Grade_Q1-Q2 Foundatio… · Web viewGUM (Grammar, Usage, and Mechanics)- It is important for...
Transcript of Grade_Q1-Q2 Foundatio… · Web viewGUM (Grammar, Usage, and Mechanics)- It is important for...
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
4th Grade Foundational Literacy, Q1-Q2 2
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.
4th Grade Foundational Literacy, Q1-Q2 3
4th Grade Foundational Literacy, Q1-Q2 4
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.64.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.64.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.64.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.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
4th Grade Foundational Literacy, Q1-Q2 6
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
4th Grade Foundational Literacy, Q1-Q2 7
Foundational Literacy
Unit 1 Lesson 2
Spelling Principle/ Decoding
Short e and Long eOpen and Closed Syllables
Language/ Grammar
Prefixes in-, im-, il-, ir-Kinds of Sentences
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.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.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Spelling Principle Fluency
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
GrammarConnect Grammar to WritingT126-T127
Progress MonitorVocabulary, Decoding, Grammar and FluencyT132-T133
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
Foundational Literacy
Unit 1 Lesson 3
4th Grade Foundational Literacy, Q1-Q2 8
Spelling Principle/ Decoding
Short i and Long iVCCV Syllable Pattern
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.
Language/ Grammar
Using ContextQuotations
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.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.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Spelling Principle Fluency
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
GrammarConnect Grammar to WritingT204-T205
Progress MonitorVocabulary, Decoding, Grammar and FluencyT210-T211
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
Foundational Literacy
Unit 1 Lesson 4
4th Grade Foundational Literacy, Q1-Q2 9
Spelling Principle/ Decoding
Short o and Long oVCV and VCCV Syllable Patterns
Language/ Grammar
Prefixes non-, mis-Fragments and Run-on Sentences
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.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.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Spelling Principle Fluency
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
GrammarConnect Grammar to WritingT278-T279
Progress MonitorVocabulary, Decoding, Grammar and FluencyT284-T285
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
Foundational Unit 1 Lesson 5
4th Grade Foundational Literacy, Q1-Q2 10
LiteracySpelling Principle/
DecodingHomophones
Language/ Grammar
Reference MaterialsProper Nouns
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.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.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Spelling Principle Fluency
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
GrammarConnect Grammar to WritingT356-T357
Progress MonitorVocabulary, Decoding, Grammar and FluencyT352-T353
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
Foundational Literacy
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
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.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.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Spelling Principle Fluency
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
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
Foundational Literacy
Unit 2 Lesson 7
Spelling Principle/ Vowel Sounds /ōō/ and /ŏŏ/
4th Grade Foundational Literacy, Q1-Q2 12
Decoding Common Consonants Patterns: ClustersLanguage/ Grammar
Greek and Latin Word Parts phon, photo, graph, auto, teleVerb Tenses
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.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.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Spelling Principle Fluency
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
GrammarConnect Grammar to WritingT124-T125
Progress MonitorVocabulary, Decoding, Grammar and FluencyT130-T131
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
Foundational Literacy
Unit 2 Lesson 8
Spelling Principle/ Vowel Sounds /ou/, /ô/
4th Grade Foundational Literacy, Q1-Q2 13
Decoding Stressed and Unstressed SyllablesLanguage/ Grammar
Figurative LanguageProgressive Verb Tenses
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.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.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Spelling Principle Fluency
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
GrammarConnect Grammar to WritingT200-T201
Progress MonitorVocabulary, Decoding, Grammar and FluencyT206-T207
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
Foundational Literacy
Unit 2 Lesson 9
Spelling Principle/ Vowel + /r/ Sounds
4th Grade Foundational Literacy, Q1-Q2 14
Decoding Common Beginning SyllablesLanguage/ Grammar
AntonymsCompound and Complex Sentences
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.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.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Spelling Principle Fluency
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
GrammarConnect Grammar to WritingT274-T275
Progress MonitorVocabulary, Decoding, Grammar and FluencyT280-T281
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
Foundational Literacy
Unit 2 Lesson 10
Spelling Principle/ More Vowel + /r/ Sounds
4th Grade Foundational Literacy, Q1-Q2 15
Decoding Vowel + /r/ Sounds in Multi-syllable WordsLanguage/ Grammar
Shades of MeaningPronouns
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.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.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Spelling Principle Fluency
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
GrammarConnect Grammar to WritingT274-T275
Progress MonitorVocabulary, Decoding, Grammar and FluencyT354-T355
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
Foundational Literacy
Unit 3 Lesson 11
Spelling Principle/ Compound Words
4th Grade Foundational Literacy, Q1-Q2 16
DecodingLanguage/ Grammar
Suffixes -ful, -less, -ness, -mentFrequently Confused Words
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.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.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Spelling Principle Fluency
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
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
Foundational Literacy
Unit 3 Lesson 12
Spelling Principle/ Words with -ed or -ing
4th Grade Foundational Literacy, Q1-Q2 17
Decoding Base Words and EndingsLanguage/ Grammar
SynonymsPossessive Nouns
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.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.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Spelling Principle Fluency
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
GrammarConnect Grammar to WritingT124-T125
Progress MonitorVocabulary, Decoding, Grammar and FluencyT130-T131
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
Foundational Literacy
Unit 3 Lesson 13
Spelling Principle/ More Words with -ed or -ing
4th Grade Foundational Literacy, Q1-Q2 18
Decoding Recognizing Common Word PartsLanguage/ Grammar
Greek and Latin Word Parts spect, struct, tele, visModal Auxiliaries
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.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.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Spelling Principle Fluency
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
GrammarConnect Grammar to WritingT204-T205
Progress MonitorVocabulary, Decoding, Grammar and FluencyT210-T211
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
Foundational Literacy
Unit 3 Lesson 14
Spelling Principle/ Final Long e
4th Grade Foundational Literacy, Q1-Q2 19
Decoding Recognizing SuffixesLanguage/ Grammar
Suffixes -able, -ibleParticiples
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.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.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Spelling Principle Fluency
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
GrammarConnect Grammar to WritingT280-T281
Progress MonitorVocabulary, Decoding, Grammar and FluencyT286-T288
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
Foundational Literacy
Unit 3 Lesson 15
Spelling Principle/ Changing Final y to i
4th Grade Foundational Literacy, Q1-Q2 20
Decoding Three-Syllable WordsLanguage/ Grammar
Using ContextIrregular Verbs
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.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.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Spelling Principle Fluency
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
GrammarConnect Grammar to WritingT354-T355
Progress MonitorVocabulary, Decoding, Grammar and FluencyT360-T361
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
4th Grade Foundational Literacy, Q1-Q2 21