Grade_Q1-Q2 Foundatio… · Web viewGUM (Grammar, Usage, and Mechanics)- It is important for students to learn the standard conventions of written English, including usage, mechanics,

Fourth Grade Foundational Literacy Curriculum Map – HMHCO Journeys 2019-2020 – Semester 1

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

4th Grade Foundational Literacy, Q1-Q2 1

Current Tennessee Standards Previous Tennessee Standards 4.FL.PWR.3- Know and apply grade-level phonics and

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

RF.4.3- Know and apply grade-level phonics and word analysis skills in decoding words.

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

New Standard

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

RF.4.4- Read with sufficient accuracy and fluency to support comprehension.

4.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.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.4.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

4.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

L.4.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 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


Fourth Grade Foundational Literacy- Rotating Groups 2018-2019 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 1- Foundational Literacy Scope and SequenceQuarter 1 (August 12- October 11, 2019)

Week 1- Lesson 1 Week 2 - Lesson 2 Week 3 - Lesson 3 Week 4 - Lesson 44.FL.PWR.3, 4.FL.WC.4,

4.FL.F.5, 4.FL.SC.64.FL.PWR.3, 4.FL.WC.4,



4.FL.F.5, 4.FL.SC.6Spelling Principle Spelling Principle Spelling Principle Spelling Principle

Short a and Long a Short e and Long e Short i and Long i Short o and Long ooDecoding Decoding Decoding Decoding

VCV Syllable Pattern* Open and Closed Syllables VCCV Syllable Pattern* VCV and VCCV SyllablePatterns*

Vocabulary Vocabulary Vocabulary VocabularyPrefixes re-, un-, dis- Prefixes in-, im- il-, ir- Using Context Prefixes non-, mis-

Fluency Fluency Fluency FluencyAccuracy and Self-Correction Phrasing: Pauses Accuracy Intonation

Grammar Skill Grammar Skill Grammar Skill Grammar SkillWhat is a Sentence? Kinds of Sentences Quotations Fragments and Run- On

Sentences

Quarter 1 (August 12- October 11, 2019)Week 5 - Lesson 5 Week 6 - Lesson 6 Week 7 - Lesson 7 Week 8 - Lesson 8

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

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

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

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

Spelling Principle Spelling Principle Spelling Principle Spelling PrincipleHomophones Vowel Sounds: Short u and

Long u, /yoo/, /oo/ Vowel Sounds: /oo/, /oo/ Vowel Sounds: /ou/, /ô/Decoding Decoding Decoding Decoding

Homophones Common ConsonantPatterns: Digraphs

Common ConsonantPatterns: Clusters

Stressed and Unstressed Syllables

Vocabulary Vocabulary Vocabulary Vocabulary

Reference Materials Suffixes -y, -ousGreek and Latin Word Partsphon, photo, graph, auto,

teleFigurative Language

Fluency Fluency Fluency FluencyExpression Expression Phrasing: Punctuation Stress

Grammar Skill Grammar Skill Grammar Skill Grammar SkillProper Nouns Verbs Verb Tenses Progressive Verb Tenses

* Syllable pattern for dividing multisyllabic words

Quarter 2- Foundational Literacy Scope and Sequence4th Grade Foundational Literacy, Q1-Q2 5

Quarter 2 (October 21- December 20, 2019)Week 1 - Lesson 9 Week 2 - Lesson 10 Week 3 - Lesson 11 Week 4 - Lesson 124.FL.PWR.3, 4.FL.WC.4,

4.FL.F.5, 4.FL.SC.6, 4.FL.VA.74.FL.PWR.3, 4.FL.WC.4,

4.FL.F.5, 4.FL.SC.6, 4.FL.VA.74.FL.PWR.3, 4.FL.WC.4,


4.FL.F.5, 4.FL.SC.6, 4.FL.VA.7Spelling Principle Spelling Principle Spelling Principle Spelling Principle

Vowel +/r/ Sounds More Vowel + /r/ Sounds Compound Words Words with -ed, or -ingDecoding Decoding Decoding Decoding

