Houghton Mifflin Harcourt JOURNEYS COMMON CORE s5

English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 4 17 Essential Question: Anchor Text: What can fossils tell us about the past? The Albertosaurus Mystery: Philip Currie’s Finding Fossils for Fun Hunt in the Badlands Informational Text Informational Text Writing: Reading Literature & Informational Text: Foundational Skills: Opinion Writing: Comprehension Skills and Strategies Phonics Opinion Paragraph TARGET SKILL Words with /j/ and /s/ Focus Trait:  Conclusions Fluency Voice  Point of View Stress TARGET STRATEGY  Visualize Language: Target Vocabulary: fossils, clues, remains, prove, evidence, skeletons, uncovering, buried, fierce, location Domain Specific Vocabulary Spelling: Words with /j/ and /s/: age, space, change, jawbone, jacket, giant, pencil, circle, once, large, dance, jeans, bounce, huge Vocabulary Strategies: Suffix -ly Grammar: Adjectives That Compare Planning for English Language Development: Begin with High-Utility Words Tier 1 Words *=Spanish cognates High-Utility Words ancient*, discovery*, museum*, mystery*, record  Language Support Card 17  Building Background Videos  Teacher’s Edition p. E12  Oral Language Chant, Blackline Master ELL 17.4 Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates Target Vocabulary fossils*, clues, remains, prove*, evidence*, skeletons*, uncovering, buried, fierce, location  Vocabulary in Context Cards Reading/Language Arts Terms informational text, conclusion, signal words, visualize, suffix, base word, syllable, vowel, consonant, adjective, noun, opinion paragraph, persuade, topic sentence, reasons, details  Teacher’s Edition pp. E12, E14 Scaffolding Comprehension Building Background  Language Support Card 17  Building Background Videos  Selection Blackline Master ELL 17.5 Comprehension  Teacher’s Edition pp. E13, E14, E16, E18, E20 Conclusions  Teacher’s Edition pp. E15, E17 Scaffolding Writing Opinion Writing Opinion Paragraph, pp. T131, T139, T149, T157, T164—T165  Teacher’s Edition p. E21  Common Core Writing Handbook, Opinion Paragraph Scaffolding Grammar Grammar: Adjectives That Compare, pp. T130, T138, T148, T156, T162-T163  Teacher’s Edition p. E19 o Language Transfer Issue: Adjectives That Compare  Language Support Card 17: Using It Make Me and It Helps Me

Whole Group Reading __:__-__:__ Language Arts Oral/Vocab __:__-__:__ 60 Minutes 60 Minutes Foundational Skills: Grammar __:__-__:__ Writing __:__-__:__ Target Vocabulary: Phonics 60 Minutes 60 Minutes fossils, clues, remains, Words with /j/ and /s/ prove, evidence, III-R-2: E-8: reading two-syllable and skeletons, uncovering, compound words, using letter-sound buried, fierce, location knowledge. Domain Specific Fluency Vocabulary Stress Spelling: Words III-R-3: HI-1: reading aloud passages from with /j/ and /s/: age, unfamiliar content area text with fluency. space, change, (i.e., accuracy, appropriate phrasing, and jawbone, jacket, giant, attention to punctuation) pencil, circle, once, large, dance, jeans, bounce, huge III-R-2: E-8: reading two-syllable and compound words, using letter-sound knowledge. 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: Suffix -ly III-L-2 (Vocabulary): HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words. Grammar: Adjectives that Compare III-L-1(ADJ.): HI-8: using comparative and superlative adjectives (e.g., big, bigger, biggest; more/most/less/least, etc.).

Students learn about Students write an The Albertosaurus Mystery: Philip Currie’s adjectives that opinion paragraph, Hunt in the Badlands compare through using The Informational Text reading and writing Albertosaurus Students will read The Albertosaurus Mystery: sentences related to Mystery: Philip Philip Currie’s Hunt in the Badlands to dinosaurs and fossils. Currie’s Hunt in the  use evidence from the text to draw III-L-1(ADJ.): HI-8: Badlands as a model conclusions using comparative for giving ideas and III-R-4: HI-13: drawing conclusions from and superlative details that support information implied or inferred in a literary adjectives (e.g., big, their opinion. selection. bigger, biggest; III-W-1: HI-7:  distinguish their points of view from more/most/less/least, writing a persuasive the author’s etc.). essay that states a III-R-4: HI-31: distinguishing fact from clear position with opinion in persuasive text. (e.g., supporting details advertisements, product labels, written using persuasive communications, vocabulary/strategies Finding Fossils for Fun to influence the Informational Text reader (e.g., Students will read “Finding Fossils for Fun” loaded/emotional to words, exaggeration,  read and comprehend informational euphemisms texts bandwagon, peer III-R-4: HI-24: interpreting information pressure, repetition, from external text in nonfiction text for a etc.). 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.  interpret information in charts III-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 Resources Point-of-Use Scaffolded Support Progress Monitoring  Use Visuals Assess and monitor students’ progress to determine who is on track and  Use Gestures who needs help. Clear prescriptions identify targeted instruction to  Comprehensible Input address the students’ needs and get them back on track.  Peer-Supported Learning Respond to Assessment  Language Transfer  Vocabulary, T166  Idiomatic Language  Comprehension, T166  Use Sentence Frames  Phonics, T167  Expand Language Production  Language Arts, T167 Vocabulary in Context Cards  Fluency, T167

(front and back) ELL Small Group ELL Leveled Reader- Learning from Fossils Small Group Planner  Contains the same content as the On-Level Reader but uses more Teacher-Led accessible language Vocabulary Reader: Meet Dino Sue!, Differentiate Instruction, p.  ELL Leveled Reader Lesson Plan T175  ELL Blackline Masters Differentiate Phonics: Words with /j/ and /s/, p. T173 Differentiate Comprehension: Conclusions; Visualize, p. T177 Leveled Reader: Learning from Fossils, p. T183 Differentiate Fluency: Stress, p. T179 Differentiate Vocabulary: Suffix –ly, p. T185 Options for Reteaching: pp. T186-T187 What are my other children doing? Reread Meet Dino Sue! Complete Leveled Practice ELL 17.1 Listen to Audio of The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands ; retell and discuss Vocabulary in Context Cards 131-140 Talk It Over Activities Complete Leveled Practice ELL 17.2 Partners: Reread for Fluency: Finding Fossils for Fun Complete Leveled Practice ELL 17.3 Reread Meet Dino Sue! or The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands Complete and Share Literacy Center activities Independent Reading ELL Extra Support ELL Lesson 17 Resources Building Background  Daily Lessons to support the core

 Language Support Card 17  ELL Blackline Masters  ELL Teacher’s Handbook o Professional Development o Peer Conference Forms o Cooperative Learning Guidelines Assessment Weekly Tests Observation Checklists Fluency Tests (Cold Reads) Periodic Assessments

Reading Log Vocabulary Log Listening Log Proofreading Checklist Proofreading Marks Writing Conference Form Writing Rubric Instructional Routines Graphic Organizer Blackline Masters Standards