schoolweb.dysart.org · Web viewVerb Tenses Planning for English Language Development: Begin with High-Utility Words Tier 1 Words *=Spanish cognates High-Utility Words characters,

English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 2 7Essential Question: Anchor Text:How do pictures help to tell a story? What do Illustrators Do?

Informational Text Jack Draws a Beanstalk Traditional Tale

Writing: Reading Literature & Informational Text: Foundational Skills:Opinion Writing:Opinion ParagraphFocus Trait:Organization

Comprehension Skills and StrategiesTARGET SKILL

Test and Graphic Features Sequence of Events

TARGET STRATEGY Analyze/Evaluate

PhonicsThree-Letter Clusters (scr, spr, str, thr)FluencyExpression

Language:Target Vocabulary: imagine, tools, illustrate, scribbles, sketches, tracing, research, textures Domain Specific VocabularySpelling: Three-Letter Clusters: three, scrap, street, spring, thrill, scream, strange, throw, string, scrape, spray, threw, strong, scratchVocabulary Strategies: SynonymsGrammar: Verb Tenses

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words characters, decide*, scene*, setting, style*

Language Support Card 7 Building Background Videos Teacher’s Edition p. E12 Oral Language Chant, Blackline Master ELL 7.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary imagine*, tools, illustrate*, scribbles, sketches, tracing, research, textures*

Vocabulary in Context CardsReading/Language Arts Terms consonant, text feature, graphic feature, analyze, evaluate, synonym, traditional tale, present tense, past tense, future tense, opinion, linking word

Teacher’s Edition pp. E12, E14Scaffolding ComprehensionBuilding Background

Language Support Card 7 Building Background Videos Selection Blackline Master ELL 7.5

Comprehension Teacher’s Edition pp. E13, E14, E16, E18, E20

Text and Graphic Features Teacher’s Edition pp. E15, E17

Scaffolding WritingOpinion WritingOpinion Piece, pp. T125, T133, T143, T151, T158-T59

Teacher’s Edition p. E21 Common Core Writing Handbook, Opinion Paragraph

Scaffolding GrammarGrammar: Verb Tenses pp. T124, T132, T142, T150, T156-T157

Teacher’s Edition P. E19o Language Transfer Issue : Verb Tense

Language Support Card 7: Using help + Infinitive; Subject-Verb Agreement

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsThree-Letter Clusters (scr, spr, str, thr)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. 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: imagine, tools, illustrate, scribbles, sketches, tracing, research, textures Domain Specific VocabularySpelling: Three-Letter Clusters: three, scrap, street, spring, thrill, scream, strange, throw, string, scrape, spray, threw, strong, scratchIII-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: LI-1: producing multi-syllabic words including those with common affixes with accurate pronunciation and stress (e.g., condition, re-produce, un-productive, relation-hip, etc.)

Vocabulary Strategies: SynonymsIII-LS-2 (Vocabulary): B-9: completing antonym and synonym word pairs.

Grammar: Verb Tenses III-L-1 (V): HI-8: differentiating between the use of simple present and present progressive verb tenses.

Students learn about verb tenses through reading and writing about the visual arts. III-L-1 (V): HI-7: producing declarative, negative, and interrogative sentences using present progressive tense verbs with subject-verb agreement.

Students will write a opinion paragraph, using What Do Illustrators Do? as a model for including a topic sentence. 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.

What Do Illustrators Do?Informational Text Students will read What Do Illustrators Do? to

analyze how text and graphic features add to the text

III-R-4: HI-28: identifying specific information by using the organizational features of a book, a dictionary and a newspaper. (i.e., title, author, table of contents and glossary)

recognize the sequence of events III-R-4: HI-8: locating sequential/ chronological order signal words (i.e., first, next, finally today, now, meanwhile, not long ago) in text. (math, science, social studies)Jack Draws a Beanstalk Traditional Tale Students will read Jack Draws a Beanstalk to

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

Use traits of a fairy tale to describe the

characters and events 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, T160 Comprehension, T160 Phonics, T161 Language Arts, T161 Fluency, T161

ELL Small GroupELL Leveled Reader- Artists Are Everywhere

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: Painting From Caves to Computers, Differentiate Instruction, p. T169Differentiate Phonics: Three-Letter Clusters (scr, spr, str, thr) p. T167 Differentiate Comprehension: Text and Graphic Features; Analyze/Evaluate, p. T171 Leveled Reader: Artists Are Everywhere, p. T177 Differentiate Fluency: Expression p. T173 Differentiate Vocabulary: Synonyms, p. T179Options for Reteaching: pp. T180-T181 What are my other children doing?Reread Painting From Caves to Computers Complete Leveled Practice ELL 7.1Listen to Audio of What Do Illustrators Do?; retell and discussVocabulary in Context Cards 49-56 Talk It Over ActivitiesComplete Leveled Practice ELL 7.2Partners: Reread for Fluency: Jack Draws a Beanstalk Complete Leveled Practice ELL 7.3Reread Painting From Caves to Computers or What Do Illustrators Do?Complete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 7 Resources

Daily Lessons to support the core

Language Support Card 7 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development

Building BackgroundVideo Clip for Lesson 7: Creating Art

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