English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 1 4Essential Question: Anchor Text:Why is everyone’s role on a project important? Pop’s Bridge

Historical FictionBridgesInformational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing:Prewrite a Personal NarrativeFocus Trait:Ideas

Comprehension Skills and StrategiesTARGET SKILL

Compare and Contrast Story Structure

TARGET STRATEGY Infer/Predict

PhonicsLong o Spelled oa, owFluencyExpression

Language:Target Vocabulary: crew, tide, cling, balancing, foggy, disappears, stretch, excitement Domain Specific VocabularySpelling: Long o Spellings: load, open, told, yellow, soak, shadow, foam, follow, glow, sold, window, coach, almost, throat Vocabulary Strategies: Word FamiliesGrammar: Common and Proper Nouns

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words dangerous, equal*, important*, impossible*, relief

Language Support Card 4 Building Background Videos Teacher’s Edition p. E32 Oral Language Chant, Blackline Master ELL 4.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary crew, tide, cling, balancing, foggy, disappears*, stretch, excitement

Vocabulary in Context CardsReading/Language Arts Terms vowel, historical fiction, compare, contrast, infer, predict, base word, word family, informational text, common noun, proper noun, personal narrative, detail, audience

Teacher’s Edition pp. E32, E34Scaffolding ComprehensionBuilding Background

Language Support Card 4 Building Background Videos Selection Blackline Master ELL 4.5

Comprehension Teacher’s Edition pp. E33, E34, E36, E38, E40

Compare and Contrast Teacher’s Edition pp. E35, E37

Scaffolding WritingNarrative WritingPrewrite a Personal Narrative pp. T317, T325, T335, T343, T350-T351

Teacher’s Edition p. E41 Common Core Writing Handbook, Prewrite a Personal Narrative

Scaffolding GrammarGrammar: Common and Proper Nouns, pp. T316, T324, T334, T342, T348-T349

Teacher’s Edition P. E39o Language Transfer Issue :Proper Nouns

Language Support Card 4: Adjectives and Conjunctions

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsLong o Spelled oa, owIII-R-2: B-2: distinguishing between long and short vowel sounds in orally stated single-syllable words (e.g., bit-bite, etc.) FluencyExpression III-R-3: B-1: reading aloud passages from familiar or cumulative text (e.g. The House that Jack Built) with fluency. (i.e., accuracy, appropriate phrasing, attention to punctuation, and expression)

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: crew, tide, cling, balancing, foggy, disappears, stretch, excitement Domain Specific VocabularySpelling: Long o Spellings: load, open, told, yellow, soak, shadow, foam, follow, glow, sold, window, coach, almost, throat III-R-2: B-2: distinguishing between long and short vowel sounds in orally stated single-syllable words (e.g., bit-bite, etc.) 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: Word Families III-W-2 HI-2: spelling multi-syllable words using knowledge of syllabication and spelling patterns

Grammar: Common and Proper NounsIII-L-1(N): HI-2: justifying his/her use of singular versus plural nouns, common versus proper nouns and definite versus indefinite articles (e.g., I used “the president” versus “a president” because “the president” is referring to a specific president).

Students learn about common and proper nouns through reading and writing sentences about engineering. III-L-1 (N) HI-2: justifying his/her use of singular versus plural nouns, common versus proper nouns and definite versus indefinite articles (e.g., I used “the president” versus “a president” because “the president” is referring to a specific president).

Students will prewrite a personal narrative, using Pop’s Bridge as a model for including important and interesting details. 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.

Pop’s Bridge Historical Fiction Students will read Pop’s Bridge to

compare and contrast information in a story

III-R-4: HI-1: comparing and contrasting fiction with nonfiction.

analyze story structure and how a character’s actions contribute to the sequence of events in a story

III-R-4: HI-13: drawing conclusions from information implied or inferred in a literary selection.Bridges Informational TextStudents will read Bridges 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 diagrams to understand how something works

HI-24: interpreting information from external text in nonfiction text for a specific purpose.

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- Champ

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: Big Bridges, Differentiate Instruction, p. T361Differentiate Phonics: Long o Spelled oa, ow, p. T359 Differentiate Comprehension: Compare and Contrast; Infer/Predict p. T363Leveled Reader: Champ, p. T369Differentiate Fluency: Expression, p. T365Differentiate Vocabulary: Word Families –s, -es, -ed, -ing, pp. T370-371Options for Reteaching: pp. T372-373What are my other children doing?Reread Big BridgesComplete Leveled Practice ELL 4.1Listen to Audio of Pop’s Bridge; retell and discussVocabulary in Context Cards 25-32 Talk It Over ActivitiesComplete Leveled Practice ELL 4.2Partners: Reread for Fluency: BridgesComplete Leveled Practice ELL 4.3Reread Big Bridges or Pop’s Bridge Complete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 4 Resources

Daily Lessons to support the core

Language Support Card 4 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building Background

AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments

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

Standards