Grade_Q1-Q2 Foundational... · Web view3.FL.PWR.3- Know and apply grade-level phonics and word...
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Third 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 TDOE Instructional Overview The 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 3 rd Grade Foundational Literacy, Q1-Q2 1
Transcript of Grade_Q1-Q2 Foundational... · Web view3.FL.PWR.3- Know and apply grade-level phonics and word...
Third 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
3rd Grade Foundational Literacy, Q1-Q2 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
3rd Grade Foundational Literacy, Q1-Q2 2
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.
3rd Grade Foundational Literacy, Q1-Q2 3
3rd 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 43.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7
3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7
3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7
3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7
Spelling Principle Spelling Principle Spelling Principle Spelling PrincipleShort Vowels VCe Spellings Long a and Long e Spellings Long o SpellingsDecoding Decoding Decoding Decoding
Short vowels a, e, i, o, uWords with VCCV Pattern*
Long Vowels a, e, i, o, uWords with the VCe Pattern
Common Vowel Pairs ai, ay, ee, ea Long o Spelled oa, ow
Vocabulary Vocabulary Vocabulary VocabularyContext Clues Dictionary/Glossary Antonyms Word Families
Fluency Fluency Fluency FluencyAccuracy Phrasing Reading Rate Expression
Grammar Skill Grammar Skill Grammar Skill Grammar SkillSimple Sentences Kinds of Sentences Compound Sentences Common and Proper Nouns
Quarter 1 (August 12- October 11, 2019)Week 5 - Lesson 5 Week 6 - Lesson 6 Week 7 - Lesson 7 Week 8 - Lesson 83.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.73.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 PrincipleLong i Spellings More Short and Long Vowels Three-Letter Clusters Unexpected Consonant
SpellingsDecoding Decoding Decoding Decoding
Long i spelled i, ie, igh Words with the VCV Pattern* Three-Letter Clusters (scr, spr, str, thr) Silent Letters kn, wr
Vocabulary Vocabulary Vocabulary VocabularyPrefix mis- Suffixes -able, -ible Synonyms Context CluesFluency Fluency Fluency FluencyIntonation Reading Rate Expression Stress
Grammar Skill Grammar Skill Grammar Skill Grammar SkillPlural Nouns with -s and -es What is a Verb? Verb Tenses Using Commas
* Syllable pattern for dividing multisyllabic words
3rd Grade Foundational Literacy, Q1-Q2 5
Quarter 2- Foundational Literacy Scope and SequenceQuarter 2 (October 21- December 20, 2019)
Week 1 - Lesson 9 Week 2 - Lesson 10 Week 3 - Lesson 11 Week 4 - Lesson 123.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7
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.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 Sound in town Vowel Sound in talk Vowel Sound in joy Homophones
Decoding Decoding Decoding DecodingVowel Diphthongs ow and ou Words with au, aw, al, and o Vowel Diphthongs oi, oy Homophones
Words Ending in –er and -leVocabulary Vocabulary Vocabulary Vocabulary
Dictionary/Glossary Shades of Meaning Suffixes -less, -ful, -ous IdiomsFluency Fluency Fluency FluencyIntonation Accuracy Phrasing Stress
Grammar Skill Grammar Skill Grammar Skill Grammar SkillAbstract Nouns Pronouns and Antecedents Plural Nouns Writing Quotations
Quarter 2 (October 21- December 20, 2019)Week 5 - Lesson 13 Week 6 - Lesson 14 Week 7 - Lesson 15
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.7
3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7
Spelling Principle Spelling Principle Spelling PrincipleContractions Vowel + /r/ Sounds Vowel + /r/ Sound in nurseDecoding Decoding Decoding
Contractions with n’t, ‘d, ‘ve Words with ar, or, ore Words with er, ir, ur, orVocabulary Vocabulary Vocabulary
Homophones and Homographs Prefixes in-, im- Using a Thesaurus
