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Third Grade Foundational Literacy Curriculum Map – HMHCO Journeys 2019-2020: Semester 2

Introduction (excerpt from TDOE)Literacy is a multi-faceted, complex relationship of interrelated skills. The ultimate goal of literacy instruction is for students to become proficient readers and writers. Before proficiency can be achieved, children must adequately develop the essential foundational skills during the early grades. The foundational literacy standards for Tennessee students are a progression beginning with foundational skills to the sophisticated application of oral and written language. These standards include: print concepts, phonological awareness, phonics and word recognition, word and sentence composition, and fluency.

The goal of the foundational reading skills is to develop fluent readers who are able to comprehend texts across a wide range of texts. To achieve this goal, children must be able to process words both accurately and efficiently and read with appropriate expression (Duke & Carlisle, 2011; Rasinski, Reutzel, Chard & Linan-Thompson, 2011). Fluent readers spend less time on word recognition, thereby freeing their cognitive resources to focus on sentence, paragraph, and passage comprehension.

Early writing foundations include sound-letter basics, spelling, elements of grammar, sentence composition, and the development of writing skills and habits. Instruction in grammar and sentence composition enables the communication of meaning and allows the writer to make deliberate choices about how ideas will be expressed. The grammatical characteristics of spoken language are different in significant ways from those of written language and are often learned through years of instruction and practice. In the early years, knowledge of these characteristics is formed through use in spoken and written situations. In writing, as with reading, accuracy and fluency with component skills enables young writers to focus on higher-level aspects of composition, such as topic focus and maintenance, word choice, and attentiveness to the reader. As children gain fluency and automaticity with spelling and sentence writing, their compositions tend to become longer and better constructed. When skills are automatic, more cognitive resources are available for consideration of audience, purpose, and the form in which ideas are expressed (Moats, 2015).

-Excerpt from TDOEInstructional OverviewThe Literacy Units for grades 3–5 were designed to help teachers build students’ capacity to read, think, talk, and write about complex texts. The units address the reading standards for both literary and informational texts and the writing standards. Foundational reading and language also are addressed within the context of some lessons; however the Literacy Unit lessons alone do not provide enough time to meet the needs for Foundational Literacy.

To ensure that students receive adequate support building foundational reading and language skills, as well as sufficient time to meet the volume of reading required by the Standards, research suggests that an additional block of literacy instruction and skills practice is needed. This Foundational Literacy Scope and Sequence is designed to offer teachers options about how to organize an additional literacy block to comprehensively address the Foundational Literacy Standards beyond the Literacy Units.

Research suggests that students benefit from additional time spent on literacy skills instruction with differentiated support, so they can continue to acquire and practice the skills necessary in becoming proficient and independent readers, writers, speakers, and listeners. There are various ways to organize this time so teachers can pull small, guided groups and provide additional whole-class instruction on discrete skills, as deemed necessary by formative reading and writing assessments.

-Adapted from Expeditionary LearningGrade-Level Standards – Crosswalk

3rd Grade Foundational Literacy, Q3-Q4 1

Current Tennessee Standards Previous Tennessee Standards 3.FL.PWR.3- Know and apply grade-level phonics and

word analysis skills when decoding isolated words and in connected text.

RF.3.3- Know and apply grade-level phonics and word analysis skills in decoding words.

3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.

New Standard

3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.

RF.3.4- Read with sufficient accuracy and fluency to support comprehension.

3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.

L.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

AssessmentsSummative Assessment Formative Tasks Extension Activities

Writing Journal Published Student Work Benchmark Assessments Cold Reads

Informal Assessment Ongoing Formative Assessments-

Spelling Development Fluency Self-Assessment MAPP Approach (Modeling, Assistance,

Practice, Performance) Writing Journal Reading Logs

Have word lists for sorting, games, and activities that are based on the stages of spelling development (syllables and affixes, and derivational relations)

Provide studies of common Greek and Latin roots, as well as prefixes and suffixes and how they affect the meanings of words

Include activities that allow students to determine spelling patterns and learn syllabication


Third Grade Foundational Literacy- Rotating Groups 2019-2020 School YearSmall Rotating Groups ( https://eleducation.org/resources/k-5-language-arts-curriculum-all-block )

Additional Work with Complex Text- Students work on the various aspects of text (meaning, language, structure, or knowledge) individually, with a partner, or with a teacher-led small group. This is an opportunity to provide additional instruction with the anchor text or supplemental text from their whole group unit.

