English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE Grade: Unit: Lesson: 3 6 28 Essential Question: Anchor Text : Connect to the Topic: Connect to the Topic: How would your life be different without magnets? Becoming Anything He Wants to Be Biography My Blue Belt Day! Journal Entry “I chop chop chop” and “Long Jump” Poetry Writing: Reading Literature & Informational Text: Foundational Skills: Informative Writing Instructions Focus Trait: Word Choice Comprehension Skills and Strategies TARGET SKILL Fact and Opinion TARGET STRATEGY Visualize Phonics Words with ough and augh Fluency Phrasing Language: Review Vocabulary: throughout, textures, peak, steep, tropical, landscape, slopes, altitude, survival, equipment Domain Specific Vocabulary Spelling: Words with ough and augh: taught, thought, rough, laugh, bought, cough, ought, caught, fought, daughter, tough, through, enough, brought Vocabulary Strategies: Word Roots Grammar: Commas in Sentences
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English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: Unit: Lesson: 3 6 28Essential Question: Anchor Text : Connect to the Topic: Connect to the Topic:How would your life be different without magnets?
Language:Review Vocabulary: throughout, textures, peak, steep, tropical, landscape, slopes, altitude, survival, equipment Domain Specific VocabularySpelling: Words with ough and augh: taught, thought, rough, laugh, bought, cough, ought, caught, fought, daughter, tough, through, enough, broughtVocabulary Strategies: Word RootsGrammar: Commas in Sentences
Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words barriers*, blind, disabilities, hardship, overcome
Language Support Card 28 Building Background Videos Teacher’s Edition p. E22 Oral Language Chant, Blackline Master ELL 28.4
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesReview Vocabulary throughout, textures*, peak, steep, tropical*, landscape, slopes, altitude*, survival, equipment*
Vocabulary in Context CardsReading/Language Arts Terms fact, opinion, visualize, word root, journal entry, vowel, comma, instructions, sequence
Teacher’s Edition pp. E22, E24Scaffolding ComprehensionBuilding Background
Language Support Card 28 Building Background Videos Selection Blackline Master ELL 28.5
Comprehension Teacher’s Edition pp. E23, E24, E26, E28, E30
Fact and Opinion Teacher’s Edition pp. E25, E27
Scaffolding WritingInformative WritingInstructions, pp. T134-T137
Teacher’s Edition p. E31 Common Core Writing Handbook, Instructions
Scaffolding GrammarGrammar: Commas in Sentences, pp. T132-133
Teacher’s Edition p. T29Language Support Card 28: Complex Sentences with says that
Whole GroupReading 60 Minutes
__:__-__:__ Language Arts Oral/Vocab60 Minutes
__:__-__:__
Foundational Skills:PhonicsWords with ough and augh III-R-2: HI-4: blending isolated phonemes to form multi-syllabic words, using r-controlled vowel sounds, digraphs, and diphthongs (/t/…/i/…/g/…/er/ makes tiger).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
__:__-__:__ Review Vocabulary: throughout, textures, peak, steep, tropical, landscape, slopes, altitude, survival, equipment Domain Specific VocabularySpelling: Words with ough and augh: taught, thought, rough, laugh, bought, cough, ought, caught, fought, daughter, tough, through, enough, broughtIII-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: 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: Commas in Sentences III-W-2: HI-5: using punctuation for: • sentence endings • semi-colons in a series, introductory clauses, dialogue and direct address • quotation marks for dialogue and titles • colons to punctuate business letter salutations • apostrophes to punctuate contractions and plural possessives.
Students will use commas in a series and after introductory words.III-W-2: HI-5: using punctuation for: • sentence endings • semi-colons in a series, introductory clauses, dialogue and direct address • quotation marks for dialogue and titles • colons to punctuate business letter salutations • apostrophes to punctuate contractions and plural possessives.
Students will write a paragraph of instructions. III-W-1: HI-6: writing a variety of functional text that address audience, stated purpose and context: • Letters • Directions • Procedures • Graphs/Tables • Brochures.Becoming Anything He Wants to Be
Biography Students will read Becoming Anything He Wants to Be to
Read and analyze a biography.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.My Blue Belt Day!Journal Entry Students will read My Blue Belt Day! to
Read and analyze a Journal Entry.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.“I chop chop chop” and “Long Jump”Poetry Students will read “I chop chop chop” and “Long Jump” 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
