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English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: Unit: Lesson: 3 4 16Essential Question: Anchor Text:Why is it important to take care of our environment?
Judy Moody Saves the World!Humorous Fiction
My Smelly PetHumorous Fiction
Writing: Reading Literature & Informational Text: Foundational Skills:Opinion Writing:Persuasive Letter Focus Trait:Ideas
Comprehension Skills and StrategiesTARGET SKILL
Story Structure Theme
TARGET STRATEGY Monitor/Clarify
PhonicsWords with air, ear, are FluencyIntonation
Language:Target Vocabulary: recycle, project, dripping, carton, complicated, pollution, rubbish, hardly, shade, globalDomain Specific VocabularySpelling: Vowel + /r/ Sound in air and fear: air, wear, chair, stairs, bare, bear, hair, care, pear, pair, share, near, ear, beard Vocabulary Strategies: Context Clues Grammar: What are Adjectives and Articles?
Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words compost, dust, garbage, hurt, reuse
Language Support Card 16 Building Background Videos Teacher’s Edition p. E2 Oral Language Chant, Blackline Master ELL 16.4
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary recycle*, project*, dripping, carton, complicated*, pollution, rubbish, hardly, shade, global
Vocabulary in Context CardsReading/Language Arts Terms character, setting, plot, monitor, clarify, chapter, context, story structure, humorous fiction, adjective noun, article, persuasive letter
Teacher’s Edition pp. E2, E4Scaffolding ComprehensionBuilding Background
Language Support Card 16 Building Background Videos Selection Blackline Master ELL 16.5
Comprehension Teacher’s Edition pp. E3, E4, E6, E8, E10
Story Structure Teacher’s Edition pp. E5, E7
Scaffolding WritingOpinion WritingPersuasive Letter, pp. T37, T45, T55, T65, T72—T73
Teacher’s Edition p. E11 Common Core Writing Handbook, Persuasive Letter
Scaffolding GrammarGrammar: What Are Adjectives and Articles?, pp. T36, T44, T54, T64, T70-T71
Teacher’s Edition p. E9o Language Transfer Issue: Articles
Language Support Card 16: Complex Sentences with wh- Clauses
Whole GroupReading 60 Minutes
__:__-__:__ Language Arts Oral/Vocab60 Minutes
__:__-__:__
Foundational Skills:PhonicsWords with air, ear, are 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).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: recycle, project, dripping, carton, complicated, pollution, rubbish, hardly, shade, globalDomain Specific VocabularySpelling: Vowel + /r/ Sound in air and fear: air, wear, chair, stairs, bare, bear, hair, care, pear, pair, share, near, ear, beardIII- 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: Context Clues III-R-4: HI-13: drawing conclusions from information implied or inferred in a literary selection.
Grammar: What are Adjectives and Articles? III-L-1(ADJ.): HI-1: producing a series of adjectives
Students learn about adjectives and articles through reading and writing sentences related to conservation. III-L-1(ADJ.): HI-1: producing a series of adjectives in the correct order (i.e., quantity/ concept/size/shape/ color).
Students write a persuasive letter, using Judy Moody Saves the World! as a model for making their opinions clear. III-W-1: HI-7: writing a persuasive essay that states a clear position with supporting details using persuasive vocabulary/strategies to influence the reader (e.g., loaded/emotional words, exaggeration, euphemisms bandwagon, peer pressure, repetition, etc.).
Judy Moody Saves the World!Humorous Fiction Students will read Judy Moody Saves the World! to
analyze story structure III-R-4: HI-16: identifying and describing the plot (specific events, problems and solutions) from a fictional text.
use text details to identify the theme of a story
III-R-4: HI-13: drawing conclusions from information implied or inferred in a literary selection.
in the correct order (i.e., quantity/ concept/size/shape/ color).
My Smelly Pet Humorous Fiction Students will read “My Smelly Pet” to
recognize the elements of humorous fiction
III-R-4: HI-16: identifying and describing the plot (specific events, problems and solutions) from a fictional text.III-R-4: HI-15: describing the setting using key words from a fictional text.III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional text.
explore an author’s series books about a character
III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional 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, T74 Comprehension, T74 Phonics, T75 Language Arts, T75 Fluency, T75
ELL Small GroupELL Leveled Reader- The Green Team
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: Recycle, Reuse, and Reduce, Differentiate Instruction, p. T83Differentiate Phonics: Words with air, ear, are, p. T81Differentiate Comprehension: Story Structure; Monitor/Clarify, p. T85Leveled Reader: The Green Team, p. T91Differentiate Fluency: Intonation, p. T87 Differentiate Vocabulary: Context Clues, p. T93Options for Reteaching: pp. T94-T95What are my other children doing?Reread Recycle, Reuse, and Reduce Complete Leveled Practice ELL 16.1Listen to Audio of Judy Moody Saves the World!; retell and discussVocabulary in Context Cards 121-130 Talk It Over ActivitiesComplete Leveled Practice ELL 16.2Partners: Reread for Fluency: My Smelly Pet Complete Leveled Practice ELL 16.3Reread Recycle, Reuse, and Reduce or Judy Moody Saves the World!Complete and Share Literacy Center activitiesIndependent Reading
ELL Extra SupportELL Lesson 16 Resources
Daily Lessons to support the core
Language Support Card 16 ELL Blackline Masters ELL Teacher’s Handbook
o Professional Development o Peer Conference Formso Cooperative Learning Guidelines
Building BackgroundVideo Clip for Lesson 16: Caring for Our Earth
AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments
Reading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline Masters