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

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

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

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

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

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

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

-Adapted from Expeditionary LearningGrade-Level Standards- Crosswalk

4th Grade Foundational Literacy, Q3-Q4 1

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

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

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

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

New Standard

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

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

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

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

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

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

L.4.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

AssessmentsSummative Assessment Formative Tasks Extension Activities

Writing Journal Published Student Work Benchmark Assessments Cold Reads

Informal Assessment Ongoing Formative Assessments-

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

Practice, Performance) Writing Journal Reading Logs

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

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

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


Fourth Grade Foundational Literacy- Rotating Groups 2018-2019 School YearSmall Rotating Groups ( https://eleducation.org/resources/k-5-language-arts-curriculum-all-block )

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

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

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

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

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

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

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

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

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

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


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

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

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

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

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

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


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

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

Rotation (20 minutes)Teacher-Guided

Homogeneous Grouping

Rotation (20 minutes)Work Station A

Heterogeneous Grouping

Rotation (20 minutes)Work Station B

Heterogeneous Grouping

Day 1Reading and Speaking Fluency/

GUMWord Study

(Decoding, Spelling Principle, Vocabulary) Writing Fluency

Day 2Additional work with Complex

Texts Reading and Speaking Fluency/ GUM

Word Study(Decoding, Spelling Principle,

Vocabulary)

Day 3 Word Study(Decoding, Spelling Principle,

Vocabulary)Writing Fluency Reading and Speaking Fluency/

GUM

Day 4Additional work with Complex

TextsWord Study

(Decoding, Spelling Principle, Vocabulary)

Writing Fluency

Day 5 Writing Fluency Reading and Speaking Fluency/ GUM

Word Study(Decoding, Spelling Principle,

Vocabulary)

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

Week 1 - Lesson 16 Week 2 - Lesson 17 Week 3 - Lesson 18 Week 4 - Lesson 194.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.VA.7

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

Spelling Principle Spelling Principle Spelling Principle Spelling PrincipleSpelling /k/, /ng/, and /kw/ Words with Final /j/ and /s/ Prefixes: re-, un-, dis- Suffixes: -ful, -ly, -ness, -less,

-mentDecoding Decoding Decoding Decoding

Sound/Spelling Changes More Sound/ Spelling Changes

Recognizing Prefixes re-, un-, dis- More Common Suffixes

Vocabulary Vocabulary Vocabulary VocabularyFigurative Language Suffixes -ion, -ation, -ition Adages and Proverbs Reference Materials

Fluency Fluency Fluency FluencyRate Intonation Accuracy and Self-Correction Stress

Grammar Skill Grammar Skill Grammar Skill Grammar SkillAdjectives Adverbs Prepositions and

Prepositional PhrasesRelative Pronouns and

Adverbs

Quarter 3 (January 6- March 13, 2020)Week 5 - Lesson 20 Week 6 - Lesson 21 Week 7 - Lesson 224.FL.PWR.3, 4.FL.WC.4,

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


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

Words from Other Languages Words with VCV Pattern Words with VCCV and VCV Patterns

Decoding Decoding DecodingWords with VCCV Pattern* VCV Pattern* and Word Parts Syllable Patterns and Word

PartsVocabulary Vocabulary Vocabulary

Shades of Meaning Using Context Adages and ProverbsFluency Fluency Fluency

Phrasing: Punctuation Accuracy Phrasing: PausesGrammar Skill Grammar Skill Grammar Skill

Abbreviations Comparative and Superlative Adjectives and Adverbs Negatives

* Syllable pattern for dividing multisyllabic words

Quarter 4 - Foundational Literacy Scope and Sequence4th Grade Foundational Literacy, Q3-Q4 5

Quarter 4 (March 23 - May 22, 2020)Week 1 - Lesson 23 Week 2 - Lesson 24 Week 3 - Lesson 25 Week 4 - Lesson 264.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