Reading and Speaking Fluency/GUM (Grammar)- Students practice with oral reading, speaking with expression, and grammar rules. Reading and Speaking Fluency: Fluent readers are able to pay attention to the meaning of the text because they read with

automaticity and they do not have to stop and decode words. Guidance on implementing fluency instruction is found at the following link. https://www.engageny.org/resource/foundational-reading-and-language-standards-resources-package-for-grades-3-5

GUM (Grammar, Usage, and Mechanics)- It is important for students to learn the standard conventions of written English, including usage, mechanics, and capitalization and punctuation. Research tells us that the most useful way to teach these conventions is through the use of good models, as well as through the use of targeted mini lessons in the editing stages of writing. Guidance on model sentences can be found at the following link. https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/sentence-composing.pdf?sfvrsn=4

Accountable Independent Reading (AIR)/Volume of Reading- Students need accountability for their reading, both on a weekly basis and when they finish a text. This accountability comes from reading logs as well as from conversations with teachers and peers about what they are reading. Teachers should leverage school libraries, classroom libraries, and supplemental texts from whole group units to provide a variety of texts. Independent reading also affords students the opportunity to engage in voluminous reading in order to meet the demands of Standard 10 and to build knowledge around a topic. https://www.engageny.org/resource/launching-independent-reading-in-grades-3-5-sample-plan

Word Study (Decoding, Spelling Principle, Vocabulary)- Word study is a combination of phonics (decoding), spelling principle, and vocabulary instruction (Bear, Invernizzi, Templeton, & Jonston, 2000). Word study gives students an opportunity to investigate and understand patterns and word relationships and apply this knowledge to their reading and writing. Teachers should utilize the Journeys Decoding, Spelling, and Vocabulary lessons for explicit instruction and determine ways to provide students with access to those skills within a text.

Writing Practice- Writing fluency practice; quick-writes; additional practice with specific skills are all needed for students to become fluent with the writing structure and craft. Students need access to specific skills to hone in on their writing such as:

Writing fluency: Fluent writers are comfortable with a grade-appropriate task and can sustain it for an appropriate amount of time. Writing to learn: Students need many opportunities to write brief summaries of what they think they know and to reflect on the

significance of ideas that they have been working with. Writing to communicate: Writing is a way that students can communicate their thinking to others in a clear, accurate, and effective

way.

*Note: To access hyperlinked resource, click the link. If the link does not open when clicked, copy and paste the link into your browser.


https://hangouts.google.com/hangouts/redirect?dest=https%3A%2F%2Fwww.engageny.org%2Fresource%2Flaunching-independent-reading-in-grades-3-5-sample-plan

https://hangouts.google.com/hangouts/redirect?dest=https%3A%2F%2Fwww.engageny.org%2Fresource%2Flaunching-independent-reading-in-grades-3-5-sample-plan

https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/sentence-composing.pdf?sfvrsn=4

https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/sentence-composing.pdf?sfvrsn=4

https://www.engageny.org/resource/foundational-reading-and-language-standards-resources-package-for-grades-3-5

https://eleducation.org/resources/k-5-language-arts-curriculum-all-block


Additional Foundational Literacy Sample Block60 minutes per day- four differentiated groups rotate through each center outlined below

This schedule represents one possible way to organize a Foundational Literacy Instructional Block. It is a one-week schedule featuring both small-guided groups and independent center work that focuses on the foundational literacy standards. The schedule below represents a sample weekly schedule.*Note that the schedule itself simply shows how time is allocated to address various skills. For the skill named in each box, refer to the corresponding lesson that is a part of the Scope and Sequence (e.g., Spelling Principle, Decoding, etc.).

