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English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: Unit: Lesson: 3 1 4Essential Question: Anchor Text:Why is everyone’s role on a project important? Pop’s Bridge
Historical FictionBridgesInformational Text
Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing:Prewrite a Personal NarrativeFocus Trait:Ideas
Comprehension Skills and StrategiesTARGET SKILL
Compare and Contrast Story Structure
TARGET STRATEGY Infer/Predict
PhonicsLong o Spelled oa, owFluencyExpression
Language:Target Vocabulary: crew, tide, cling, balancing, foggy, disappears, stretch, excitement Domain Specific VocabularySpelling: Long o Spellings: load, open, told, yellow, soak, shadow, foam, follow, glow, sold, window, coach, almost, throat Vocabulary Strategies: Word FamiliesGrammar: Common and Proper Nouns
Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words dangerous, equal*, important*, impossible*, relief
Language Support Card 4 Building Background Videos Teacher’s Edition p. E32 Oral Language Chant, Blackline Master ELL 4.4
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary crew, tide, cling, balancing, foggy, disappears*, stretch, excitement
Vocabulary in Context CardsReading/Language Arts Terms vowel, historical fiction, compare, contrast, infer, predict, base word, word family, informational text, common noun, proper noun, personal narrative, detail, audience
Teacher’s Edition pp. E32, E34Scaffolding ComprehensionBuilding Background
Language Support Card 4 Building Background Videos Selection Blackline Master ELL 4.5
Comprehension Teacher’s Edition pp. E33, E34, E36, E38, E40
Compare and Contrast Teacher’s Edition pp. E35, E37
Scaffolding WritingNarrative WritingPrewrite a Personal Narrative pp. T317, T325, T335, T343, T350-T351
Teacher’s Edition p. E41 Common Core Writing Handbook, Prewrite a Personal Narrative
Scaffolding GrammarGrammar: Common and Proper Nouns, pp. T316, T324, T334, T342, T348-T349
Teacher’s Edition P. E39o Language Transfer Issue :Proper Nouns
Language Support Card 4: Adjectives and Conjunctions
Whole GroupReading 60 Minutes
__:__-__:__ Language Arts Oral/Vocab60 Minutes
__:__-__:__
Foundational Skills:PhonicsLong o Spelled oa, owIII-R-2: B-2: distinguishing between long and short vowel sounds in orally stated single-syllable words (e.g., bit-bite, etc.) FluencyExpression III-R-3: B-1: reading aloud passages from familiar or cumulative text (e.g. The House that Jack Built) with fluency. (i.e., accuracy, appropriate phrasing, attention to punctuation, and expression)
Grammar60 Minutes
__:__-__:__ Writing60 Minutes
__:__-__:__ Target Vocabulary: crew, tide, cling, balancing, foggy, disappears, stretch, excitement Domain Specific VocabularySpelling: Long o Spellings: load, open, told, yellow, soak, shadow, foam, follow, glow, sold, window, coach, almost, throat III-R-2: B-2: distinguishing between long and short vowel sounds in orally stated single-syllable words (e.g., bit-bite, 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: Word Families III-W-2 HI-2: spelling multi-syllable words using knowledge of syllabication and spelling patterns
Grammar: Common and Proper NounsIII-L-1(N): HI-2: justifying his/her use of singular versus plural nouns, common versus proper nouns and definite versus indefinite articles (e.g., I used “the president” versus “a president” because “the president” is referring to a specific president).
Students learn about common and proper nouns through reading and writing sentences about engineering. III-L-1 (N) HI-2: justifying his/her use of singular versus plural nouns, common versus proper nouns and definite versus indefinite articles (e.g., I used “the president” versus “a president” because “the president” is referring to a specific president).
Students will prewrite a personal narrative, using Pop’s Bridge as a model for including important and interesting details. 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 transitional words and varied sentence structure.
Pop’s Bridge Historical Fiction Students will read Pop’s Bridge to
compare and contrast information in a story
III-R-4: HI-1: comparing and contrasting fiction with nonfiction.
analyze story structure and how a character’s actions contribute to the sequence of events in a story
III-R-4: HI-13: drawing conclusions from information implied or inferred in a literary selection.Bridges Informational TextStudents will read Bridges to
Learn factual information about a topicIII-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.
Analyze diagrams to understand how something works
HI-24: interpreting information from external text in nonfiction text for a specific purpose.
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, T258 Comprehension, T258 Phonics, T259 Language Arts, T259 Fluency, T259
ELL Small GroupELL Leveled Reader- Champ
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: Big Bridges, Differentiate Instruction, p. T361Differentiate Phonics: Long o Spelled oa, ow, p. T359 Differentiate Comprehension: Compare and Contrast; Infer/Predict p. T363Leveled Reader: Champ, p. T369Differentiate Fluency: Expression, p. T365Differentiate Vocabulary: Word Families –s, -es, -ed, -ing, pp. T370-371Options for Reteaching: pp. T372-373What are my other children doing?Reread Big BridgesComplete Leveled Practice ELL 4.1Listen to Audio of Pop’s Bridge; retell and discussVocabulary in Context Cards 25-32 Talk It Over ActivitiesComplete Leveled Practice ELL 4.2Partners: Reread for Fluency: BridgesComplete Leveled Practice ELL 4.3Reread Big Bridges or Pop’s Bridge Complete and Share Literacy Center activitiesIndependent Reading
ELL Extra SupportELL Lesson 4 Resources
Daily Lessons to support the core
Language Support Card 4 ELL Blackline Masters ELL Teacher’s Handbook
o Professional Development o Peer Conference Formso Cooperative Learning Guidelines
Building Background
AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments
Reading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline Masters
Standards