English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: Unit: Lesson: 3 5 21Essential Question: Anchor Text:What was life on the prairie like for the pioneers? Sarah, Plain and Tall
Historical Fiction Wagons of the Old West Informational Text
Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing Fictional Narrative Paragraph Focus Trait:Ideas
Comprehension Skills and StrategiesTARGET SKILL
Story Structure Point of View
TARGET STRATEGY Monitor/Clarify
PhonicsBase Words and –ed, -ing FluencyIntonation
Language:Target Vocabulary: prairie, slick, fetch, clattered, sniff, rough, batted, thumped, buzzing, rustle Domain Specific VocabularySpelling: Words with –ed and -ing: coming, swimming, dropping, tapping, taping, invited, saving, stared, planned, changing, joking, loved, gripped, tasted Vocabulary Strategies: Prefix non- Grammar: Adverbs that Compare
Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words carried, watched, wagon, gathering
Language Support Card 21 Building Background Videos Teacher’s Edition p. E2 Oral Language Chant, Blackline Master ELL 21.4
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary prairie*, slick, fetch, clattered, sniff*, rough, batted*, thumped, buzzing, rustle
Vocabulary in Context CardsReading/Language Arts Terms base word, character, setting, plot, monitor, clarify, prefix, informational text, adverb, fictional narrative, story, sequence
Teacher’s Edition pp. E2, E4Scaffolding ComprehensionBuilding Background
Language Support Card 21 Building Background Videos Selection Blackline Master ELL 21.5
Comprehension Teacher’s Edition pp. E3, E4, E6, E8, E10
Story Structure Teacher’s Edition pp. E5, E7
Scaffolding WritingNarrative WritingFictional Narrative Paragraph, pp. T33, T41, T51, T59, T66—T67
Teacher’s Edition p. E11 Common Core Writing Handbook, Fictional Narrative Paragraph
Scaffolding GrammarGrammar: Adverbs That Compare, pp. T32, T40, T50, T58, T64-T65
Teacher’s Edition p. E9o Language Transfer Issue: Adverbs
Language Support Card 21: Using If…Then Statements, Sentences with might
Whole GroupReading 60 Minutes
__:__-__:__ Language Arts Oral/Vocab60 Minutes
__:__-__:__
Foundational Skills:PhonicsBase Words and –ed, -ing III-R-2: HI-9: applying knowledge of inflectional forms of words in context.FluencyIntonation 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: prairie, slick, fetch, clattered, sniff, rough, batted, thumped, buzzing, rustle Domain Specific VocabularySpelling: Words with –ed and -ing: coming, swimming, dropping, tapping, taping, invited, saving, stared, planned, changing, joking, loved, gripped, tasted III-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.,
Students learn about adverbs that compare through reading and writing sentences that relate to common activities. III-L-1(ADV): HI-5: using regular comparative and superlative adverbs (e.g., slowly, less slowly, least slowly, etc.).
Students write a fictional narrative paragraph, using Sarah, Plain and Tall as a model for introducing a character or narrator and then clearly establishing what happens.
III-W-1: HI-1: writing one or more narrative paragraphs based on imagined or real events that includes characters, setting, sensory details, appropriate word choice and logical sequencing to develop the plot using
Sarah, Plain and Tall Historical Fiction Students will read Sarah, Plain and Tall to
analyze how characters’ actions contribute to the story’s structure
III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional text.
distinguish their point of view from that of a character or narrator
III- LS-2: B-5: responding to academic discussions by sharing one’s view on facts, ideas and/or events using academic vocabulary.
transitional words and varied sentence structure.
problem/solution, cause/effect, compare/contrast, etc.
Vocabulary Strategies: Prefix non- III-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: Adverbs that Compare III-L-1(ADV): HI-5: using regular comparative and superlative adverbs (e.g., slowly, less slowly, least slowly, etc.).
Wagons of the Old West MythStudents will read “Wagons of the Old West ” to
learn facts and information about a topic interpret details, captions, and labels in a
diagram 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.
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, T68 Comprehension, T68 Phonics, T69 Language Arts, T69 Fluency, T69
ELL Small GroupELL Leveled Reader- Asleep in the Grass
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: Life on the Prairie, Differentiate Instruction, p. T77Differentiate Phonics: Base Words and –ed, -ing, p. T75Differentiate Comprehension: Stroy Structure ; Monitor/Clarify , p. T79Leveled Reader: Asleep in the Grass, p. T85Differentiate Fluency: Intonation , p. T81Differentiate Vocabulary: Base Words and Prefix non-, p. T87Options for Reteaching: pp. T88-T89What are my other children doing?Reread Life on the PrairieComplete Leveled Practice ELL 21.1Listen to Audio of Sarah, Plain and Tall; retell and discussVocabulary in Context Cards 171-180 Talk It Over ActivitiesComplete Leveled Practice ELL 21.2Partners: Reread for Fluency: Wagons of the Old West Complete Leveled Practice ELL 21.3Reread Life on the Prairie or Sarah, Plain and Tall Complete and Share Literacy Center activitiesIndependent Reading
ELL Extra SupportELL Lesson 21 Resources
Daily Lessons to support the core
Language Support Card 21 ELL Blackline Masters ELL Teacher’s Handbook
o Professional Development o Peer Conference Formso Cooperative Learning Guidelines
AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments
Reading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline Masters
Standards