Rotation (20 minutes)Teacher-Guided

Homogeneous Grouping

Rotation (20 minutes)Work Station A

Heterogeneous Grouping

Rotation (20 minutes)Work Station B

Heterogeneous Grouping

Day 1Reading and Speaking Fluency/

GUMWord Study

(Decoding, Spelling Principle, Vocabulary) Writing Fluency

Day 2Additional work with Complex

Texts Reading and Speaking Fluency/ GUM

Word Study(Decoding, Spelling Principle,

Vocabulary)

Day 3 Word Study(Decoding, Spelling Principle,

Vocabulary)Writing Fluency Reading and Speaking Fluency/

GUM

Day 4Additional work with Complex

TextsWord Study

(Decoding, Spelling Principle, Vocabulary)

Writing Fluency

Day 5 Writing Fluency Reading and Speaking Fluency/ GUM

Word Study(Decoding, Spelling Principle,

Vocabulary)

Quarter 3- Foundational Literacy Scope and SequenceQuarter 3 (January 6 - March 13, 2020)

Week 1 - Lesson 16 Week 2 - Lesson 17 Week 3 - Lesson 18 Week 4 - Lesson 193.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7

3.FL.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7



Spelling Principle Spelling Principle Spelling Principle Spelling PrincipleVowel + /r/ Sounds in air and

fear Words with /j/ and /s/ Spelling the /k/ and /kw/ Sounds

Vowel Sounds in spoon and wood

Decoding Decoding Decoding Decoding

Words with air, ear, areWords with /j/ and /s/ Words

with the VCCCVPattern*

Words with /k/ and / kw/ Vowel Sounds in spoon and wood

Vocabulary Vocabulary Vocabulary VocabularyContext Clues Suffix –ly Word Roots Prefixes pre-, re-, bi-

Fluency Fluency Fluency FluencyIntonation Stress Expression Reading Rate

Grammar Skill Grammar Skill Grammar Skill Grammar SkillWhat are Adjectives and

Articles Adjectives that Compare Using the Verb be and Helping Verbs More Irregular Verbs

Quarter 3 (January 6 - March 13, 2020)Week 5 - Lesson 20 Week 6 - Lesson 21 Week 7 - Lesson 22

3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7


3.FL.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6,

3.FL.VA.7Spelling Principle Spelling Principle Spelling Principle

Compound Words Words with -ed and -ing Changing Final y to iDecoding Decoding Decoding

Compound Words Base Words and -ed, -ingSpelling Changes: -s, -es, -

ed, -ingLess Common Plurals

Vocabulary Vocabulary VocabularyDictionary/Glossary Prefix non- Word Roots

Fluency Fluency FluencyAccuracy Intonation Phrasing

Grammar Skill Grammar Skill Grammar SkillWhat is an Adverb? Adverbs that Compare Making Comparisons

* Syllable pattern for dividing multisyllabic words


Quarter 4- Foundational Literacy Scope and SequenceQuarter 4 (March 23 - May 22, 2020)

Week 1 - Lesson 23 Week 2 - Lesson 24 Week 3 - Lesson 25 Week 4 - Lesson 263.FL.PWR.3, 3.FL.WC.4,

3.FL.F.5, 3.FL.SC.6, 3.FL.VA.73.FL.PWR.3, 3.FL.WC.4,



3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7Spelling Principle Spelling Principle Spelling Principle Spelling Principle

Suffixes -ful, -ly, and –er Prefixes re- and un- Suffixes -less and -ness Words with VCCV PatternDecoding Decoding Decoding Decoding

Suffixes -ful, -y, -ous, -ly, -er Prefixes un-, pre-, re-, bi- Suffixes -less, -ness, -able Common Final Syllables-tion, -sion, -ture

Vocabulary Vocabulary Vocabulary VocabularySuffixes -er, -est Shades of Meaning Analogies Suffix -ion

Fluency Fluency Fluency FluencyStress Reading Rate Accuracy Accuracy

Grammar Skill Grammar Skill Grammar Skill Grammar SkillPossessive Nouns and

Pronouns Complex Sentences More, Most, -er, -est Abbreviations

Quarter 4 (March 23- May 22, 2019)Week 5 - Lesson 27 Week 6 - Lesson 28 Week 7 - Lesson 29 Week 8 - Lesson 30

3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7




Spelling Principle Spelling Principle Spelling Principle Spelling PrincipleWords with Double

Consonants Words with ough and augh Words Ending with -er or -le Words Beginning with a- or be-

Decoding Decoding Decoding DecodingDouble Consonants Words with ough and augh Words Ending in –er, or -le Schwa Sound

Vocabulary Vocabulary Vocabulary VocabularyHomographs and

Homophones Word Roots Prefixes un- and dis- Compound WordsFluency Fluency Fluency FluencyIntonation Phrasing Expression Reading Rate

Grammar Skill Grammar Skill Grammar Skill Grammar SkillContractions Commas in Sentences What is a Preposition? Correct Pronouns

Foundational Unit 4 Lesson 163rd Grade Foundational Literacy, Q3-Q4 6

LiteracyPhonics Skill Words with air, ear, areLanguage/ Grammar

Vowel + /r/ Sounds in air and fearWhat are Adjectives and Articles?

