etc.).III-L-1(ADJ): HI-8: using comparative and superlative adjectives (e.g., big, bigger, biggest; more/most/less/least, etc.).

Students write a descriptive paragraph, using The Journey: Stories of Migration as a model for using similes and other types of phrases to help readers visualize content. 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.

The Journey: Stories of Migration Informational Text Students will read The Journey: Stories of Migration to

compare and contrast information in a text

III-R-4: HI-30: comparing and contrasting two items within an expository text.

analyze the author’s choice of words 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.

compare/contrast, etc.

Vocabulary Strategies: Word RootsIII-L-2 (Vocabulary): HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words.

Grammar: Making ComparisonsIII-L-1(ADV): HI-5: using regular comparative and superlative adverbs (e.g., slowly, less slowly, least slowly, etc.).III-L-1(ADJ): HI-8: using comparative and superlative adjectives (e.g., big, bigger, biggest; more/most/less/least, etc.).

The Grasshopper and the AntFableStudents will read “The Grasshopper and the Ant” to

understand that a fable is a short story in which a character learns a lesson

identify the message of a fable 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 textIII- LS-1: HI-13: drawing conclusions from information implied or inferred in a literary selection.

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, T160 Comprehension, T160 Phonics, T161 Language Arts, T161 Fluency, T161

ELL Small GroupELL Leveled Reader- Fish That Migrate

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: Flight of the Swallows, Differentiate Instruction, p. T169Differentiate Phonics: p. T166-167Differentiate Comprehension: Compare and Contrast; Visualize, p. T171Leveled Reader: Fish That Migrate, p. T177Differentiate Fluency: Phrasing, p. T173Differentiate Vocabulary: Word Roots, p. T179Options for Reteaching: pp. T180-T181What are my other children doing?Reread Flight of the Swallows Complete Leveled Practice ELL 22.1Listen to Audio of The Journey: Stories of Migration ; retell and discussVocabulary in Context Cards 181-190 Talk It Over ActivitiesComplete Leveled Practice ELL 22.2Partners: Reread for Fluency: The Grasshopper and the AntComplete Leveled Practice ELL 22.3Reread Flight of the Swallows or The Journey: Stories of Migration Complete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 22 Resources

Daily Lessons to support the core

Language Support Card 22 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 22: The Monarch Butterfly

AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments

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

Standards