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English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: Unit: Lesson: 1 5 24Essential Question: Anchor Text:What happens to a tree as it grows? A Tree is a Plant
Informational TextGrow, Apples, Grow!Informational Text
Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing: StoryFocus Trait: Ideas
Comprehension Skills and Strategies TARGET SKILL • Sequence of Events• Figurative Language TARGET STRATEGY • Question
HIGH-FREQUENCY WORDSready, country, soil, kinds, earth, almost, covers, warmsPhonicsVowel Digraphs/Spelling Patterns Oo, ou, ew, ue, u, u_eFluencyExpression
Language:Spelling: Vowels Digraphs/Spelling Patterns oo, ou, ew, soon, new, noon, zoo, boot, too, moon, blew, soup, youGrammar: Indefinite PronounsVocabulary Strategies: Multiple-Meaning Words
Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words fall, spring, summer, winter, apple, leaves
Language Support Card 24 Building Background Videos Teacher’s Edition p. E32 Oral Language Chant, Blackline Master ELL 24.5
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesWords to Know ready, country, soil, kinds, earth, almost, covers, warms
Vocabulary in Context CardsReading/Language Arts Terms vowel*, informational text*, sequence*, question, multiple meaning, indefinite pronoun*, story*, verb*
Teacher’s Edition pp. E32, E34, E36, E38, E40Scaffolding ComprehensionBuilding Background
Language Support Card 24 Building Background Videos Selection Blackline Master ELL 24.6
Comprehension Teacher’s Edition pp. E33, E34, E35, E38, E40
Sequence of Events Teacher’s Edition pp. E33, E35, E40
Scaffolding WritingNarrative WritingStory pp. T380-T381
Teacher’s Edition p. E41 Common Core Writing Handbook: Story
Scaffolding GrammarGrammar: Indefinite Pronouns pp. T378-T379
Teacher’s Edition P. E39o Language Transfer Issue: Verb Agreement o Language Support Card 24: Sequence
Whole GroupReading 60 Minutes
__:__-__:__ Language Arts Oral/Vocab60 Minutes
__:__-__:__
HIGH-FREQUENCY WORDSready, country, soil, kinds, earth, almost, covers, warmsII-R-2: HI-13: reading high frequency words and irregular sight words fluently.Phonics Vowel Digraphs/Spelling Patterns Oo, ou, ew, ue, u, u_eII-R-2-: LI-5: blending two syllables to form words, using r-controlled vowel sounds, digraphs, and diphthongs.II-R-2: 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.FluencyExpressionII-R-3: HI-2: using punctuation, including commas, periods, question marks, and exclamation marks to guide reading for fluency.
Grammar60 Minutes
__:__-__:__ Writing60 Minutes
__:__-__:__ Spelling: Vowels Digraphs/Spelling Patterns oo, ou, ewsoon, new, noon, zoo, boot, too, moon, blew, soup, youGrammar: Indefinite PronounsVocabulary Strategies: Multiple-Meaning WordsII-R-2: 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.II-L-1: HI-1: using personal singular subjective pronouns (I, you, he, she, it) and plural subjective pronouns (we, they).II-L-2: HI-11: clarifying word meaning by applying knowledge of synonyms and antonyms to enhance vocabulary.
Children learn about indefinite pronouns through reading and completing sentences that relate to apples and apple trees. II-L-1: HI-3: using singular and plural personal possessive pronouns (mine, yours, his, hers, its, ours, theirs).II-L-1: HI-1: using personal singular subjective pronouns (I, you, he, she, it) and plural subjective pronouns (we, they).
Children begin writing a narrative by planning the story and considering the characters. II-W-1: HI-1: writing a narrative or short story that includes a main idea, character, setting and a sequence of events.II-W-3: HI-3: writing a student generated draft with a main idea and supporting details in a logical sequence.II-W-2: HI-4: using resources to spell words.
A Tree Is a PlantInformational TextChildren will read A Tree is a Plant to
Describe the sequence of events in a text. Discuss figurative language.
II-R-4: LI-20: identifying words (nouns and adjectives) that the author selects in a literary selection to create a graphic visual image with instructional support.II-R-4: HI-13: summarizing the key events from a literary selection.Grow, Apples, Grow!Informational TextChildren will read Grow, Apples, Grow! to
Compare and contrast information in similar texts.
Use captions to unpack meaning.II-L-4: HI-8: extracting and interpreting specific information from external text features of text.II-R-4: HI-19: locating specific information by using organizational features (e.g., titles, table of contents, heading captions, bold print, glossary, indices) in expository text.
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 Moose’s Tooth, pp. 99-106 Moon News, pp. 107-114 Boot’s Clues, pp. 115-122 Red Zed and Blue Stu, pp. 123-130
Progress MonitoringAssess and monitor children’s progress to determine who is on track and who needs help. Clear prescriptions identify targeted instruction to address children’s needs and get them back on track. Respond to Assessment
Vocabulary, p. T382 Phonics, p. T382 Comprehension, p. T383 Language Arts, p. T383 Fluency, p. T383
ELL Small GroupELL Leveled Reader- All About Fireflies
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 Worms, Differentiated Instruction, p. T391Differentiate Words to Know using Context Cards, p. T389Differentiate Comprehension: Sequence of Events; Question Strategy, p. T393Reread Moon News, p.T345Leveled Reader A Plum Grows, p. T399Differentiate Fluency: Expression, p. T395Differentiate Vocabulary Strategies: Multiple-Meaning Words, p. T401Reread Red Zed and Blue Stu, p. T367Options for Reteaching: pp. T402-T403Reread One of this week’s Decodable Reader selections. What are my other kids doing?Listen to Audio of A Tree Is a PlantComplete Leveled Practice, ELL 24.1-ELL 24.2Listen: Follow along with Audio of A Tree Is a PlantRetell: Partners retell A Butterfly Grows using Retelling CardsComplete Leveled Practice, ELL 24.3Reread Partners read A Plum Grows Listen to Audio of Grow, Apples, Grow!Complete Leveled Practice, ELL 24.4Listen to Audio of Grow, Apples, Grow!Reread: Partners read Boot’s CluesReread: Choose among this week’s stories
Complete and share Literacy Center activitiesELL Extra SupportELL Lesson 24 Resources
Daily Lessons to support the core
Language Support Card 24 ELL Blackline Masters ELL Teacher’s Handbook
o Professional Development
Building Background
o Peer Conference Formso Cooperative Learning Guidelines
AssessmentWeekly Tests Answer KeyObservation ChecklistsFluency Tests Periodic AssessmentsReading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting ChecklistWriting RubricInstructional RoutinesGraphic Organizer Blackline MastersHandwriting Model
Standards