Words with VCCV Pattern Words with VCCCV Pattern Words with VV Pattern Final Schwa + /r/ SoundDecoding Decoding Decoding Decoding

Difficult VCCV Patterns* VCCCV Pattern* VV Pattern Common Final SyllablesVocabulary Vocabulary Vocabulary Vocabulary

Prefixes pre-, inter-, ex- Suffixes -ed, -ly Greek and Latin Word Partsmeter, therm, aud, fac Greek and Latin Word Parts

Fluency Fluency Fluency FluencyStress Intonation Adjust Rate to Purpose Expression

Grammar Skill Grammar Skill Grammar Skill Grammar SkillPunctuation Commas Proper Mechanics Making Comparisons

Quarter 4 (March 23 - May 22, 2020)Week 5 - Lesson 27 Week 6 - Lesson 28 Week 7 - Lesson 29 Week 8 - Lesson 304.FL.PWR.3, 4.FL.WC.4,




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

Final Schwa + /l/ Sound Three-Syllable Words Words with Silent Consonants Unusual Spellings

Decoding Decoding Decoding DecodingMore Final Syllables Stress in Multi-syllable Words Words with Silent

Consonants Unusual SpellingsVocabulary Vocabulary Vocabulary Vocabulary

Analogies Prefixes con-, com-, in-, im- Word Origins Suffixes -er, -or, -istFluency Fluency Fluency Fluency

Phrasing: Punctuation Rate Phrasing: Pauses Accuracy and Self-CorrectionGrammar Skill Grammar Skill Grammar Skill Grammar SkillMore Comparisons Possessive Pronouns Correct Pronouns Pronoun Contractions

Syllable pattern for dividing multisyllabic words


Foundational Literacy

Unit 4 Lesson 16

Spelling Principle/ Decoding

Words with /k/, /ng/, and /kw/Sound/Spelling Changes

Language/ Grammar

Figurative LanguageAdjectives

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 RateT12

Spelling PrincipleWords with /k/, /ng/, and /kw/: PretestT46

GrammarAdjectivesT48

FluencyRateT44

Spelling PrincipleWords with /k/, /ng/, and /kw/: Word SortT46

GrammarAdjectives after beT49

DecodingSound/Spelling ChangesT45

Spelling PrincipleWords with /k/, /ng/, and /kw/: Word FamiliesT47

GrammarOrdering AdjectivesT49

Vocabulary StrategiesFigurative LanguageT40-T41

Spelling PrincipleWords with /k/, /ng/, and /kw/: Connect to WritingT47

GrammarReview AdjectivesT50

Spelling PrincipleWords with /k/, /ng/, and /kw/: 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


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

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

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


Unit 4 Lesson 17


Words with Final /j/ and /s/More Sound/Spelling Changes

Language/ Grammar

Suffixes –ion, -ation, -ition 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.




