English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade:

Unit:

Lesson:

3

4

23

Essential Question:

Anchor Text:

How can people communicate over long distances?

The Journey of Oliver K. Woodman

Fantasy

Moving the U.S. Mail

Informational Text

Writing:

Reading Literature & Informational Text:

Foundational Skills:

Narrative Writing

Dialogue

Focus Trait:

Voice

Comprehension Skills and Strategies

TARGET SKILL

Sequence of Events

Formal and Informal Language

TARGET STRATEGY

Analyze/Evaluate

Phonics

Suffixes -ful, -y, -ous, -ly, -er

Fluency

Reading Rate

Language:

Target Vocabulary: sincere, managed, loaded, loveliest, conversations, inspired, reunion, currently, pleasure, terror

Domain Specific Vocabulary

Spelling: Suffixes ful, -ly, and -er: singer, loudly, joyful, teacher, fighter, closely, powerful, farmer, quickly, careful, friendly, speaker, wonderful, truly

Vocabulary Strategies: Suffixes -er, -est

Grammar: Possessive Nouns and Pronouns

Planning for English Language Development:

Begin with High-Utility Words Tier 1 Words *=Spanish cognates

High-Utility Words deliver, travel, vacation*, visit*

Language Support Card 23

Building Background Videos

Teachers Edition p. E22

Oral Language Chant, Blackline Master ELL 23.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates

Target Vocabulary sincere*, managed, loaded, loveliest, conversations*, inspired*, reunion, currently, pleasure*, terror*

Vocabulary in Context Cards

Reading/Language Arts Terms base word, suffix, sequence of events, analyze, evaluate, suffix, infer, informational text, possessive noun, possessive pronoun, dialogue

Teachers Edition pp. E22, E24

Scaffolding Comprehension

Building Background

Language Support Card 23

Building Background Videos

Selection Blackline Master ELL 23.5

Comprehension

Teachers Edition pp. E23, E24, E26, E28, E30

Sequence of Events

Teachers Edition pp. E25, E27

Scaffolding Writing

Narrative Writing

Dialogue, pp. T219, T227, T237, T245, T252T253

Teachers Edition p. E31

Common Core Writing Handbook, Dialogue

Scaffolding Grammar

Grammar: Possessive Nouns and Pronouns , pp. T218, T226, T236, T244, T250-T251

Teachers Edition p. T29

Language Transfer Issue: Possessive Nouns

Language Support Card 23: Sentences with think that; Comparative Adjectives

Whole Group

Reading

60 Minutes

__:__-__:__

Language Arts

Oral/Vocab

60 Minutes

__:__-__:__

Foundational Skills:

Phonics

Suffixes -ful, -y, -ous, -ly, -er

III-R-2: HI-10: applying knowledge of affixes to words in context.

Fluency

Reading 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)

Grammar

60 Minutes

__:__-__:__

Writing

60 Minutes

__:__-__:__

Target Vocabulary: sincere, managed, loaded, loveliest, conversations, inspired, reunion, currently, pleasure, terror

Domain Specific Vocabulary

Spelling: Suffixes ful, -ly, and -er: singer, loudly, joyful, teacher, fighter, closely, powerful, farmer, quickly, careful, friendly, speaker, wonderful, truly

III-R-2: HI-10: applying knowledge of affixes to 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., problem/solution, cause/effect, compare/contrast, etc.

Vocabulary Strategies: Suffixes -er, -est

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: Possessive Nouns and Pronouns

III-L-1(N): LI-6: using singular possessive nouns.

III-L-1(N): LI-7: using plural possessive nouns.

III-L-1(PRO): HI-3: stating when to use possessive pronouns; using possessive pronouns.

Students learn about possessive nouns and pronouns through reading and writing sentences about possessions.

III-L-1(N): LI-6: using singular possessive nouns.

III-L-1(N): LI-7: using plural possessive nouns.

III-L-1(PRO): HI-3: stating when to use possessive pronouns; using possessive pronouns.

Students write a dialogue, using The Journey: Stories of Migration as a model for creating characters that show their feelings through what they say. III-W-1: 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.

The Journey of Oliver K. Woodman

Fantasy

Students will read The Journey of Oliver K. Woodman to

follow the sequence of events in a story

III-R-4: HI-8: locating sequential/ chronological order signal words (i.e., first, next, finally today, now, meanwhile, not long ago) in text.

distinguish between formal and informal language

III- LS-2: LI-4: participating in formal and informal socio-functional communication tasks using complete sentences (e.g., comparing personal information and experiences; providing alternate solutions to a problem; and extending invitations to others, etc.) with instructional support.

Moving the U.S. Mail

Informational Text

Students will read Moving the U.S. Mail to

learn information from an online encyclopedia

III-R-4: HI-22: locating information for a specific purpose. (e.g., atlas, glossary, textbook, indexes, websites, podcast, webinars, etc.)

interpret events on a timeline

III- LS-1: HI-24: interpreting information from external text in nonfiction text for a specific purpose.

ELL Whole Group

Additional Whole Group Resources

Point-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 Monitoring

Assess 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, T254

Comprehension, T254

Phonics, T255

Language Arts, T255

Fluency, T255

ELL Small Group

ELL Leveled Reader- Ursus Travels

Contains the same content as the On-Level Reader but uses more accessible language

ELL Leveled Reader Lesson Plan

ELL Blackline Masters

Small Group Planner

Teacher-Led

Vocabulary Reader: Route 66, Differentiate Instruction, p. T263

Differentiate Phonics: Suffixes ful, -y, -ous, -ly, -er, p. T261

Differentiate Comprehension: Sequence of Events; Analyze/Evaluate, p. T265

Leveled Reader: Ursus Travels, p. T271

Differentiate Fluency: Rate, p. T267

Differentiate Vocabulary: Suffixes -er, -est p. T273

Options for Reteaching: pp. T274-T275

What are my other children doing?

Reread Route 66

Complete Leveled Practice ELL 23.1

Listen to Audio of The Journey of Oliver K. Woodman; retell and discuss

Vocabulary in Context Cards 191-200 Talk It Over Activities

Complete Leveled Practice ELL 23.2

Partners: Reread for Fluency: Moving the U.S. Mail

Complete Leveled Practice ELL 23.3

Reread Route 66 or The Journey of Oliver K. Woodman

Complete and Share Literacy Center activities

Independent Reading

ELL Extra Support

ELL Lesson 23 Resources

Daily Lessons to support the core

Language Support Card 23

ELL Blackline Masters

ELL Teachers Handbook

Professional Development

Peer Conference Forms

Cooperative Learning Guidelines

Building Background

Video Clip for Lesson 23: Computer Messages

Assessment

Weekly Tests

Observation Checklists

Fluency Tests (Cold Reads)

Periodic Assessments

Reading Log

Vocabulary Log

Listening Log

Proofreading Checklist

Proofreading Marks

Writing Conference Form

Writing Rubric

Instructional Routines

Graphic Organizer Blackline Masters

Standards