English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 3 14Essential Question: Anchor Text:What are some benefits of dogs interacting with people?

Aero and Officer Mike Informational Text

Kids and Critters: A Nature Newsletter Informational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Informative Writing:Prewrite an Explanatory Essay Focus Trait:Ideas

Comprehension Skills and StrategiesTARGET SKILL

Author’s Purpose Point of View

TARGET STRATEGY Summarize

PhonicsWords with ar, or, ore FluencyAccuracy

Language:Target Vocabulary: lying, loyal, partners, shift, quiver, patrol, ability, snapDomain Specific VocabularySpelling: Vowel + /r/ Sounds: horse, mark, storm, market, acorn, artist, March, north, barking, stork, thorn, forest, chore, restore Vocabulary Strategies: Prefixes in-, im- Grammar: Pronoun-Verb Agreement

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words commands, harm, safe, scent, training

Language Support Card 14 Building Background Videos Teacher’s Edition p. E32 Oral Language Chant, Blackline Master ELL 14.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary lying, loyal, partners, shift, quiver, patrol*, ability*, snap

Vocabulary in Context CardsReading/Language Arts Terms informational text, author’s purpose, summarize, prefix, base word, pronoun, subject, verb, explanatory essay, topic

Teacher’s Edition pp. E32, E34Scaffolding ComprehensionBuilding Background

Language Support Card 14 Building Background Videos Selection Blackline Master ELL 14.5

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

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

Scaffolding WritingInformative WritingPrewrite an Explanatory Essay, pp. T309, T317, T327, T335, T342-T343

Teacher’s Edition p. E41 Common Core Writing Handbook, Prewrite an Explanatory Essay

Scaffolding GrammarGrammar: Pronoun-Verb Agreement, pp. T308, T316, T326, T334, T340-T341

Teacher’s Edition p. E39o Language Transfer Issue: Subject Pronouns

Language Support Card 14: Adverbs of Time; Sentences with when

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsWords with ar, or, ore III-R-2: HI-4: blending isolated phonemes to form multi-syllabic words, using r-controlled vowel sounds, digraphs, and diphthongs (/t/…/i/…/g/…/er/ makes tiger).FluencyAccuracy 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: lying, loyal, partners, shift, quiver, patrol, ability, snapDomain Specific VocabularySpelling: Vowel + /r/ Sounds: horse, mark, storm, market, acorn, artist, March, north, barking, stork, thorn, forest, chore, restore III-R-2: HI-4: blending isolated phonemes to form multi-syllabic words, using r-controlled vowel sounds, digraphs, and diphthongs (/t/…/i/…/g/…/er/ makes tiger).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: Prefixes in-, im- III-L-2(Vocabulary): HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown

Students learn about pronoun-verb agreement through reading and writing about social relationships. III-L-1(SC): HI-4: producing sentences with a pronoun as the subject using S-V-C construction, with subject-verb agreement.

Students begin an explanatory essay, using Aero and Officer Mike as a model for choosing a topic for writing. 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.

Aero and Officer MikeInformational Text Students will read Aero and Officer Mike to

determine an author’s purpose III-R-4: HI-11: identifying the author’s purpose for writing a book. (i.e., to entertain, to inform, to persuade)

distinguish point of view III-R-4: HI-13: drawing conclusions from information implied or inferred in a literary selection.

grade-level content words.

Grammar: Pronoun-Verb Agreement III-L-1(SC): HI-4: producing sentences with a pronoun as the subject using S-V-C construction, with subject-verb agreement.

Kids and Critters: A Nature Newsletter Informational Text Students will read Kids and Critters: A Nature Newsletter 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 information III-R-4: HI-26: explaining the purpose of organizational features on a page in nonfiction 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, T344 Comprehension, T344 Phonics, T345 Language Arts, T345 Fluency, T345

ELL Small GroupELL Leveled Reader- Dogs That Help People

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: Dog Helpers, Differentiate Instruction, p. T353Differentiate Phonics: Words with ar, or, ore, p. T351Differentiate Comprehension: Author’s Purpose; Summarize p. T355Leveled Reader: Dogs That Help People, p. T361Differentiate Fluency: Accuracy, p. T357Differentiate Vocabulary: Prefixes –in, -im, p. T363Options for Reteaching: pp. T364-T365What are my other children doing?Reread Dog HelpersComplete Leveled Practice ELL 14.1Listen to Audio of Aero and Officer Mike; retell and discussVocabulary in Context Cards 105-112 Talk It Over ActivitiesComplete Leveled Practice ELL 14.2Partners: Reread for Fluency: Kids and Critters Complete Leveled Practice ELL 14.3Reread Dog Helpers or Aero and Officer Mike Complete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 14 Resources

Daily Lessons to support the core

Language Support Card 14 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 14: Pets, Common and Unusual

AssessmentWeekly TestsObservation Checklists

Fluency Tests (Cold Reads)Periodic Assessments

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

Standards