NOTE: While grammar instruction outlined in this map aligns to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.

Foundational Literacy Standards

3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Opening Routines

Daily PhonicsT12-T13

FluencyModel IntonationT14-T15

PhonicsWords with air, ear, areT16-T17

Word and Sentence CompositionGrammar: What are Adjectives and ArticlesSpelling: Vowel + /r/ Sounds in air and fearT36

Opening RoutinesDaily PhonicsT38-T39



PhonicsWords with air, ear, areT48

FluencyModel ExpressionT49



VocabularyVocabulary Strategies: Context CluesT62-T63

Word and Sentence CompositionGrammar: Spiral Review Plural NounsSpelling: Vowel + /r/ Sounds in air and fearT64


Word and Sentence CompositionGrammar: What are Adjectives and ArticlesSpelling: Vowel + /r/ Sounds in air and fearT70-T71

Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT74-T75

Fluency

Phonics

Vocabulary Acquisition

Word and Sentence

Composition

Literacy Workstation Activities for Additional Practice Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:

http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html

Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdfhttps://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band

Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resources


https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resources

https://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band

http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdf

https://pals.virginia.edu/activities-PA-SLS-1-3.html

https://pals.virginia.edu/activities-LS-ls-1-3.html

http://www.fcrr.org/studentactivities/3_5.htm

Foundational Literacy

Unit 4 Lesson 17

Phonics Skill Words with /j/ and /s/Words with the VCCCV Pattern*

Language/ Grammar

Words with /j/ and /s/Adjectives that Compare



3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.



FluencyModel StressT110-T111

PhonicsWords with /j/ and /s/T112-T113

Word and Sentence CompositionGrammar: Adjectives that CompareSpelling: Words with /j/ and /s/T130




PhonicsWords with the VCCCV Pattern*T142

FluencyModel StressT143



VocabularyVocabulary Strategies: Suffix –lyT154-T155

Word and Sentence CompositionGrammar: Spiral Review Proper NounsSpelling: Words with /j/ and /s/T156


Word and Sentence CompositionGrammar: Adjectives that CompareSpelling: Words with /j/ and /s/T162-T163


Fluency

Phonics


Word and Sentence

CompositionLiteracy Workstation Activities for Additional Practice

Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html


Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resourcesFoundational

LiteracyUnit 4 Lesson 18








Phonics Skill Words with /k/ and / kw/Language/ Grammar

Spelling the /k/ and /kw/ SoundsUsing the Verb be and Helping Verbs






FluencyModel ExpressionT202-T203

PhonicsWords with /k/ and / kw/T204-T205

Word and Sentence CompositionGrammar: Using the Verb be and Helping VerbsSpelling: Spelling the /k/ and /kw/ SoundsT224












Word and Sentence CompositionGrammar: Spiral Review Abstract NounsSpelling: Spelling the /k/ and /kw/ SoundsT224





Fluency

Phonics


Word and Sentence

Composition













Phonics Skill Vowel Sounds in spoon and woodLanguage/ Grammar

Vowel Sounds in spoon and woodMore Irregular Verbs






FluencyModel Reading RateT296-T297

PhonicsVowel Sounds in spoon and woodT298-T299

Word and Sentence CompositionGrammar: More Irregular VerbsSpelling: Vowel Sounds in spoon and woodT316




PhonicsVowel Sounds in spoon and woodT328

FluencyModel Reading RateT329



VocabularyVocabulary Strategies: Prefixes pre-, re-, bi-T340-T341

Word and Sentence CompositionGrammar: Spiral Review Subject-Verb AgreementSpelling: Vowel Sounds in spoon and woodT342


Word and Sentence CompositionGrammar: More Irregular VerbsSpelling: Vowel Sounds in spoon and woodT348-T349


Fluency

Phonics


Word and Sentence

Composition





Foundational Unit 4 Lesson 203rd Grade Foundational Literacy, Q3-Q4 10







LiteracyPhonics Skill Compound WordsLanguage/ Grammar

Compound WordsWhat is an Adverb?