Model IntonationT86

Spelling PrincipleWords with Final /j/ and /s/: PretestT120

GrammarAdverbsT122

FluencyIntonationT118

Spelling PrincipleWords with Final /j/ and /s/: Word SortT120

GrammarAdverbs of Intensity and FrequencyT123

DecodingMore Sound/Spelling ChangesT119

Spelling PrincipleWords with Final /j/ and /s/: Multiple Meaning WordsT121

GrammarTeach Adverbs in Different Parts of SentencesT123

Vocabulary StrategiesSuffixes –ion, -ation,-itionT114-T115

Spelling PrincipleWords with Final /j/ and /s/: Connect to WritingT121

GrammarReview AdverbsT124

Spelling PrincipleWords with Final /j/ and /s/: Assess T121

GrammarConnect Grammar to WritingT124-125


Decoding


Fluency

Grammar










Unit 4 Lesson 18


Prefixes re-, un-, dis-Recognizing Prefixes re-, un-, dis-

Language/ Grammar

Adages and ProverbsPrepositions and Prepositional Phrases





Model Accuracy and Self-CorrectionT160

Spelling PrincipleWords with re-, un-, dis-: PretestT198

GrammarPrepositionsT200

FluencyAccuracy and Self-CorrectionT196

Spelling PrincipleWords with re-, un-, and dis-: Word SortT198

GrammarPrepositional PhrasesT205

DecodingRecognizing Prefixes with re-, un-, dis-T197

Spelling PrincipleWords with re-, un-, and dis-: AnalogiesT199

GrammarPrepositional PhrasesT201

Vocabulary StrategiesAdages and ProverbsT192-T193

Spelling PrincipleWords with re-, un-, and dis-: Connect to WritingT199

GrammarReview Prepositional PhrasesT202

Spelling PrincipleWords with re-, un-, and dis-: Assess T199



Decoding


Fluency

Grammar










Unit 4 Lesson 19


Suffixes –ful, -less, -ness, -mentMore Common Suffixes

Language/ Grammar

Reference MaterialsRelative Pronouns and Adverbs





Model Phrasing: PunctuationTT238

Spelling PrincipleSuffixes –ful, -less,-ness, -ment: PretestT272

GrammarClausesT274

FluencyStressT270

Spelling PrincipleSuffixes –ful, -less,-ness, -ment: Word SortT272

GrammarRelative PronounsT275

DecodingMore Common SuffixesT271

Spelling PrincipleSuffixes –ful, -less,-ness, -ment: SynonymsT273

GrammarRelative AdverbsT275

Vocabulary StrategiesReference MaterialsT266-T267

Spelling PrincipleSuffixes –ful, -less,-ness, -ment: Connect to WritingT273

GrammarReview Relative Pronouns and AdverbsT276

Spelling PrincipleSuffixes –ful, -less,-ness, -ment: Assess T273



Decoding


Fluency

Grammar










Unit 4 Lesson 20


Words with VCCV PatternVCCV Pattern and Word Parts

Language/ Grammar

Shades of MeaningAbbreviations





Model Phrasing: PunctuationT312

Spelling PrincipleWords with VCCV Pattern: PretestT350

GrammarAbbreviations for People and PlacesT352

FluencyPhrasing: Punctuation and PhrasingT348

Spelling PrincipleWord with VCCV: Word SortT350

GrammarAbbreviations for Mailing AddressesT353

DecodingVCCV Pattern and Word PartsT351

Spelling PrincipleWords with VCCV Pattern: Word FamiliesT351

GrammarTeach Abbreviations for Time and MeasurementT353

Vocabulary StrategiesShades of MeaningT344-T345

Spelling PrincipleWords VCCV Pattern: Connect to WritingT351

GrammarReview AbbreviationsT354

Spelling PrincipleWords with VCCV Pattern: Assess T351



Decoding


Fluency

Grammar










Unit 5 Lesson 21


Words with VCV PatternVCV Pattern and Word Parts

Language/ Grammar

Using ContextComparative and Superlative Adjectives





Model AccuracyT12

Spelling PrincipleWords with VCV Pattern: PretestT48

GrammarComparative and Superlative AdjectivesT50

FluencyAccuracyTT46

Spelling PrincipleWord with VCV: Word SortT48

GrammarSuperlative Forms of AdjectivesT51

DecodingVCV Pattern and Word PartsT47