Common BeginningSyllables

Vowel + r in Multi-Syllable Words Compound Words Base Words and Endings

Vocabulary Vocabulary Vocabulary VocabularyAntonyms Shades of Meaning Suffixes -ful, -less, -ness, -

ment SynonymsFluency Fluency Fluency FluencyAccuracy Intonation Phrasing: Punctuation Rate

Grammar Skill Grammar Skill Grammar Skill Grammar SkillCompound and Complex

Sentences Pronouns Frequently Confused Words Possessive Nouns

Quarter 2 (October 21- December 20, 2019)Week 5 - Lesson 13 Week 6 - Lesson 14 Week 7 - Lesson 154.FL.PWR.3, 4.FL.WC.4,



4.FL.F.5, 4.FL.SC.6, 4.FL.VA.7Spelling Principle Spelling Principle Spelling Principle

More Words with -ed or -ing Final Long e Changing Final y to iDecoding Decoding Decoding

Recognizing Common Word Parts Recognizing Suffixes Three-Syllable Words

Vocabulary Vocabulary VocabularyGreek and Latin Word Parts

spect, struct, tele, vis Suffixes -able, -ible Using contextFluency Fluency Fluency

Phrasing: Pauses Stress ExpressionGrammar Skill Grammar Skill Grammar SkillModal Auxiliaries Participles Irregular Verbs


Foundational Literacy

Unit 1 Lesson 1

Spelling Principle/ Decoding

Short a Long aVCV Spelling Pattern

Language/ Grammar

Prefixes re-, un-, disWhat is a Sentence?

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

4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.4.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.

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Spelling Principle Fluency

Model Accuracy and Self-CorrectionT12-T13

Spelling PrincipleShort a and Long a: PretestT46

GrammarComplete SentencesT48

FluencyAccuracy and Self-Correction: Cold ReadsT44

Spelling PrincipleShort a and Long a: Word SortT46

GrammarComplete Subjects and PredicatesT49

DecodingVCV Syllable PatternT45

Spelling PrincipleShort a and Long a: Word FamiliesT47

GrammarComplete Subjects and PredicatesT49

Vocabulary StrategiesPrefixes re-, un-, dis-T40-T41

Spelling PrincipleShort a and Long a:Connect to WritingT47

GrammarReview Complete SentencesT50

Spelling PrincipleShort a and Long a: AssessT47

GrammarConnect Grammar to WritingT50-T51

Progress MonitorVocabulary, Decoding, Grammar and FluencyT56-T57

Decoding

VocabularyStrategies

Fluency

Grammar

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://fcrr.org/resources/resources_sca_4-5.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: https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band

Additional Resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-4-additional-resources


