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English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: Unit: Lesson: 3 3 12Essential Question: Anchor Text:Why is it important to grow food crops? Tops and Bottoms
Trickster TaleGoodness Grows in GardensInformational Text
Writing: Reading Literature & Informational Text: Foundational Skills:Informative Writing:Compare-and-Contrast ParagraphsFocus Trait:Word Choice
Comprehension Skills and StrategiesTARGET SKILL
Theme Point of View
TARGET STRATEGY Visualize
PhonicsHomophones Words Ending in –er and -leFluencyStress
Language:Target Vocabulary: risky, grunted, profit, crops, plucked, scowled, tugged, hollered Domain Specific VocabularySpelling: Homophones: hole, whole, its, it’s, hear, here, won, one, our, hour, their, there, fur, fir Vocabulary Strategies: Idioms Grammar: Writing Quotations
Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words planting*,harvesting, watered, weeded, season, vegetable*
Language Support Card 12 Building Background Videos Teacher’s Edition p. E12 Oral Language Chant, Blackline Master ELL 12.4
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary risky, grunted*, profit, crops, plucked, scowled, tugged, hollered
Vocabulary in Context CardsReading/Language Arts Terms homophone, trickster tale, theme, character, plot, visualize, idiom, informational text, quotation marks, compare, contrast
Teacher’s Edition pp. E12, E14Scaffolding ComprehensionBuilding Background
Language Support Card 12 Building Background Videos Selection Blackline Master ELL 12.5
Comprehension Teacher’s Edition pp. E13, E14, E16, E18, E20
Theme Teacher’s Edition pp. E15, E17
Scaffolding WritingInformative WritingCompare-and- Contrast Paragraph, pp. T125, T133, T143, T151, T158-T159
Teacher’s Edition p. E21 Common Core Writing Handbook, Compare-and- Contrast Paragraph
Scaffolding GrammarGrammar: Writing Quotations, pp. T124, T132, T142, T150, T156-T157
Teacher’s Edition p. E19 Language Support Card 12: Present-tense Verbs; Descriptive Adjectives
Whole GroupReading 60 Minutes
__:__-__:__ Language Arts Oral/Vocab60 Minutes
__:__-__:__
Foundational Skills:PhonicsHomophones Words Ending in –er and -leIII-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. FluencyStress 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: risky, grunted, profit, crops, plucked, scowled, tugged, hollered Domain Specific VocabularySpelling: Homophones: hole, whole, its, it’s, hear, here, won, one, our, hour, their, there, fur, fir 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., problem/solution, cause/effect, compare/contrast, etc.
Vocabulary Strategies: Idioms III-LS-2: HI-13: interpretingthe meaning of figurative language including in a variety of grade-level texts.
Students learn about quotations through reading and writing about agriculture. III-W-2: HI-5: using punctuation for: • sentence endings • semi-colons in a series, introductory clauses, dialogue and direct address • quotation marks for dialogue and titles • colons to punctuate business letter salutations • apostrophes to punctuate contractions and plural possessives.
Students write a compare-and-contrast paragraph, using Tops and Bottom as a model for writing paragraphs that include compare-and-contrast signal 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.
Tops and Bottoms Trickster tale Students will read Tops and Bottoms to
use the story details to identify the theme of a story
III-R-4: HI-13: drawing conclusions from information implied or inferred in a literary selection.
distinguish point of view III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional text.
Grammar: Writing Quotations III-L-1: HI-5: using punctuation for: • sentence endings • semi-colons in a series, introductory clauses, dialogue and direct address • quotation marks for dialogue and titles • colons to punctuate business letter salutations • apostrophes to punctuate contractions and plural possessives.
Goodness Grows in Gardens Informational Text Students will read Science for Sports Fans 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.
use headings to locate informationIII-R-4: E-24: identifying and selecting external text (e.g., illustrations, photographs, charts, maps, diagrams, graphs, tables, timelines, symbols, etc.) within nonfiction text for a specific purpose (e.g. "Which external text will tell me______?").
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- Rabbit and the Squash
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: How Does Food Grow?, Differentiate Instruction, p. T169Differentiate Phonics: Homophones, p. T167Differentiate Comprehension: Theme; Visualize, p. T171Leveled Reader: Rabbit and the Squash, p. T177 Differentiate Fluency: Stress, p. T173 Differentiate Vocabulary: Idioms, p. T179Options for Reteaching: pp. T180-T181What are my other children doing?Reread How Does Food Grow?Complete Leveled Practice ELL 12.1Listen to Audio of Tops and Bottoms; retell and discussVocabulary in Context Cards 89-96 Talk It Over ActivitiesComplete Leveled Practice ELL 12.2Partners: Reread for Fluency: Goodness Grows in GardensComplete Leveled Practice ELL 12.3Reread How Does Food Grow? or Tops and Bottoms Complete and Share Literacy Center activitiesIndependent Reading
ELL Extra SupportELL Lesson 12 Resources
Daily Lessons to support the core
Language Support Card 12 ELL Blackline Masters ELL Teacher’s Handbook
o Professional Development o Peer Conference Formso Cooperative Learning Guidelines
Building BackgroundVideo Clip for Lesson 12: Animals and Gardens
AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments
Reading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline Masters