Fluency Fluency FluencyReading Rate Accuracy Expression
Grammar Skill Grammar Skill Grammar SkillSubject-Verb Agreement Pronoun-Verb Agreement Verb Tenses
3rd Grade Foundational Literacy, Q1-Q2 6
Foundational Literacy
Unit 1 Lesson 1
Phonics Skill Short Vowels a, e, i, o, uVCCV Syllable Patterns
Language/Grammar
Simple SentencesSpelling Short Vowels
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 Accuracy: Word RecognitionT14-T15
PhonicsShort Vowels a, e, i, o, uT16-T17
Word and Sentence CompositionGrammar: Simple SentencesSpelling Short VowelsT35
Opening RoutinesDaily PhonicsT36-T37
Word and Sentence CompositionGrammar: Simple SentencesSpelling Short VowelsT42
Opening RoutinesDaily PhonicsT44-T45
PhonicsWords with VCCV PatternT46-T47
FluencyModel AccuracyT47
Word and Sentence CompositionGrammar: Simple SentencesSpelling Short VowelsT52
Opening RoutinesDaily PhonicsT54-T55
VocabularyVocabulary Strategies: Context CluesT58-T59
Word and Sentence CompositionGrammar: Spiral Review, Capitalization and PunctuationSpelling Short VowelsT60
Opening RoutinesDaily PhonicsT62-T63
Word and Sentence CompositionGrammar: Weekly Review: Simple SentencesSpelling Short VowelsT66-T67
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT70-T71
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
3rd Grade Foundational Literacy, Q1-Q2 7
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resourcesFoundational
LiteracyUnit 1 Lesson 2
Phonics Skill Long Vowels a, e, i, o, uWords with the VCe Pattern
Language/ Grammar
VCe SpellingsKinds 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
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 PhonicsT104-T105
FluencyModel PhrasingT106-T107
PhonicsLong Vowels a, e, i, o, uT108-T109
Word and Sentence CompositionGrammar: Kinds of SentencesSpelling: VCe PatternT126-T127
Opening RoutinesDaily PhonicsT128-T129
Word and Sentence CompositionGrammar: Kinds of SentencesSpelling: VCe PatternT134-T135
Opening RoutinesDaily PhonicsT136-T137
PhonicsWords with VCe PatternT138
FluencyModel PhrasingT139
Word and Sentence CompositionGrammar: Kinds of SentencesSpelling: VCe PatternT144-T145
Opening RoutinesDaily PhonicsT146-T147
VocabularyVocabulary Strategies:Dictionary/GlossaryT150-T151
Word and Sentence CompositionGrammar: Spiral Review Writing Subjects and PredicatesSpelling: VCe PatternT125-T153
Opening RoutinesDaily PhonicsT154-T155
Word and Sentence CompositionGrammar: Kinds of SentencesSpelling: VCe PatternT158-T160
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT162-T163
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
3rd Grade Foundational Literacy, Q1-Q2 8
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resourcesFoundational
LiteracyUnit 1 Lesson 3
Phonics Skill Common Vowel Pairs ai, ay, ee, eaLanguage/ Grammar
Long a and Long e SpellingsCompound 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
3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.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 PhonicsT198-T199
FluencyModel Reading RateT200-T201
PhonicsCommon Vowel Pairs ai, ay, ee, eaT202-T203
Word and Sentence CompositionGrammar: Compound SentencesSpelling: Long a and Long e SpellingsT222
Opening RoutinesDaily PhonicsT224-T225
Word and Sentence CompositionGrammar: Compound SentencesSpelling: Long a and Long e SpellingsT230
Opening RoutinesDaily PhonicsT232-T233
PhonicsCommon Vowel Pairs ai, ay, ee, eaT234
FluencyModel Reading RateT235
Word and Sentence CompositionGrammar: Compound SentencesSpelling: Long a and Long e SpellingsT240
Opening RoutinesDaily PhonicsT242-T243
VocabularyVocabulary Strategies: AntonymsT246-T247
Word and Sentence CompositionGrammar: Spiral Review Kinds of SentencesSpelling: Long a and Long e SpellingsT248
Opening RoutinesDaily PhonicsT250-T251
Word and Sentence CompositionGrammar: Compound SentencesSpelling: Long a and Long e SpellingsT254