https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band

https://fcrr.org/resources/resources_sca_4-5.html

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


Unit 1 Lesson 2


Short e and Long eOpen and Closed Syllables

Language/ Grammar

Prefixes in-, im-, il-, ir-Kinds of Sentences



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


Model Accuracy T162

Spelling PrincipleShort e and Long e: Pretest T122

GrammarDeclarative and Interrogative Sentences T124

FluencyPhrasing: Pauses T120

Spelling PrincipleShort e and Long e: Word Sort T122

GrammarImperative and Exclamatory SentencesT125

DecodingVCCV PatternT199

Spelling PrincipleShort e and Long e: Word FamiliesT123

GrammarFour Kinds of Sentences T125

Vocabulary StrategiesPrefixes in-, im-, il-, ir-T116-T117

Spelling PrincipleShort e and Long e:Connect to WritingT123

GrammarReview Kinds of SentencesT126

Spelling PrincipleShort e and Long e: Assess T123



Decoding


Fluency

Grammar






Unit 1 Lesson 3






Short i and Long iVCCV Syllable Pattern


Language/ Grammar

Using ContextQuotations




Model Accuracy T162

Spelling PrincipleShort i and Long i: Pretest T200

GrammarQuotation Marks with Direct Speech T202

FluencyAccuracy T198

Spelling PrincipleShort i and Long i: Word Sort T200

GrammarSplit QuotationT203

DecodingVCCV PatternT199

Spelling PrincipleShort i and Long i: Word FamiliesT201

GrammarQuotations from Text T203

Vocabulary StrategiesUsing ContextT194-T195

Spelling PrincipleShort i and Long i:Connect to WritingT201

GrammarReview QuotationsT204

Spelling PrincipleShort i and Long i: Assess T201



Decoding


Fluency

Grammar






Unit 1 Lesson 4






Short o and Long oVCV and VCCV Syllable Patterns

Language/ Grammar

Prefixes non-, mis-Fragments and Run-on Sentences





Model Intonation T240

Spelling PrincipleShort o and Long o: Pretest T274

GrammarFragments T276

FluencyIntonation T272

Spelling PrincipleShort o and Long o: Word Sort T274

GrammarRun-On SentencesT277

DecodingVCV and VCCV Syllable PatternsT273

Spelling PrincipleShort o and Long o: Word FamiliesT275

GrammarWriting Complete Sentences T277

Vocabulary StrategiesPrefixes non-, mis-T268-T269

Spelling PrincipleShort o and Long o:Connect to WritingT278

GrammarFragments and Run-On SentencesT204

Spelling PrincipleShort o and Long o: Assess T275



Decoding


Fluency

Grammar





Foundational Unit 1 Lesson 5





LiteracySpelling Principle/

DecodingHomophones

Language/ Grammar

Reference MaterialsProper Nouns





Model Expression T314

Spelling PrincipleHomophones: Pretest T352

GrammarCapitalizing Historical Events and DocumentsT354

FluencyExpression T350

Spelling PrincipleHomophones: Word SortT352

GrammarCapitalizing TitlesT355

DecodingHomophonesT351

Spelling PrincipleHomophones:T353

GrammarCapitalizing Languages, Races, People’s Names, and NationalitiesT355

Vocabulary StrategiesReference Materials,T346

Spelling PrincipleHomophones: Connect to WritingT353

GrammarReview Proper NounsT356

Spelling PrincipleHomophones: Assess T353



Decoding


Fluency

Grammar






Unit 2 Lesson 6

Spelling Principle/ Vowel Sounds ū, /yōō/, and /ōō/4th Grade Foundational Literacy, Q1-Q2 11




Decoding Common Consonants Patterns: DigraphsLanguage/ Grammar

Suffixes -y, -ousVerbs





Model Expression T12

Spelling PrincipleVowel Sounds ū, yōō, and ōō: Pretest T46

GrammarAction VerbsT48

FluencyExpression T44

Spelling PrincipleVowel Sounds ū, yōō, and ōō: Word SortT46

GrammarTeach Main Verbs and Helping VerbsT49

DecodingCommon Consonant PatternsT45

Spelling PrincipleVowel Sounds ū, yōō, and ōō: Word FamiliesT47

GrammarLinking VerbsT49

Vocabulary StrategiesSuffixes -y, -ousT40-T41

Spelling PrincipleVowel Sounds ū, yōō, and ōō: Connect to WritingT47

GrammarReview Proper NounsT356

Spelling PrincipleVowel Sounds ū, yōō, and ōō: Assess T47



Decoding


Fluency

Grammar






Unit 2 Lesson 7

Spelling Principle/ Vowel Sounds /ōō/ and /ŏŏ/





Decoding Common Consonants Patterns: ClustersLanguage/ Grammar

Greek and Latin Word Parts phon, photo, graph, auto, teleVerb Tenses





Model Phrasing: Punctuation T86

Spelling PrincipleVowel Sounds /ōō/ and /ŏŏ/: Pretest T120

GrammarPast, Present, and Future TensesT122

FluencyPunctuation T118

Spelling PrincipleVowel Sounds /ōō/ and /ŏŏ/: Word SortT120

GrammarHelping Verbs and Past ParticiplesT123

DecodingCommon Consonant Patterns: ClustersT119

Spelling PrincipleVowel Sounds /ōō/ and /ŏŏ/Word FamiliesT121

GrammarUse of TensesT123

Vocabulary StrategiesGreek and Latin Word Parts phon, photo, graph, auto, teleT114-T115

