English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 1 3Essential Question: Anchor Text:Why is volunteering good for a community and its people?

Destiny’s GiftRealistic Fiction

Kids Making a DifferenceInformational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing:Personal Paragraph Focus Trait:Voice

Comprehension Skills and StrategiesTARGET SKILL

Understanding Characters Story Message

TARGET STRATEGY Analyze/Evaluate

PhonicsCommon Vowel Pairs ai, ay, ee, eaFluencyReading Rate

Language:Target Vocabulary: afford, customers, contacted, raise, earn, figure, block, spreading Domain Specific VocabularySpelling: Long a and Long e Spellings: lay, real, trail, sweet, today, dream, seem, tea, treat, afraid, leave, bait, screen, speedVocabulary Strategies: Antonyms Grammar: Compound Sentences

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words fliers, neighbors, powerful, rent

Language Support Card 3 Building Background Videos Teacher’s Edition p. E22 Oral Language Chant, Blackline Master ELL 3.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary afford, customers, contacted*, raise, earn, figure, block, spreading

Vocabulary in Context CardsReading/Language Arts Terms vowel, realistic fiction, character, trait, motivation, feelings, analyze, evaluate, antonym, infer, informational text, compound sentence, conjunction, personal narrative

Teacher’s Edition pp. E22, E24Scaffolding ComprehensionBuilding Background

Language Support Card 3 Building Background Videos Selection Blackline Master ELL 3.5

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

Understanding Characters Teacher’s Edition pp. E25, E27

Scaffolding WritingNarrative WritingPersonal Narrative pp. T223, T231, T241, T249, T256-T257

Teacher’s Edition p. E31 Common Core Writing Handbook, Personal Narrative

Scaffolding GrammarGrammar: Compound Sentences pp. T222, T230, T240, T248, T254-255

Teacher’s Edition P. E29o Language Transfer Issue :Using Capital Letters

Language Support Card 3: Sentences with Because

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsCommon Vowel Pairs ai, ay, ee, eaIII-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. FluencyReading Rate 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: afford, customers, contacted, raise, earn, figure, block, spreading Domain Specific VocabularySpelling: Long a and Long e Spellings: lay, real, trail, sweet, today, dream, seem, tea, treat, afraid, leave, bait, screen, speedIII-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., problem/solution, cause/effect, compare/contrast, etc.

Vocabulary Strategies: Antonyms III-L-2 (Vocabulary): B-9: completing antonym and synonym word pairs.

Grammar: Compound Sentences III-L-1 (SC): HI-16: producing compound sentences.

Students learn about compound sentences through reading and writing sentences that relate to community. III-L-1 (SC): HI-16: producing compound sentences.

Students will write a personal narrative, using Destiny’s Gift as a model for expressing thoughts and feelings. 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.

Destiny’s Gift Realistic Fiction Students will read Destiny’s Gift to

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

analyze a story to discover the author’s message

III-R-4: HI-13: drawing conclusions from information implied or inferred in a literary selection.You Be the JuryInformational TextStudents will read Kids Making a Difference 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 maps to visualize location in the

selectionIII-R-4: LI-24: interpreting information from external text in nonfiction text for a specific purpose. (e.g., "According to the population map, most people live in the Northeast.")

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- A Surprise for The Bears

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: Animals in Danger!, Differentiate Instruction, p. T267Differentiate Phonics: Common Vowel Pairs ai, ay, ee, ea p. T265 Differentiate Comprehension: Understaing Characters; Analyze/Evaluate p. T269Leveled Reader: A Surprise for Bears, p. 275Differentiate Fluency: Reading Rate, p. T271Differentiate Vocabulary: Antonyms, p. T276 Options for Reteaching: pp. T278-279What are my other children doing?Reread Animals in Danger! Complete Leveled Practice ELL 3.1Listen to Audio of Destiny’s Gift; retell and discussVocabulary in Context Cards 17-24 Talk It Over ActivitiesComplete Leveled Practice ELL 3.2Partners: Reread for Fluency: Kids Making a DifferenceComplete Leveled Practice ELL 3.3Reread Animals in Danaer! or Destiny’s GiftComplete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 3 Resources

Daily Lessons to support the core

Language Support Card 3 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 3: Cleaning Up a City Lot

AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments

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

Standards