Spelling PrincipleWords with VCV Pattern: Related WordsT49

GrammarComparative and Superlative Forms of AdverbsT51

Vocabulary StrategiesUsing ContextT42-T43

Spelling PrincipleWords VCV Pattern: Connect to WritingT49

GrammarReview Comparative and Superlative Adjectives and AdverbsT52

Spelling PrincipleWords with VCV Pattern: Assess T49



Decoding


Fluency

Grammar










Unit 5 Lesson 22


VCCV and VCV PatternsSyllable Patterns and Word Parts

Language/ Grammar

Adages and ProverbsNegatives





Model Phrasing: PausesT88

Spelling PrincipleVCCV and VCV Patterns: PretestT124

GrammarContractions with NotT124

FluencyPhrasing: PausesT101

Spelling PrincipleVCCV and VCV Patterns: Word SortT101

GrammarNegativesT127

DecodingSyllable Patterns and Word PartsT123

Spelling PrincipleVCCV and VCV Patterns: AntonymsT125

GrammarAvoiding Double NegativesT127

Vocabulary StrategiesAdages and ProverbsT118-T119

Spelling PrincipleVCCV and VCV Patterns: Connect to WritingT125

GrammarReview NegativesT128

Spelling PrincipleVCCV and VCV Patterns: Assess T125



Decoding


Fluency

Grammar










Unit 5 Lesson 23


Words with VCCV PatternsDifficult VCCV Patterns

Language/ Grammar

Prefixes pre-, inter-, ex-Punctuation





Model StressT164

Spelling PrincipleWords with VCCV Pattern: PretestT202

GrammarPunctuationT204

FluencyStressT200

Spelling PrincipleWords with the VCCV Pattern: Word SortT202

GrammarPunctuation in QuotationsT205

DecodingDifficult VCCV Patterns:T201

Spelling PrincipleWords with VCCV Pattern: AnalogiesT203

GrammarPunctuation for EffectT205

Vocabulary StrategiesPrefixes pre-, inter-, ex-T196-T197

Spelling PrincipleWords VCCV Pattern: Connect to WritingT203

GrammarPunctuationT206

Spelling PrincipleWords with VCCV Pattern: Assess T203



Decoding


Fluency

Grammar










Unit 5 Lesson 24


Words with VCCCV PatternVCCCV Pattern

Language/ Grammar

Suffixes –ed, -lyCommas





Model IntonationT242

Spelling PrincipleWords with VCCCV Pattern: PretestT276

GrammarCommas with Direct SpeechT278

FluencyIntonationT274

Spelling PrincipleWords with VCCCV: Word SortT276

GrammarCommas in Compound SentencesT279

DecodingVCCCV PatternT275

Spelling PrincipleWords with VCCCV Pattern: Multiple-Meaning WordsT277

GrammarMore Uses of CommasT279

Vocabulary StrategiesSuffixes –ed, -lyT270-T271

Spelling PrincipleWords with VCCCV Pattern: Connect to WritingT277

GrammarReview CommasT280

Spelling PrincipleWords with VCCCV Pattern: Assess T277



Decoding


Fluency

Grammar










Unit 5 Lesson 25


Words with VV PatternVV Pattern

Language/ Grammar

Greek and Latin Word Parts meter, therm, aud, facProper Mechanics





Model Adjust and Rate to PurposeT316

Spelling PrincipleWords with VV Pattern: PretestT350

GrammarCapitalization and PunctuationT352

FluencyAdjust Rate and PurposeT348

Spelling PrincipleWord with VV Pattern: Word SortT350

GrammarEnd PunctuationT353

DecodingVV PatternT349

Spelling PrincipleWords with VV Pattern: Related WordsT351

GrammarUsing Commas before a Coordinating ConjunctionT353

Vocabulary StrategiesGreek and Latin Word Parts meter, therm, aud, facT344-T345

Spelling PrincipleWords VV Pattern: Connect to WritingT351

GrammarReview Proper MechanicsT354

Spelling PrincipleWords with VV Pattern: Assess T351



Decoding


Fluency

Grammar










Unit 6 Lesson 26


Final Schwa + /r/ SoundsCommon Final Syllables

Language/ Grammar

Greek and Latin Word PartsMaking Comparisons





Model ExpressionT10

Spelling PrincipleFinal Schwa + /r/: PretestT38