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT258-T259
Fluency
Phonics
Vocabulary Acquisition
Word and Sentence
Composition
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-resourcesFoundational Unit 1 Lesson 4
3rd Grade Foundational Literacy, Q1-Q2 9
LiteracyPhonics Skill Long o Spelled oa, owLanguage/ Grammar
Long o SpellingsCommon and Proper 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
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 PhonicsT292-T293
FluencyModel ExpressionT294-T295
PhonicsLong o Spelled oa, owT296-T297
Word and Sentence CompositionGrammar: Common and Proper NounsSpelling: Long o SpellingsT316
Opening RoutinesDaily PhonicsT318-T319
Word and Sentence CompositionGrammar: Common and Proper NounsSpelling: Long o SpellingsT324
Opening RoutinesDaily PhonicsT326-T327
PhonicsLong o Spelled oa, owT328
FluencyModel ExpressionT329
Word and Sentence CompositionGrammar: Common and Proper NounsSpelling: Long o SpellingsT334
Opening RoutinesDaily PhonicsT336-T337
VocabularyVocabulary Strategies: Word FamiliesT340-T341
Word and Sentence CompositionGrammar: Spiral Review Compound SentencesSpelling: Long o SpellingsT342
Opening RoutinesDaily PhonicsT344-T345
Word and Sentence CompositionGrammar: Common and Proper NounsSpelling: Long o SpellingsT348-T349
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT352-T353
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
3rd Grade Foundational Literacy, Q1-Q2 10
Foundational Literacy
Unit 1 Lesson 5
Phonics Skill Long i spelled i, ie, ighLanguage/ Grammar
Long i SpellingsPlural Nouns with -s and -es
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.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 Opening Routines
Daily PhonicsT386-T387
FluencyModel IntonationT388-T389
PhonicsLong i spelled i, ie, ighT390-T391
Word and Sentence CompositionGrammar: Plural Nouns with -s and -esSpelling: Long i SpellingsT410
Opening RoutinesDaily PhonicsT412-T413
Word and Sentence CompositionGrammar: Plural Nouns with -s and -esSpelling: Long i SpellingsT418
Opening RoutinesDaily PhonicsT420-T421
PhonicsLong i spelled i, ie, ighT422
FluencyModel IntonationT423
Word and Sentence CompositionGrammar: Plural Nouns with -s and -esSpelling: Long i SpellingsT428
Opening RoutinesDaily PhonicsT430-T431
VocabularyVocabulary Strategies: Prefix mis-T434-T435
Word and Sentence CompositionGrammar: Spiral Review Commas in SentencesSpelling: Long i SpellingsT436
Opening RoutinesDaily PhonicsT438-T439
Word and Sentence CompositionGrammar: Plural Nouns with -s and -esSpelling: Long i SpellingsT442-T443
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT446-T447
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
3rd Grade Foundational Literacy, Q1-Q2 11
Foundational Literacy
Unit 2 Lesson 6
Phonics Skill Words with the VCV Pattern*Language/ Grammar
More Short and Long VowelsWhat is a Verb?
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.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 Opening Routines
Daily PhonicsT12-T13
FluencyModel Reading RateT14-T15
PhonicsWords with the VCV Pattern*T16-T17
Word and Sentence CompositionGrammar: What is a Verb?Spelling: More Short and Long VowelsT32
Opening RoutinesDaily PhonicsT34-T35
Word and Sentence CompositionGrammar: What is a Verb?Spelling: More Short and Long VowelsT40
Opening RoutinesDaily PhonicsT42-T43
PhonicsWords with the VCV Pattern*T44
FluencyModel Reading RateT45
Word and Sentence CompositionGrammar: What is a Verb?Spelling: More Short and Long VowelsT50
Opening RoutinesDaily PhonicsT52-T53
VocabularyVocabulary Strategies: Suffixes-able, -ibleT56-T57
Word and Sentence CompositionGrammar: Spiral Review Complete Subjects and PredicatesSpelling: More Short and Long VowelsT58
Opening RoutinesDaily PhonicsT60-T61
Word and Sentence CompositionGrammar: What is a Verb?Spelling: More Short and Long VowelsT64-T65
