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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