GrammarMaking ComparisonsT40

FluencyExpressionT36

Spelling PrincipleFinal Schwa + /r/ Sound: Word SortT38

GrammarMaking Comparisons with more and mostT40

DecodingCommon Final SyllablesT37

Spelling PrincipleFinal Schwa + /r/: Word FamiliesT39

GrammarComparing with good and badT41

Vocabulary StrategiesGreek and Latin Word PartsT32-T33

Spelling PrincipleFinal Schwa + /r/: Connect to WritingT39

GrammarReview Correct AdjectivesT41

Spelling PrincipleFinal Schwa + /r/: Assess T39

GrammarConnect Grammar to WritingT41


Decoding


Fluency

Grammar










Unit 6 Lesson 27


Final Schwa + /l/ SoundsMore Final Syllables

Language/ Grammar

AnalogiesMore Comparisons





Model Phrasing: PunctuationT58

Spelling PrincipleFinal Schwa + /l/: PretestT84

GrammarComparing with good and badT86

FluencyPhrasing: PunctuationT67

Spelling PrincipleFinal Schwa + /l/: Word SortT84

GrammarComparing with AdverbsT86

DecodingMore Final SyllablesT83

Spelling PrincipleFinal Schwa + /l/: Word FamiliesT85

GrammarReview Making ComparisonsT87

Vocabulary StrategiesReview Word RelationshipsT75

Spelling PrincipleFinal Schwa + /l/: Connect to WritingT85

GrammarReview NegativesT87

Spelling PrincipleFinal Schwa + /l/: AssessT85



Decoding


Fluency

Grammar










Unit 6 Lesson 28


Three Syllable WordsStress in Multisyllable Words

Language/ Grammar

Prefixes con-, com-, in-, im-Possessive Pronouns





Model RateT104

Spelling PrincipleThree Syllable Words: PretestT130

GrammarPossessive PronounsT132

FluencyRateT128

Spelling PrincipleThree Syllable Words: Word SortT130

GrammarPossessive PronounsT132

DecodingStress in Multisyllable WordsT129

Spelling PrincipleThree Syllable Words: Word FamiliesT131

GrammarReview Possessive PronounsT133

Vocabulary StrategiesPrefixes con-, com-, in-, im-T124-T125

Spelling PrincipleThree Syllable Words: Connect to WritingT131

GrammarReview Writing QuotationsT133

Spelling PrincipleThree Syllable Words: AssessT131



Decoding


Fluency

Grammar










Unit 6 Lesson 29


Words with Silent Consonants

Language/ Grammar

Word OriginsCorrect Pronouns





Model Phrasing: PausesT150

Spelling PrincipleWords with Silent Consonants: PretestT178

GrammarCorrect PronounsT180

FluencyPhrasing: PausesT176

Spelling PrincipleWord with Silent Consonants: Word SortT178

GrammarCorrect PronounsT180

DecodingWords with Silent ConsonantsT177

Spelling PrincipleWords with Silent Consonants: Word FamiliesT179

GrammarDaily Proofreading PracticeT181

Vocabulary StrategiesGreek and Latin Word PartsT172-T173

Spelling PrincipleWords with Silent Consonants: Connect to WritingT179

GrammarReview Commas in SentencesT181

Spelling PrincipleWords with Silent Consonants: Assess T179



Decoding


Fluency

Grammar










Unit 6 Lesson 30


Unusual Spellings

Language/ Grammar

Suffixes –er, -or, -istPronoun Contractions





Model Accuracy and Self-CorrectionT198

Spelling PrincipleUnusual Spellings: PretestT226

GrammarPronoun ContractionsT228

FluencyAccuracy and Self-CorrectionT224

Spelling PrincipleUnusual Spellings: Word SortT226


DecodingUnusual SpellingsT225

Spelling PrincipleUnusual Spellings: Word FamiliesT227


Vocabulary StrategiesSuffixes –er, -or, -istT220-T221

Spelling PrincipleUnusual Spellings: Connect to WritingT227

GrammarReview Commas in SentencesT229

Spelling PrincipleUnusual Spellings: Assess T227



Decoding


Fluency

Grammar









grade_q3-q4 foundational... · web view4.fl.pwr.3- know and apply grade-level phonics and word...

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