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT68-T69
Fluency
Phonics
Vocabulary Acquisition
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
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-resourcesFoundational Unit 2 Lesson 7
3rd Grade Foundational Literacy, Q1-Q2 12
LiteracyPhonics Skill Three-Letter Clusters (scr, spr, str, thr)Language/ Grammar
Three-Letter ClustersVerb 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
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 PhonicsT102-T103
FluencyModel ExpressionT104-T105
PhonicsThree-Letter Clusters (scr, spr, str, thr)T106-T107
Word and Sentence CompositionGrammar: Verb TensesSpelling: Three-Letter ClustersT124
Opening RoutinesDaily PhonicsT126-T127
Word and Sentence CompositionGrammar: Verb TensesSpelling: Three-Letter ClustersT132
Opening RoutinesDaily PhonicsT134-T135
PhonicsThree-Letter Clusters (scr, spr, str, thr)T136
FluencyModel ExpressionT137
Word and Sentence CompositionGrammar: Verb TensesSpelling: Three-Letter ClustersT142
Opening RoutinesDaily PhonicsT144-T145
VocabularyVocabulary Strategies: SynonymsT148-T149
Word and Sentence CompositionGrammar: Spiral Review Kinds of SentencesSpelling: Three-Letter ClustersT150
Opening RoutinesDaily PhonicsT152-T153
Word and Sentence CompositionGrammar: Verb TensesSpelling: Three-Letter ClustersT156-T157
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT160-T161
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-resourcesFoundational Unit 2 Lesson 8
3rd Grade Foundational Literacy, Q1-Q2 13
LiteracyPhonics Skill Silent Letters kn, wrLanguage/ Grammar
Unexpected Consonant SpellingsUsing Commas
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.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 Opening Routines
Daily PhonicsT194-T195
FluencyModel StressT196-T197
PhonicsSilent Letters kn, wrT198-T199
Word and Sentence CompositionGrammar: Using CommasSpelling: Unexpected Consonant SpellingsT216
Opening RoutinesDaily PhonicsT218-T219
Word and Sentence CompositionGrammar: Using CommasSpelling: Unexpected Consonant SpellingsT224
Opening RoutinesDaily PhonicsT226-T227
PhonicsSilent Letters kn, wrT228
FluencyModel StressT229
Word and Sentence CompositionGrammar: Using CommasSpelling: Unexpected Consonant SpellingsT234
Opening RoutinesDaily PhonicsT236-T237
VocabularyVocabulary Strategies: Context CluesT242-T243
Word and Sentence CompositionGrammar: Spiral Review Sentence FragmentsSpelling: Unexpected Consonant SpellingsT244
Opening RoutinesDaily PhonicsT246-T247
Word and Sentence CompositionGrammar: Using CommasSpelling: Unexpected Consonant SpellingsT250
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT254-T255
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
3rd Grade Foundational Literacy, Q1-Q2 14
Foundational Literacy
Unit 2 Lesson 9
Phonics Skill Vowel Diphthongs ow and ouLanguage/ Grammar
Vowel Sound in townAbstract 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
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 PhonicsT288-T289
FluencyModeling IntonationT290-T291
PhonicsVowel Diphthongs ow and ouT292-T293
Word and Sentence CompositionGrammar: Abstract NounsSpelling: Vowel Sound in townTT312
Opening RoutinesDaily PhonicsT314-T315
Word and Sentence CompositionGrammar: Abstract NounsSpelling: Vowel Sound in townT320
Opening RoutinesDaily PhonicsT322-T323
PhonicsVowel Diphthongs ow and ouT324
FluencyModeling IntonationT325
Word and Sentence CompositionGrammar: Abstract NounsSpelling: Vowel Sound in townT330
Opening RoutinesDaily PhonicsT332-T333
VocabularyVocabulary Strategies: Dictionary/GlossaryT336-T337
Word and Sentence CompositionGrammar: Spiral Review Titles and AddressesSpelling: Vowel Sound in townT338
Opening RoutinesDaily PhonicsT340-T341
Word and Sentence CompositionGrammar: Abstract NounsSpelling: Vowel Sound in townT344-T345
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT348-T349
