Web viewWord Choice . Comprehension Skills and Strategies. TARGET SKILL. Text and Graphic Features . Main Ideas and Details . ... ELL Leveled Reader- The Kon-Tiki

English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 5 25Essential Question: Anchor Text:Why do mountain climbers need to be we prepared?

Mountains: Surviving on Mt. Everest Informational Text

The Big CleanupPlay

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing: Draft a Fictional Narrative Focus Trait:Word Choice

Comprehension Skills and StrategiesTARGET SKILL

Text and Graphic Features Main Ideas and Details

TARGET STRATEGY Infer/Predict

PhonicsSuffixes -less, -ness, -able

FluencyExpression

Language:Target Vocabulary: approached, section, avalanches, increases, equipment, tanks, slopes, altitude, succeed, halt Domain Specific VocabularySpelling: Suffixes –less and –ness: painless, sickness, sadness, helpless, thankless, kindness, hopeless, darkness, fearless, thickness, careless, goodness, spotless, softnessVocabulary Strategies: AnalogiesGrammar: Words That Compare

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words challenge, goal, strength, threats, thrill

Language Support Card 25 Building Background Videos Teacher’s Edition p. E42 Oral Language Chant, Blackline Master ELL 25.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary approached, section*, avalanches, increases*, equipment*, tanks*, slopes, altitude*, succeed, halt

Vocabulary in Context CardsReading/Language Arts Terms base word, suffix, text feature, graphic feature, infer, predict, analogy, play, adjective, adverb, fictional narrative

Teacher’s Edition pp. E42, E44Scaffolding ComprehensionBuilding Background

Language Support Card 25 Building Background Videos Selection Blackline Master ELL 25.5

Comprehension Teacher’s Edition pp. E43, E44, E46, E48, E50

Text and Graphic Features Teacher’s Edition pp. E45, E47

Scaffolding WritingNarrative WritingDraft a Fictional Narrative , pp. T403, T411, T421, T429, T436—T437

Teacher’s Edition p. E51 Common Core Writing Handbook, Draft a Fictional Narrative

Scaffolding GrammarGrammar: Complex Sentences, pp. T402, T410, T420, T428, T434-T435

Teacher’s Edition p. T49o Language Transfer Issue: Placement of Adjectives

Language Support Card 25: Complex Sentences with wh- Clauses

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsSuffixes -less, -ness, -ableIII-R-2: HI-10: applying knowledge of affixes to words in context.FluencyExpressionIII-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: approached, section, avalanches, increases, equipment, tanks, slopes, altitude, succeed, halt Domain Specific VocabularySpelling: Suffixes –less and –ness: painless, sickness, sadness, helpless, thankless, kindness, hopeless, darkness, fearless, thickness, careless, goodness, spotless, softnessIII-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.)

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

III-L-1(ADJ): HI-8: using comparative and superlative adjectives (e.g., big, bigger, biggest; more/most/less/least, etc.).

Students continue their work on a fictional narrative from the previous lesson, using Mountains: Surviving on Mt. Everest as a model for making their writing exciting.

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.

Mountains: Surviving on Mt. Everest Informational Text Students will read Mountains: Surviving on Mt. Everest to

Interpret information in text and graphic features.

Identify main ideas and supporting details in a text.

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.

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: AnalogiesIII-L-2 (Vocabulary): HI-9: completing and explaining analogous relationships (e.g., bravery: courage: smooth: ______).

Grammar: Words That CompareIII-L-1(ADV): HI-5: using regular comparative and superlative adverbs (e.g., slowly, less slowly, least slowly, etc.).III-L-1(ADJ): HI-8: using comparative and superlative adjectives (e.g., big, bigger, biggest; more/most/less/least, etc.).

The Big CleanupPlayStudents will read The Big Cleanup to

Recognize that a play tells a story through the words and actions of characters

Understand that stage directions give information about the characters and setting in a play

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, T438 Comprehension, T438 Phonics, T439 Language Arts, T439 Fluency, T439

ELL Small GroupELL Leveled Reader- The Kon-Tiki

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: A Sherpa Guide, Differentiate Instruction, p. T451Differentiate Phonics: Suffixes -less, -ness, -able, pp. T448-T449Differentiate Comprehension: Text and graphic Features; Infer/Predict p. T453Leveled Reader: The Kon-Tiki, p. T459Differentiate Fluency: Expression, p. T455Differentiate Vocabulary: Analogies, p. T461Options for Reteaching: pp. T462-T463What are my other children doing?Reread A Sherpa Guide Complete Leveled Practice ELL 25.1Listen to Audio of Mountains: Surviving on Mt. Everest; retell and discussVocabulary in Context Cards 211-220 Talk It Over ActivitiesComplete Leveled Practice ELL 25.2Partners: Reread for Fluency: The Big CleanupComplete Leveled Practice ELL 25.3Reread A Sherpa Guide or Mountains: Surviving on Mt. Everest Complete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 25 Resources

Daily Lessons to support the core

Language Support Card 25 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

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

Standards