schoolweb.dysart.org · Web viewinformational text, text feature, graphic feature, question, word root, poetry, helping verb, problem-and-solution paragraph, reasons

English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 4 18Essential Question: Anchor Text:What are some differences among types of trees? A Tree is Growing

Informational TextStopping by Woods on a Snowy Evening Poetry

Writing: Reading Literature & Informational Text: Foundational Skills:Opinion Writing:Problem-and-Solution Paragraph Focus Trait:Word Choice

Comprehension Skills and StrategiesTARGET SKILL

Text and Graphic Features Domain-Specific Vocabulary

TARGET STRATEGY Question

PhonicsWords with /k/ and /kw/ FluencyExpression

Language:Target Vocabulary: pollen, store, clumps, passages, absorb, throughout, coverings, spines, tropical, dissolve Domain Specific VocabularySpelling: Spelling the /k and /kw/ sounds: shark, check, queen, circus, flake, crack, second, squeeze, quart, squeak, quick, coldest, Africa, MexicoVocabulary Strategies: Word Roots Grammar: Using the Verb be and Helping Verbs

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words amazing, changes, column*, ooze, protect*

Language Support Card 18 Building Background Videos Teacher’s Edition p. E22 Oral Language Chant, Blackline Master ELL 18.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary pollen*, store, clumps, passages*, absorb*, throughout, coverings, spines*, tropical*, dissolve

Vocabulary in Context CardsReading/Language Arts Terms informational text, text feature, graphic feature, question, word root, poetry, helping verb, problem-and-solution paragraph, reasons

Teacher’s Edition pp. E22, E24Scaffolding ComprehensionBuilding Background

Language Support Card 18 Building Background Videos Selection Blackline Master ELL 18.5

Comprehension Teacher’s Edition pp. E23, E24, E26, E28, E30

Text and Graphic Features Teacher’s Edition pp. E25, E27

Scaffolding WritingOpinion WritingProblem and Solution Paragraph, pp. T224, T232, T242, T250, T256—T257

Teacher’s Edition p. E31 Common Core Writing Handbook, Problem- and- Solution Paragraph

Scaffolding GrammarGrammar: Using the Verb be Helping Verbs pp. T224, T232, T242, T250, T256-T257

Teacher’s Edition p. T29o Language Transfer Issue: The Verb be

Language Support Card 17: Complex Sentences with wh- Clauses

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsWords with /k/ and /kw/ III-R-2: LI-1: identifying and manipulating initial, final and medial sounds in single-syllable words.FluencyExpression 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: pollen, store, clumps, passages, absorb, throughout, coverings, spines, tropical, dissolve Domain Specific VocabularySpelling: Spelling the /k/ and /kw/ sounds: shark, check, queen, circus, flake, crack, second, squeeze, quart, squeak, quick, coldest, Africa, MexicoIII-R-2: LI-1: identifying and manipulating initial, final and medial sounds in single-syllable words.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 Roots III-L2 (Vocabulary): 4: HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words.

Grammar: Using the Verb be and Helping Verbs III-L-1(V): HI-17: distinguishing between the auxiliary (helping) verb and the main verb.

Students learn about the verb be and helping verbs through reading and writing sentences about trees. III-L-1(V): HI-17: distinguishing between the auxiliary (helping) verb and the main verb.

Students write a problem-and-solution paragraph, using A Tree Is Growing as a model for including clear, exact words. 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.

A Tree Is GrowingInformational Text Students will read A Tree is Growing to

Use text features and graphic features to help them locate and understand information.

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.

Determine the meaning of domain- specific vocabulary.

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.

Stopping by Woods on a Snowy Evening PoetryStudents will read “Stopping by Woods on a Snowy Evening” to

Appreciate sound and rhythm in poetry. Recognize the structure and pattern of a

poem.III-R-4: HI-34: identifying structural elements of poetry. (e.g., repetition, rhyme, rhythm, verse, meter, and imagery, etc.)

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, T260 Comprehension, T260 Phonics, T261 Language Arts, T261 Fluency, T261

ELL Small GroupELL Leveled Reader- All About Pines

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: City Parks, Differentiate Instruction, p. T269Differentiate Phonics: Words with /k/ and /kw/, p. T267Differentiate Comprehension: Text and Graphic Features; Question, p. T271Leveled Reader: All About Pines, p. T277Differentiate Fluency: Expression, p. T273 Differentiate Vocabulary: Word Roots, p. T279Options for Reteaching: pp. T280-T281What are my other children doing?Reread City Parks Complete Leveled Practice ELL 18.1Listen to Audio of A Tree is Growing; retell and discussVocabulary in Context Cards 141-150 Talk It Over ActivitiesComplete Leveled Practice ELL 18.2Partners: Reread for Fluency: Stopping by Woods on a Snowy Evening Complete Leveled Practice ELL 18.3Reread City Parks or A Tree Is Growing Complete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 18 Resources

Daily Lessons to support the core

Language Support Card 18 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 18: Snow

Assessment

Weekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments

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

Standards