FluencyModel AccuracyT388-T389

PhonicsCompound WordsT390-T391

Word and Sentence CompositionGrammar: What is an Adverb?Spelling: Compound WordsT408




PhonicsCompound WordsT420

FluencyModel AccuracyT421



VocabularyVocabulary Strategies: Dictionary/GlossaryT432-T433

Word and Sentence CompositionGrammar: Spiral Review Simple Verb TenseSpelling: Compound WordsT434


Word and Sentence CompositionGrammar: What is an Adverb?Spelling: Compound WordsT440-T441


Fluency

Phonics


Word and Sentence

Composition






Phonics Skill Base Words and -ed, -ing








Language/ Grammar

Words with -ed and –ingAdverbs that Compare






FluencyModel IntonationT14-T15

PhonicsBase Words and -ed, -ingT16-T17

Word and Sentence CompositionGrammar: Adverbs that CompareSpelling: Words with -ed and -ingT32




PhonicsBase Words and -ed, -ingT44

FluencyModel IntonationT45



VocabularyVocabulary Strategies: Prefix non-T56-T57

Word and Sentence CompositionGrammar: Spiral Review Kinds of AdjectivesSpelling: Words with -ed and -ingT58


Word and Sentence CompositionGrammar: Adverbs that CompareSpelling: Words with -ed and -ingT64-T65


Fluency

Phonics


Word and Sentence

Composition






Phonics Skill Spelling Changes: -s, -es, -ed, -ing








Less Common PluralsLanguage/ Grammar

Changing Final y to iMaking Comparisons






FluencyModel PhrasingT104-T105PhonicsSpelling Changes: -s, -es, -ed, -ingT106-T107

Word and Sentence CompositionGrammar: Making ComparisonsSpelling: Changing Final y to iT124




PhonicsLess Common PluralsT136FluencyModel PhrasingT137



VocabularyVocabulary Strategies: Word RootsT148-T149

Word and Sentence CompositionGrammar: Spiral Review Adjectives and ArticlesSpelling: Changing Final y to iT150


Word and Sentence CompositionGrammar: Making ComparisonsSpelling: Changing Final y to iT156-T157


Fluency

Phonics


Word and Sentence

Composition






Phonics Skill Suffixes -ful, -y, -ous, -ly, -er








Language/ Grammar

Suffixes -ful, -ly, and –erPossessive Nouns and Pronouns






FluencyModel Reading RateT196-T197

PhonicsSuffixes -ful, -y, -ous, -ly, -erT198-T199

Word and Sentence CompositionGrammar: Possessive Nouns and PronounsSpelling: Suffixes -ful, -ly, and –erT218




PhonicsSuffixes -ful, -y, -ous, -ly, -erT230

FluencyModel Reading RateT231



VocabularyVocabulary Strategies: Suffixes -er, -estT242-T243

Word and Sentence CompositionGrammar: Spiral Review The Special Verb beSpelling: Suffixes -ful, -ly, and –erT244


Word and Sentence CompositionGrammar: Possessive Nouns and PronounsSpelling: Suffixes -ful, -ly, and –erT250-T251


Fluency

Phonics


Word and Sentence

Composition






Phonics Skill Prefixes un-, pre-, re-, bi-








Language/ Grammar

Prefixes re- and un-Complex Sentences






FluencyModel AccuracyT290-T291

PhonicsPrefixes un-, pre-, re-, bi-T292-T293

Word and Sentence CompositionGrammar: Complex SentencesSpelling: Prefixes re- and un-T310




PhonicsPrefixes un-, pre-, re-, bi-T322

FluencyModel AccuracyT323



VocabularyVocabulary Strategies: Shades of MeaningT334-T335

Word and Sentence CompositionGrammar: Spiral Review Possessive Nouns and PronounsSpelling: Prefixes re- and un-T336


Word and Sentence CompositionGrammar: Complex SentencesSpelling: Prefixes re- and un-T342-T343


Fluency

Phonics


Word and Sentence

Composition






Phonics Skill Suffixes -less, -ness, -able








Language/ Grammar

Suffixes -less and –nessMore, Most, -er, -est







PhonicsSuffixes -less, -ness, -ableT384-T385

Word and Sentence CompositionGrammar: More, Most, -er, -estSpelling: Suffixes -less and -nessT402




