English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 6 27Essential Question: Anchor Text:

How can you learn about animals that lived long ago?

The Dog That Dug for DinosaursBiography

La Brea Tar PitsInformational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Opinion Writing: Opinion Paragraph

Comprehension Skills and StrategiesTARGET SKILL

Fact and Opinion Author’s Purpose

TARGET STRATEGY Question

PhonicsWords with oo (book)FluencyIntonation

Language:Target Vocabulary: exact, discovered, remove, growled, amazed, explained, guard, souvenirsSpelling: Words with oo (book): took, books, foot, hoof, cook, nook, hood, wood, stood, hook, crook, cookbookVocabulary Strategies: Shades of MeaningGrammar: What Is an Adverb?

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words ancient, collected, dinosaur*, famous*, fossil*, hammer, rock

Language Support Card 27 Building Background Videos Teacher’s Edition p. E12 Chant, ELL.27.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary exact*, discovered*, remove, growled, amazed, explained*, guard*, souvenirs

Vocabulary in Context CardsReading/Language Arts Terms vowel*, biography*, fact, opinion*, question, synonym*, context*, distinguish*, informational text*, apostrophe*, possessive noun*, adverb*, opinion paragraph, respond*, adjective*Teacher’s Edition pp. E12, E14, E16, E18, E20Scaffolding ComprehensionBuilding Background

Language Support Card 27 Building Background Videos Selection Blackline Master ELL27.6

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

Fact and Opinion Teacher’s Edition pp. E15, E17

Scaffolding WritingOpinion WritingResponse Poem pp. T176-T177

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

Scaffolding GrammarGrammar: Contractions pp. T174-T175

Teacher’s Edition p. E19Language Transfer Issue: Adverb Placement

Language Support Card 27: Questions

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:Phonics Words with oo (book)II-R-1:HI-9: reading regularly spelled multi-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters, consonant blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie, ee) and r-controlled vowels.FluencyIntonation II-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: exact, discovered, remove, growled, amazed, explained, guard, souvenirsSpelling: Words with oo (book): took, books, foot, hoof, cook, nook, hood, wood, stood, hook, crook, cookbookVocabulary Strategies: Shades of MeaningII- LS-1: E-7: responding to academic discussions using key words and phrases with instructional support.II-L-2 (Vocabulary): HI-4: using grade specific academic vocabulary and symbols within context.II-L-2 (Vocabulary): HI-5: applying knowledge of grade-level vocabulary (including content area words) in text. II-L-2(Vocabulary): HI-11: clarifying word meaning by applying knowledge of synonyms and antonyms to enhance vocabulary.

Children learn about adverbs through reading sentences that relate to fossils.II-L-1(ADV): HI-2: using “frequency” adverbs.II-L-1(ADV): HI-4: using "how/degree" adverbs.

Children write opinions in the opening sentence of their paragraph, explain their reasons using linking words, and use a closing sentence.II-W-1: HI-7: using expressive or descriptive phrases/sentences in student generated text.II-W-1: HI-8: writing a short response to a literary selection that connects text to self, text to world, or text to other text.II-W-1: HI-4: organizing a student generated text using transitional words to indicate a beginning, middle, and end.

The Dog That Dug for DinosaursBiographyChildren will read The Dog That Dug for Dinosaurs to

Identify reasons given by authors to support facts and opinions.

II-R-4: HI-3: locating facts and answering questions about text.II-R-4: HI-20: identifying words (nouns, adjective, verbs and adverbs) that the author selects in a literary selection to create a graphic visual image.

Discuss the author’s purpose in writing the selection.

II-R-4: HI-9: identifying the author’s purpose for writing a book.La Brea Tar PitsInformational TextChildren will read La Brea Tar Pits to

Discuss how fossils are made.II-R-4: HI-8: extracting and interpreting specific information from external text features of text.II-R-4: HI-6: making connections to text while reading (text-to-text and text-to-self).

II-R-4: HI-4: asking questions to clarify text. Use a timeline to understand the sequence

of events in the selection.II-R-4: B-8: identifying external text features (e.g., charts, maps, diagrams, illustrations, tables, and timelines) of text.II-R-4: HI-6: making connections to text while reading (text-to-text and text-to-self).

ELL Whole Group Additional Whole Group ResourcesPoint-of-Use Scaffolded Support

Use Visuals Use Gestures Comprehensible Input Peer-Supported Learning Language Issues Idiomatic Language Use Sentence Frames Expand Language Production

Vocabulary in Context Cards

(front and back)

Decodable Readers Woody Woodchuck and the Mysterious Ball, pp. 17-24 One or More, pp. 25-32

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, p. T178 Phonics, p.T178 Comprehension, p.T179 Language Arts, p. T179 Fluency, p. T179

ELL Small GroupELL Leveled Reader-Sue Hendrickson: Fossil Hunter

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 Dinosaur FossilsDifferentiated Instruction, p. T187Differentiate Phonics: Words with oo (book), p. T185Differentiate Comprehension: Fact and Opinion; Question, p. T189Reread Woody Woodchuck and the Mysterious BallLeveled Reader Sue Hendrickson: Fossil Hunter, p. T195Differentiate Fluency: Intonation, p. T191Differentiate Vocabulary Strategies: Shades of Meaning, p. T197Reread One or MoreOptions for Reteaching: p. T198-T199Reread Woody Woodchuck and the Mysterious Ball or One or MoreWhat are my other children doing?Listen and Read: Listen to or read aloud Woody Woodchuck and the Mysterious Ball-Leveled Practice, ELL27.1Listen: Audio of The Dog That Dug for Dinosaurs, Student Book, pp. 422-439 Partners: Retelling Cards-Leveled Practice, ELL27.2Partners: Use the words on Vocabulary in Context Cards 209-216 to tell about the pictures-Leveled Practice, ELL27.3Listen and Read: Audio of La Brea Tar Pits, Student Book, pp. 444-447.Leveled Practice, ELL27.4Listen: Follow along with Audio of The Dog That Dug for Dinosaurs, Student Book, pp. 422-439-Complete and Share Literacy Center Activities

ELL Extra SupportELL Lesson 27 Resources

Daily Lessons to support the core

Language Support Card 27 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development

Building Backgroundn/a

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 MastersHandwriting Model

Standards