English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 2 6Essential Question: Anchor Text:What makes bats interesting and useful? Bat Loves the Night

Narrative NonfictionA Bat Is BornPoetry

Writing: Reading Literature & Informational Text: Foundational Skills:Opinion Writing:Response ParagraphFocus Trait:Ideas

Comprehension Skills and StrategiesTARGET SKILL

Sequence of Events Domain-Specific Vocabulary

TARGET STRATEGY Question

PhonicsWords with the VCV Pattern FluencyReading Rate

Language:Target Vocabulary: twitch, swoops, squeak, echoes, detail, slithers, dozes, snugglesDomain Specific VocabularySpelling: More Short and Long Vowels: math, toast, easy, socks, Friday, stuff, paid, cheese, June, elbow, program, shiny, piles, stickyVocabulary Strategies: Suffixes –able, -ibleGrammar: What is a Verb?

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words hanging, darkness, gliding, sound, shadows

Language Support Card 6 Building Background Videos Teacher’s Edition p. E2 Oral Language Chant, Blackline Master ELL 6.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary twitch, swoops, squeak, echoes*, details*, slithers, dozes*, snuggles

Vocabulary in Context CardsReading/Language Arts Terms syllables, narrative nonfiction, event, sequence of events, question, suffix, base word, poetry, verb, action verb, being verb, response

Teacher’s Edition pp. E2, E4Scaffolding ComprehensionBuilding Background

Language Support Card 6 Building Background Videos Selection Blackline Master ELL6.5

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

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

Scaffolding WritingOpinion WritingResponse Paragraph pp. T33, T41, T51, T59, T66-T67

Teacher’s Edition p. E11 Common Core Writing Handbook, Response Paragraph

Scaffolding GrammarGrammar: What is a Verb? pp. T32, T40, T50, T58, T64-T65

Teacher’s Edition P. E9o Language Transfer Issue : The Verb be

Language Support Card 6: Complex Sentences with when; Past-Tense Verbs

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsWords with VCV PatternsIII-R-2: HI-4: blending isolated phonemes to form multi-syllabic words, using r-controlled vowel sounds, digraphs, and diphthongsIII- LS-1: LI-1: producing multi-syllabic words including those with common affixes with accurate pronunciation and stress (e.g., con-di-tion, re-pro-duce, un-pro-duc-tive, re-la-tion-ship, etc.).FluencyReading RateIII-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

__:__-__:__ Vocabulary: twitch, swoops, squeak, echoes, detail, slithers, dozes, snugglesDomain Specific VocabularySpelling: More Short and Long Vowels: math, toast, easy, socks, Friday, stuff, paid, cheese, June, elbow, program, shiny, piles, stickyIII-R-2: HI-4: blending isolated phonemes to form multi-syllabic words, using r-controlled vowel sounds, digraphs, and diphthongsIII- LS-1: LI-1: producing multi-syllabic words including those with common affixes with accurate pronunciation and stress (e.g., con-di-tion, re-pro-duce, un-pro-duc-tive, re-la-tion-ship, etc.).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 –able, -ibleIII-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. (math, science, social studGrammar: What is a Verb?III-L-1 (V): PE-1: identifying physical action as verbs with instructional support.

Students learn about verbs through reading and writing sentences about mammals. III-W-2: HI-7: using verb tenses (simple and progressive) in a variety of writing applications.

Students will write a response paragraph, using Bat Loves the Night as a model for including details and examples in their writing. III-W-1: B-4: writing an expository paragraph or a simple report containing a topic sentence, supporting details, and a concluding statement using a model.

Bat Loves the Night Narrative Nonfiction Students will read Bat Loves the Night to

analyze sequence of events III-R-4: HI-5: retelling a story or event with a beginning, middle, and end using transition words and complete sentences.

determine the meaning of domain -specific vocabulary

III-R-4: LI-10: applying knowledge of prefixes and suffixes (affixes) added to words in context with instructional support.A Bat Is Born PoetryStudents will read Baseball Poems to

analyze the sound and rhythm of words in poetry

recognize imagery in poetry

III-R-4: HI-34: identifying structural elements of poetry. (e.g., repetition, rhyme, rhythm, verse, meter, and imagery, etc.)

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- The Elephants

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: Nighttime Animals, Differentiate Instruction, p. T77Differentiate Phonics: Words with the VCV Pattern p. T75 Differentiate Comprehension: Sequence of Events; Question, p. T79 Leveled Reader: The Elephants, p. T85 Differentiate Fluency: Reading Rate p. T81 Differentiate Vocabulary: Suffixes –able, -ible, p. T87Options for Reteaching: pp. T88-T89 What are my other children doing?Reread Nighttime Animals Complete Leveled Practice ELL 6.1Listen to Audio of Bat Loves the Night; retell and discussVocabulary in Context Cards 41-48 Talk It Over ActivitiesComplete Leveled Practice ELL 6.2Partners: Reread for Fluency: A Bat Is Born Complete Leveled Practice ELL 6.3Reread Bat Loves the Night or Nighttime Animals Complete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 6 Resources

Daily Lessons to support the core

Language Support Card 6 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building Background

Assessment

Weekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments

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

Standards