PhonicsSuffixes -less, -ness, -ableT414

FluencyModel ExpressionT415



VocabularyVocabulary Strategies: AnalogiesT426-T427

Word and Sentence CompositionGrammar: Spiral Review Complex SentencesSpelling: Suffixes -less and -nessT428


Word and Sentence CompositionGrammar: More, Most, -er, -estSpelling: Suffixes -less and -nessT434-T435


Fluency

Phonics


Word and Sentence

Composition






Phonics Skill Common Final Syllables -tion, -sion, -tureLanguage/ Words with VCCV Pattern NOTE: While grammar instruction outlined in this map aligns

to the Journeys Scope and Sequence, teachers may use EL 3rd Grade Foundational Literacy, Q3-Q4 16







Grammar Abbreviations Education texts when applying grammar instruction in context.Foundational

Literacy Standards3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Fluency

Model AccuracyT10-T11

Word and Sentence CompositionGrammar: AbbreviationsT40Spelling: Words with VCCV PatternT38

Fluency: PoetryTeach AccuracyT36Practice AccuracyT27


FluencyPractice AccuracyT27

PhonicsCommon Final Syllables-tion, -sion, -tureT37


VocabularyVocabulary Strategies: Suffix -ionT32-T33

Word and Sentence CompositionGrammar: Spiral Review The Special Verb BeT41Spelling: Words with VCCV PatternT39



Fluency

Phonics


Word and Sentence






Unit 6 Lesson 27

Phonics Skill Double Consonants








Language/ Grammar

Words with Double ConsonantsContractions





Model IntonationT58-T59

Word and Sentence CompositionGrammar: ContractionsT86Spelling: Words with Double ConsonantsT84

FluencyTeach IntonationT82Practice IntonationT71


FluencyPractice IntonationT71, T73

PhonicsDouble ConsonantsT83


VocabularyVocabulary Strategies: Homographs and HomophonesT78-T79

Word and Sentence CompositionGrammar: Spiral Review The Past TenseT87Spelling: Words with Double ConsonantsT85



Fluency

Phonics


Word and Sentence






Unit 6 Lesson 28

Phonics Skill Words with ough and aughLanguage/ Words with ough and augh NOTE: While grammar instruction outlined in this map aligns








Grammar Commas in Sentences to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.




Model PhrasingT104-T105

Word and Sentence CompositionGrammar: Commas in SentencesT132Spelling: Words with ough and aughT130

FluencyTeach PhrasingT128Practice PhrasingT118-T119


FluencyPractice PhrasingT118-T119

PhonicsWords with ough and aughT129


VocabularyVocabulary Strategies:T124-T125

Word and Sentence CompositionGrammar: Spiral Review AbbreviationsT133Spelling: Words with ough and aughT131



Fluency

Phonics


Word and Sentence






Unit 6 Lesson 29

Phonics Skill Words Ending in –er, or -leLanguage/ Words Ending with -er or –le NOTE: While grammar instruction outlined in this map aligns








Grammar What is a Preposition? to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.




Model ExpressionT150-T151

Word and Sentence CompositionGrammar: What is a Preposition?T180Spelling: Words Ending with -er or -leT178

FluencyTeach ExpressionT176Practice ExpressionT176


FluencyPractice ExpressionT176

PhonicsWords Ending in –er, or -leT177


VocabularyVocabulary Strategies: Prefixes un- and dis-T172-T173

Word and Sentence CompositionGrammar: Spiral Review Kinds of AdverbsT181Spelling: Words Ending with -er or -leT179



Fluency

Phonics


Word and Sentence













Unit 6 Lesson 30

Phonics Skill Schwa SoundLanguage/ Grammar

Words Beginning with a- or be-Correct Pronouns





Model Reading RateT198-T199

Word and Sentence CompositionGrammar: Correct PronounsT228Spelling: Words Beginning with a- or be-T226

FluencyTeach Reading RateT224Practice Reading RateT214-T215


FluencyPractice Reading RateT214-T215

PhonicsSchwa SoundT225


VocabularyVocabulary Strategies: Compound WordsT220-T221

Word and Sentence CompositionGrammar: Spiral Review Making ComparisonsT229Spelling: Words Beginning with a- or be-T227



Fluency

Phonics


Word and Sentence












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