Fluency
Phonics
Vocabulary Acquisition
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
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
Foundational Unit 2 Lesson 10
3rd Grade Foundational Literacy, Q1-Q2 15
LiteracyPhonics Skill Words with au, aw, al, and oLanguage/ Grammar
Vowel Sound in talkPronouns and Antecedents
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 PhonicsT382-T383
FluencyModeling AccuracyTT384-T385
PhonicsWords with au, aw, al, and oT386-T387
Word and Sentence CompositionGrammar: Pronouns and AntecedentsSpelling: Vowel Sound in talkT406
Opening RoutinesDaily PhonicsT408-T409
Word and Sentence CompositionGrammar: Pronouns and AntecedentsSpelling: Vowel Sound in talkT414
Opening RoutinesDaily PhonicsT416-T417
PhonicsWords with au, aw, al, and oT418
FluencyModeling AccuracyT419
Word and Sentence CompositionGrammar: Pronouns and AntecedentsSpelling: Vowel Sound in talkT424
Opening RoutinesDaily PhonicsT426-T427
VocabularyVocabulary Strategies: Shades of MeaningT430-T431
Word and Sentence CompositionGrammar: Spiral Review Singular and Plural NounsSpelling: Vowel Sound in talkT432
Opening RoutinesDaily PhonicsT434-T435
Word and Sentence CompositionGrammar: Pronouns and AntecedentsSpelling: Vowel Sound in talkT438-T439
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT442-T443
Fluency
Phonics
Vocabulary Acquisition
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
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
Foundational Literacy
Unit 3 Lesson 11
3rd Grade Foundational Literacy, Q1-Q2 16
Phonics Skill Vowel Diphthongs oi, oyLanguage/ Grammar
Vowel Sound in joyPlural 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
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.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Opening Routines
Daily PhonicsT12-T13
FluencyModel PhrasingT14-T15
PhonicsVowel Diphthongs oi, oyT16-T17
Word and Sentence CompositionGrammar: Plural NounsSpelling: Vowel Sound in joyT30
Opening RoutinesDaily PhonicsT32-T33
Word and Sentence CompositionGrammar: Plural NounsSpelling: Vowel Sound in joyT38
Opening RoutinesDaily PhonicsT40-T41
PhonicsVowel Diphthongs oi, oyT42
FluencyModel PhrasingT43
Word and Sentence CompositionGrammar: Plural NounsSpelling: Vowel Sound in joyT48
Opening RoutinesDaily PhonicsT50-T51
VocabularyVocabulary Strategies: Suffixes -less, -ful, -ousT54-T55
Word and Sentence CompositionGrammar: Spiral Review Action and Being VerbsSpelling: Vowel Sound in joyT56
Opening RoutinesDaily PhonicsT58-T59
Word and Sentence CompositionGrammar: Plural NounsSpelling: Vowel Sound in joyT62-T63
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT66-T67
Fluency
Phonics
Vocabulary Acquisition
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
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-resourcesFoundational
LiteracyUnit 3 Lesson 12
Phonics Skill HomophonesWords Ending in –er and -le
3rd Grade Foundational Literacy, Q1-Q2 17
Language/ Grammar
HomophonesWriting Quotations
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.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 Opening Routines
Daily PhonicsT100-T101
FluencyModel StressT102-T103
PhonicsHomophonesT104-T105
Word and Sentence CompositionGrammar: Writing QuotationsSpelling: HomophonesT124
Opening RoutinesDaily PhonicsT126-T127
Word and Sentence CompositionGrammar: Writing QuotationsSpelling: HomophonesT132
Opening RoutinesDaily PhonicsT134-T135
PhonicsWords Ending in –er and -leT136
FluencyModel StressT137
Word and Sentence CompositionGrammar: Writing QuotationsSpelling: HomophonesT142
Opening RoutinesDaily PhonicsT144-T145
VocabularyVocabulary Strategies: IdiomsT148-T149
Word and Sentence CompositionGrammar: Spiral Review Present, Past and Future TenseSpelling: HomophonesT150
Opening RoutinesDaily PhonicsT152-T153
Word and Sentence CompositionGrammar: Writing QuotationsSpelling: HomophonesT156-T157