Spelling PrincipleVowel Sounds /ōō/ and /ŏŏ/: Connect to WritingT121

GrammarReview Verb TensesT124

Spelling PrincipleVowel Sounds /ōō/ and /ŏŏ/: Assess T121



Decoding


Fluency

Grammar






Unit 2 Lesson 8

Spelling Principle/ Vowel Sounds /ou/, /ô/





Decoding Stressed and Unstressed SyllablesLanguage/ Grammar

Figurative LanguageProgressive Verb Tenses





Model Stress T160

Spelling PrincipleVowel Sounds /ou/, /ô/: PretestT196

GrammarPresent Progressive TenseT198

FluencyStress T194

Spelling PrincipleVowel Sounds /ou/, /ô/: Word SortT196

GrammarPasts Progressive TenseT123

DecodingStressed and Unstressed SyllablesT195

Spelling PrincipleVowel Sounds /ou/, /ô/: Word FamiliesT197

GrammarFuture Progressive TenseT199

Vocabulary StrategiesFigurative LanguageT190-T191

Spelling PrincipleVowel Sounds /ou/, /ô/: Connect to WritingT197

GrammarReview Progressive Verb TensesT200

Spelling PrincipleVowel Sounds /ou/, /ô/: Assess T197



Decoding


Fluency

Grammar






Unit 2 Lesson 9

Spelling Principle/ Vowel + /r/ Sounds





Decoding Common Beginning SyllablesLanguage/ Grammar

AntonymsCompound and Complex Sentences





Model AccuracyT236

Spelling PrincipleVowel + /r/ Sounds: PretestT270

GrammarCompound SentencesT272

FluencyAccuracyT268

Spelling PrincipleVowel + /r/ Sounds: Word SortT270

GrammarComplex SentencesT273

DecodingCommon Beginning SyllablesT269

Spelling PrincipleVowel + /r/ Sounds: Word FamiliesT271

GrammarCommas in Compound SentencesT273

Vocabulary StrategiesAntonymsT264-T265

Spelling PrincipleVowel + /r/ Sounds: Connect to WritingT271

GrammarReview Commas in Compound SentencesT274

Spelling PrincipleVowel + /r/ Sounds: Assess T271



Decoding


Fluency

Grammar






Unit 2 Lesson 10

Spelling Principle/ More Vowel + /r/ Sounds





Decoding Vowel + /r/ Sounds in Multi-syllable WordsLanguage/ Grammar

Shades of MeaningPronouns





Model IntonationT310

Spelling PrincipleMore Vowel + /r/ Sounds: PretestT344

GrammarSubject and Object PronounsT346

FluencyIntonationT342

Spelling PrincipleMore Vowel + /r/ Sounds: Word SortT344

GrammarReflexive and Demonstrative PronounsT347

DecodingVowel + r sounds in Multi-syllable WordsT343

Spelling PrincipleMore Vowel + /r/ Sounds: Word FamiliesT345

GrammarPronoun-Antecedent AgreementT273

Vocabulary StrategiesIntonationT264-T265

Spelling PrincipleMore Vowel + /r/ Sounds: Connect to WritingT345

GrammarReview PronounsT348

Spelling PrincipleVowel + /r/ Sounds: Assess T271



Decoding


Fluency

Grammar






Unit 3 Lesson 11

Spelling Principle/ Compound Words





DecodingLanguage/ Grammar

Suffixes -ful, -less, -ness, -mentFrequently Confused Words





Model Phrasing: PunctuationT12

Spelling PrincipleCompound Words: PretestT46

GrammarTo, Too, and TwoT48

FluencyPhrasing: PunctuationT25

Spelling PrincipleCompound Words: Word SortT270

GrammarThere, They’re, and TheirT49

DecodingPhrasingT32

Spelling PrincipleCompound Words: Word FamiliesT271

GrammarIts and It’sT49

Vocabulary StrategiesSuffixes -ful, -less, -ness, and -mentT40-T41

Spelling PrincipleCompound Words: Connect to WritingT271

