English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 5 21Essential Question: Anchor Text:What was life on the prairie like for the pioneers? Sarah, Plain and Tall

Historical Fiction Wagons of the Old West Informational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing Fictional Narrative Paragraph Focus Trait:Ideas

Comprehension Skills and StrategiesTARGET SKILL

Story Structure Point of View

TARGET STRATEGY Monitor/Clarify

PhonicsBase Words and –ed, -ing FluencyIntonation

Language:Target Vocabulary: prairie, slick, fetch, clattered, sniff, rough, batted, thumped, buzzing, rustle Domain Specific VocabularySpelling: Words with –ed and -ing: coming, swimming, dropping, tapping, taping, invited, saving, stared, planned, changing, joking, loved, gripped, tasted Vocabulary Strategies: Prefix non- Grammar: Adverbs that Compare

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words carried, watched, wagon, gathering

Language Support Card 21 Building Background Videos Teacher’s Edition p. E2 Oral Language Chant, Blackline Master ELL 21.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary prairie*, slick, fetch, clattered, sniff*, rough, batted*, thumped, buzzing, rustle

Vocabulary in Context CardsReading/Language Arts Terms base word, character, setting, plot, monitor, clarify, prefix, informational text, adverb, fictional narrative, story, sequence

Teacher’s Edition pp. E2, E4Scaffolding ComprehensionBuilding Background

Language Support Card 21 Building Background Videos Selection Blackline Master ELL 21.5

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

Story Structure Teacher’s Edition pp. E5, E7

Scaffolding WritingNarrative WritingFictional Narrative Paragraph, pp. T33, T41, T51, T59, T66—T67

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

Scaffolding GrammarGrammar: Adverbs That Compare, pp. T32, T40, T50, T58, T64-T65

Teacher’s Edition p. E9o Language Transfer Issue: Adverbs

Language Support Card 21: Using If…Then Statements, Sentences with might

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsBase Words and –ed, -ing III-R-2: HI-9: applying knowledge of inflectional forms of words in context.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: prairie, slick, fetch, clattered, sniff, rough, batted, thumped, buzzing, rustle Domain Specific VocabularySpelling: Words with –ed and -ing: coming, swimming, dropping, tapping, taping, invited, saving, stared, planned, changing, joking, loved, gripped, tasted III-R-2: HI-9: applying knowledge of inflectional forms of 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.,

Students learn about adverbs that compare through reading and writing sentences that relate to common activities. III-L-1(ADV): HI-5: using regular comparative and superlative adverbs (e.g., slowly, less slowly, least slowly, etc.).

Students write a fictional narrative paragraph, using Sarah, Plain and Tall as a model for introducing a character or narrator and then clearly establishing what happens.

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

Sarah, Plain and Tall Historical Fiction Students will read Sarah, Plain and Tall to

analyze how characters’ actions contribute to the story’s structure

III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional text.

distinguish their point of view from that of a character or narrator

III- LS-2: B-5: responding to academic discussions by sharing one’s view on facts, ideas and/or events using academic vocabulary.

transitional words and varied sentence structure.

problem/solution, cause/effect, compare/contrast, etc.

Vocabulary Strategies: Prefix non- 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: Adverbs that Compare III-L-1(ADV): HI-5: using regular comparative and superlative adverbs (e.g., slowly, less slowly, least slowly, etc.).

Wagons of the Old West MythStudents will read “Wagons of the Old West ” to

learn facts and information about a topic interpret details, captions, and labels in a

diagram III-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.

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- Asleep in the Grass

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: Life on the Prairie, Differentiate Instruction, p. T77Differentiate Phonics: Base Words and –ed, -ing, p. T75Differentiate Comprehension: Stroy Structure ; Monitor/Clarify , p. T79Leveled Reader: Asleep in the Grass, p. T85Differentiate Fluency: Intonation , p. T81Differentiate Vocabulary: Base Words and Prefix non-, p. T87Options for Reteaching: pp. T88-T89What are my other children doing?Reread Life on the PrairieComplete Leveled Practice ELL 21.1Listen to Audio of Sarah, Plain and Tall; retell and discussVocabulary in Context Cards 171-180 Talk It Over ActivitiesComplete Leveled Practice ELL 21.2Partners: Reread for Fluency: Wagons of the Old West Complete Leveled Practice ELL 21.3Reread Life on the Prairie or Sarah, Plain and Tall Complete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 21 Resources

Daily Lessons to support the core

Language Support Card 21 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments

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

Standards