Houghton Mifflin Harcourt JOURNEYS COMMON CORE s3

English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 4 18 Essential Question: Anchor Text: What are some differences among types of A Tree is Growing Stopping by Woods on a Snowy Evening trees? Informational Text Poetry Writing: Reading Literature & Informational Text: Foundational Skills: Opinion Writing: Comprehension Skills and Strategies Phonics Problem-and-Solution Paragraph TARGET SKILL Words with /k/ and /kw/ Focus Trait:  Text and Graphic Features Fluency Word Choice  Domain-Specific Vocabulary Expression TARGET STRATEGY  Question Language: Target Vocabulary: pollen, store, clumps, passages, absorb, throughout, coverings, spines, tropical, dissolve Domain Specific Vocabulary Spelling: Spelling the /k and /kw/ sounds: shark, check, queen, circus, flake, crack, second, squeeze, quart, squeak, quick, coldest, Africa, Mexico Vocabulary Strategies: Word Roots Grammar: Using the Verb be and Helping Verbs Planning for English Language Development: Begin with High-Utility Words Tier 1 Words *=Spanish cognates High-Utility Words amazing, changes, column*, ooze, protect*  Language Support Card 18  Building Background Videos  Teacher’s Edition p. E22  Oral Language Chant, Blackline Master ELL 18.4 Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates Target Vocabulary pollen*, store, clumps, passages*, absorb*, throughout, coverings, spines*, tropical*, dissolve  Vocabulary in Context Cards Reading/Language Arts Terms informational text, text feature, graphic feature, question, word root, poetry, helping verb, problem-and-solution paragraph, reasons  Teacher’s Edition pp. E22, E24 Scaffolding Comprehension Building Background  Language Support Card 18  Building Background Videos  Selection Blackline Master ELL 18.5 Comprehension  Teacher’s Edition pp. E23, E24, E26, E28, E30 Text and Graphic Features  Teacher’s Edition pp. E25, E27 Scaffolding Writing Opinion Writing Problem and Solution Paragraph, pp. T224, T232, T242, T250, T256—T257  Teacher’s Edition p. E31  Common Core Writing Handbook, Problem- and- Solution Paragraph Scaffolding Grammar Grammar: Using the Verb be Helping Verbs pp. T224, T232, T242, T250, T256-T257  Teacher’s Edition p. T29 o Language Transfer Issue: The Verb be  Language Support Card 17: Complex Sentences with wh- Clauses Whole Group Reading __:__-__:__ Language Arts Oral/Vocab __:__-__:__ 60 Minutes 60 Minutes Foundational Skills: Grammar __:__-__:__ Writing __:__-__:__ Target Vocabulary: Phonics 60 Minutes 60 Minutes pollen, store, clumps, Words with /k/ and /kw/ passages, absorb, III-R-2: LI-1: identifying and manipulating throughout, coverings, initial, final and medial sounds in single- spines, tropical, syllable words. dissolve Fluency Domain Specific Expression Vocabulary III-R-3: HI-1: reading aloud passages from Spelling: Spelling unfamiliar content area text with fluency. the /k/ and /kw/ (i.e., accuracy, appropriate phrasing, and sounds: shark, check, attention to punctuation) queen, circus, flake, crack, second, squeeze, quart, squeak, quick, coldest, Africa, Mexico III-R-2: LI-1: identifying and manipulating initial, final and medial sounds in single- syllable words. 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 Roots III-L2 (Vocabulary): 4: HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words.

Grammar: Using the Verb be and Helping Verbs III-L-1(V): HI-17: distinguishing between the auxiliary (helping) verb and the main verb. Students learn about Students write a A Tree Is Growing the verb be and problem-and-solution Informational Text helping verbs through paragraph, using A Students will read A Tree is Growing to reading and writing Tree Is Growing as a  Use text features and graphic features sentences about trees. model for including to help them locate and understand III-L-1(V): HI-17: clear, exact words. information. distinguishing III-W-1: HI-4: III-R-4: HI-24: interpreting information between the auxiliary writing expository from external text in nonfiction text for a (helping) verb and essays and specific purpose. the main verb. informational III-R-4: HI-26: explaining the purpose of reports that include organizational features on a page in topic sentences, main nonfiction text. ideas, and relevant  Determine the meaning of domain- supporting details, specific vocabulary. using appropriate III- LS-1: HI-6: responding to transitions, varied comprehension questions by demonstrating sentence structure relationships among facts, ideas or events and precise academic and extending the information to other vocabulary. relevant contexts using appropriate academic vocabulary. (e.g., problem/solution, cause/effect, compare/contrast, etc. Stopping by Woods on a Snowy Evening Poetry Students will read “Stopping by Woods on a Snowy Evening” to  Appreciate sound and rhythm in poetry.  Recognize the structure and pattern of a poem. III-R-4: HI-34: identifying structural elements of poetry. (e.g., repetition, rhyme, rhythm, verse, meter, and imagery, etc.) 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, T260  Idiomatic Language  Comprehension, T260  Use Sentence Frames  Phonics, T261  Expand Language Production  Language Arts, T261 Vocabulary in Context Cards  Fluency, T261

(front and back) ELL Small Group ELL Leveled Reader- All About Pines Small Group Planner  Contains the same content as the On-Level Reader but uses more Teacher-Led accessible language Vocabulary Reader: City Parks, Differentiate Instruction, p. T269  ELL Leveled Reader Lesson Plan Differentiate Phonics: Words with /k/ and /kw/, p. T267  ELL Blackline Masters Differentiate Comprehension: Text and Graphic Features; Question, p. T271 Leveled Reader: All About Pines, p. T277 Differentiate Fluency: Expression, p. T273 Differentiate Vocabulary: Word Roots, p. T279 Options for Reteaching: pp. T280-T281 What are my other children doing? Reread City Parks Complete Leveled Practice ELL 18.1 Listen to Audio of A Tree is Growing; retell and discuss Vocabulary in Context Cards 141-150 Talk It Over Activities Complete Leveled Practice ELL 18.2 Partners: Reread for Fluency: Stopping by Woods on a Snowy Evening Complete Leveled Practice ELL 18.3 Reread City Parks or A Tree Is Growing Complete and Share Literacy Center activities Independent Reading ELL Extra Support ELL Lesson 18 Resources Building Background  Daily Lessons to support the core Video Clip for Lesson 18: Snow

 Language Support Card 18  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