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT160-T161
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-resourcesFoundational
LiteracyUnit 3 Lesson 13
Phonics Skill Contractions with n’t, ‘d, ‘ve
3rd Grade Foundational Literacy, Q1-Q2 18
Language/ Grammar
ContractionsSubject-Verb Agreement
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 PhonicsT194-T195
FluencyModel Reading RateT196-T197
PhonicsContractions with n’t, ‘d, ‘veT198-T199
Word and Sentence CompositionGrammar: Subject-Verb AgreementSpelling: ContractionsT216
Opening RoutinesDaily PhonicsT218-T219
Word and Sentence CompositionGrammar: Subject-Verb AgreementSpelling: ContractionsT224
Opening RoutinesDaily PhonicsT226-T227
PhonicsContractions with n’t, ‘d, ‘veT228
FluencyModel Reading RateT229
Word and Sentence CompositionGrammar: Subject-Verb AgreementSpelling: ContractionsT234
Opening RoutinesDaily PhonicsT236-T237
VocabularyVocabulary Strategies: Homophones and HomographsT240-T241
Word and Sentence CompositionGrammar: Spiral Review Writing QuotatonsSpelling: ContractionsT242
Opening RoutinesDaily PhonicsT244-T245
Word and Sentence CompositionGrammar: Subject-Verb AgreementSpelling: ContractionsT248-T249
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT252-T253
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
Foundational Literacy
Unit 3 Lesson 14
3rd Grade Foundational Literacy, Q1-Q2 19
Phonics Skill Words with ar, or, oreLanguage/ Grammar
Vowel + /r/ SoundsPronoun-Verb Agreement
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.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 Opening Routines
Daily PhonicsT286-T287
FluencyModel AccuracyT288-T289
PhonicsWords with ar, or, oreT290-T291
Word and Sentence CompositionGrammar: Pronoun-Verb AgreementSpelling: Vowel + /r/ SoundsT308
Opening RoutinesDaily PhonicsT310-T311
Word and Sentence CompositionGrammar: Pronoun-Verb AgreementSpelling: Vowel + /r/ SoundsT316
Opening RoutinesDaily PhonicsT318-T319
PhonicsWords with ar, or, oreT320
FluencyModel AccuracyT321
Word and Sentence CompositionGrammar: Pronoun-Verb AgreementSpelling: Vowel + /r/ SoundsT326
Opening RoutinesDaily PhonicsT328-T329
VocabularyVocabulary Strategies: Prefixes in-, im-T332-T333
Word and Sentence CompositionGrammar: Spiral Review Subjects and PredicatesSpelling: Vowel + /r/ SoundsT334
Opening RoutinesDaily PhonicsT336-T337
Word and Sentence CompositionGrammar: Pronoun-Verb AgreementSpelling: Vowel + /r/ SoundsT340-T341
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT344-T345
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
3rd Grade Foundational Literacy, Q1-Q2 20
Foundational Literacy
Unit 3 Lesson 15
Phonics Skill Words with er, ir, ur, orLanguage/ Grammar
Vowel + /r/ Sound in nurseVerb 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
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 PhonicsT378-T379
FluencyModel ExpressionT380-T381
PhonicsWords with er, ir, ur, orT382-T383
Word and Sentence CompositionGrammar: Verb TensesSpelling: Vowel + /r/ Sound in nurseT400
Opening RoutinesDaily PhonicsT402-T403
Word and Sentence CompositionGrammar: Verb TensesSpelling: Vowel + /r/ Sound in nurseT408
Opening RoutinesDaily PhonicsT410-T411
PhonicsWords with er, ir, ur, orT412
FluencyModel ExpressionT413
Word and Sentence CompositionGrammar: Verb TensesSpelling: Vowel + /r/ Sound in nurseT418
Opening RoutinesDaily PhonicsT420-T421
VocabularyVocabulary Strategies: Using a ThesaurusT424-T425
Word and Sentence CompositionGrammar: Spiral Review Kinds of PronounsSpelling: Vowel + /r/ Sound in nurseT426
Opening RoutinesDaily PhonicsT428-T429
Word and Sentence CompositionGrammar: Verb TensesSpelling: Vowel + /r/ Sound in nurseT432-T433
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT436-T437
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
3rd Grade Foundational Literacy, Q1-Q2 21