GrammarReview Commonly Confused WordsT50

Spelling PrincipleCompound Words: Assess T47



Decoding


Fluency

Grammar






Unit 3 Lesson 12

Spelling Principle/ Words with -ed or -ing





Decoding Base Words and EndingsLanguage/ Grammar

SynonymsPossessive Nouns





Model RateT86

Spelling PrincipleWords with -ed or -ing: PretestT120

GrammarSingular Possessive NounsT122

FluencyRateT118

Spelling PrincipleWords with -ed or -ing: Word SortT118

GrammarPlural Possessive NounsT121

DecodingBase Words and EndingsT119

Spelling PrincipleWords with -ed and -ing: Word FamiliesT121

GrammarApostrophe Use in Possessive NounsT123

Vocabulary StrategiesSynonymsT114-T115

Spelling PrincipleWords with -ed or -ing: Connect to WritingT121

GrammarReview Possessive NounsT124

Spelling PrincipleWords with -ed or -ing: Assess T121



Decoding


Fluency

Grammar






Unit 3 Lesson 13

Spelling Principle/ More Words with -ed or -ing





Decoding Recognizing Common Word PartsLanguage/ Grammar

Greek and Latin Word Parts spect, struct, tele, visModal Auxiliaries





Phrasing: PausesT160

Spelling PrincipleMore Words with -ed or -ing: PretestT200

GrammarMay, Might, Can, and CouldT202

FluencyPausesT198

Spelling PrincipleMore Words with -ed or -ing: Word SortT200

GrammarWould, Should, and MustT202

DecodingRecognizing Common Word PartsT199

Spelling PrincipleMore Words with -ed and -ing: Word FamiliesT201

GrammarModal AuxiliariesT203

Vocabulary StrategiesGreek and Latin Words Parts spect, struct, tele, visT194-T195

Spelling PrincipleMore Words with -ed or -ing: Connect to WritingT201

GrammarReview Modal AuxiliariesT204

Spelling PrincipleMore Words with -ed or -ing: Assess T201



Decoding


Fluency

Grammar






Unit 3 Lesson 14

Spelling Principle/ Final Long e





Decoding Recognizing SuffixesLanguage/ Grammar

Suffixes -able, -ibleParticiples





Model StressT240

Spelling PrincipleThe Final Long e: PretestT276

GrammarPresent ParticiplesT278

FluencyStressT274

Spelling PrincipleThe Final Long e: Word SortT276

GrammarPast ParticiplesT279

DecodingRecognizing SuffixesT275

Spelling PrincipleThe Final Long e: Word FamiliesT279

GrammarParticiple PhrasesT279

Vocabulary StrategiesSuffixes -able, -ibleT270-T271

Spelling PrincipleThe Final Long e: Connect to WritingT277

GrammarReview ParticiplesT280

Spelling PrincipleThe Final Long e: Assess T277



Decoding


Fluency

Grammar






Unit 3 Lesson 15

Spelling Principle/ Changing Final y to i





Decoding Three-Syllable WordsLanguage/ Grammar

Using ContextIrregular Verbs





Model ExpressionT316

Spelling PrincipleChanging y to i: PretestT350

GrammarIrregular VerbsT352

FluencyExpressionT348

Spelling PrincipleChanging y to i: Word SortT350

GrammarSpecial verb beT353

DecodingThree Syllable WordsT349

Spelling PrincipleChanging y to i: Word FamiliesT351

GrammarHelping VerbsT353

Vocabulary StrategiesUsing ContextT344-T345

Spelling PrincipleChanging y to i: Connect to WritingT351

GrammarReview Irregular VerbsT354

Spelling PrincipleChanging Final y to i: Assess T351



Decoding


Fluency

Grammar







