English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 4 17Essential Question: Anchor Text:What can fossils tell us about the past? The Albertosaurus Mystery: Philip Currie’s

Hunt in the Badlands Informational Text

Finding Fossils for FunInformational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Opinion Writing:Opinion Paragraph Focus Trait:Voice

Comprehension Skills and StrategiesTARGET SKILL

Conclusions Point of View

TARGET STRATEGY Visualize

PhonicsWords with /j/ and /s/ FluencyStress

Language:Target Vocabulary: fossils, clues, remains, prove, evidence, skeletons, uncovering, buried, fierce, locationDomain Specific VocabularySpelling: 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 cognatesHigh-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 cognatesTarget Vocabulary fossils*, clues, remains, prove*, evidence*, skeletons*, uncovering, buried, fierce, location

Vocabulary in Context CardsReading/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, E14Scaffolding ComprehensionBuilding 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 WritingOpinion WritingOpinion Paragraph, pp. T131, T139, T149, T157, T164—T165

Teacher’s Edition p. E21 Common Core Writing Handbook, Opinion Paragraph

Scaffolding GrammarGrammar: Adjectives That Compare, pp. T130, T138, T148, T156, T162-T163

Teacher’s Edition p. E19o Language Transfer Issue: Adjectives That Compare

Language Support Card 17: Using It Make Me and It Helps Me

Whole Group

Reading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsWords with /j/ and /s/ III-R-2: E-8: reading two-syllable and compound words, using letter-sound knowledge.FluencyStressIII-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: fossils, clues, remains, prove, evidence, skeletons, uncovering, buried, fierce, locationDomain Specific VocabularySpelling: Words with /j/ and /s/: age, space, change, jawbone, jacket, giant, 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.

Students learn about adjectives that compare through reading and writing sentences related to dinosaurs and fossils.III-L-1(ADJ.): HI-8: using comparative and superlative adjectives (e.g., big, bigger, biggest; more/most/less/least, etc.).

Students write an opinion paragraph, using The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands as a model for giving ideas and details that support their opinion. III-W-1: HI-7: writing a persuasive essay that states a clear position with supporting details using persuasive vocabulary/strategies to influence the reader (e.g., loaded/emotional words, exaggeration, euphemisms bandwagon, peer pressure, repetition, etc.).

The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands Informational Text Students will read The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands to

use evidence from the text to draw conclusions

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

distinguish their points of view from the author’s

III-R-4: HI-31: distinguishing fact from opinion in persuasive text. (e.g., advertisements, product labels, written communications,

Grammar: Adjectives that CompareIII-L-1(ADJ.): HI-8: using comparative and superlative adjectives (e.g., big, bigger, biggest; more/most/less/least, etc.).

Finding Fossils for FunInformational Text Students will read “Finding Fossils for Fun” to

read and comprehend informational textsIII-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.

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 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, T166 Comprehension, T166 Phonics, T167 Language Arts, T167 Fluency, T167

ELL Small GroupELL Leveled Reader- Learning from Fossils

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: Meet Dino Sue!, Differentiate Instruction, p. T175Differentiate Phonics: Words with /j/ and /s/, p. T173Differentiate Comprehension: Conclusions; Visualize, p. T177Leveled Reader: Learning from Fossils, p. T183Differentiate Fluency: Stress, p. T179 Differentiate Vocabulary: Suffix –ly, p. T185Options for Reteaching: pp. T186-T187What are my other children doing?Reread Meet Dino Sue! Complete Leveled Practice ELL 17.1Listen to Audio of The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands ; retell and discussVocabulary in Context Cards 131-140 Talk It Over ActivitiesComplete Leveled Practice ELL 17.2Partners: Reread for Fluency: Finding Fossils for Fun Complete Leveled Practice ELL 17.3Reread Meet Dino Sue! or The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands Complete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 17 Resources

Daily Lessons to support the core

Language Support Card 17 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