Shelby County Schools



Third GradeFoundational Literacy Curriculum Map – HMHCO Journeys2019-2020: Semester 2Introduction (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 – CrosswalkCurrent Tennessee Standards Previous Tennessee Standards3.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 Standard3.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 AssessmentFormative TasksExtension ActivitiesWriting JournalPublished Student WorkBenchmark AssessmentsCold ReadsInformal AssessmentOngoing Formative Assessments- Spelling DevelopmentFluency Self-AssessmentMAPP Approach (Modeling, Assistance, Practice, Performance)Writing JournalReading LogsHave 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 wordsInclude activities that allow students to determine spelling patterns and learn syllabicationThird GradeFoundational Literacy- Rotating Groups2019-2020 School YearSmall Rotating Groups ()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. HYPERLINK "" \t "_blank" (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. 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. HYPERLINK "" \t "_blank" 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.Additional Foundational Literacy Sample Block60 minutes per day- four differentiated groups rotate through each center outlined belowThis 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 GroupingRotation (20 minutes)Work Station A Heterogeneous GroupingRotation (20 minutes)Work Station BHeterogeneous GroupingDay 1Reading and Speaking Fluency/ GUMWord Study(Decoding, Spelling Principle, Vocabulary)Writing FluencyDay 2Additional work with Complex TextsReading and Speaking Fluency/ GUMWord Study(Decoding, Spelling Principle, Vocabulary)Day 3Word Study(Decoding, Spelling Principle, Vocabulary) Writing FluencyReading and Speaking Fluency/ GUMDay 4Additional work with Complex TextsWord Study(Decoding, Spelling Principle, Vocabulary)Writing FluencyDay 5Writing FluencyReading and Speaking Fluency/ GUMWord Study(Decoding, Spelling Principle, Vocabulary)Quarter 3- Foundational Literacy Scope and SequenceQuarter 3 (January 6 - March 13, 2020)Week 1 - Lesson 16Week 2 - Lesson 17Week 3 - Lesson 18Week 4 - Lesson 193.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.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.73.FL.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7Spelling PrincipleSpelling PrincipleSpelling PrincipleSpelling PrincipleVowel + /r/ Sounds in air and fearWords with /j/ and /s/Spelling the /k/ and /kw/ SoundsVowel Sounds in spoon and woodDecodingDecodingDecodingDecodingWords with air, ear, areWords with /j/ and /s/ Words with the VCCCVPattern*Words with /k/ and / kw/Vowel Sounds in spoon and woodVocabularyVocabularyVocabularyVocabularyContext CluesSuffix –lyWord RootsPrefixes pre-, re-, bi-FluencyFluencyFluencyFluencyIntonationStressExpressionReading RateGrammar SkillGrammar SkillGrammar SkillGrammar SkillWhat are Adjectives and ArticlesAdjectives that CompareUsing the Verb be and Helping VerbsMore Irregular VerbsQuarter 3 (January 6 - March 13, 2020)Week 5 - Lesson 20Week 6 - Lesson 21Week 7 - Lesson 223.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.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7Spelling PrincipleSpelling PrincipleSpelling PrincipleCompound WordsWords with -ed and -ingChanging Final y to iDecodingDecodingDecodingCompound WordsBase Words and -ed, -ingSpelling Changes: -s, -es, -ed, -ingLess Common PluralsVocabularyVocabularyVocabularyDictionary/GlossaryPrefix non-Word RootsFluencyFluencyFluencyAccuracyIntonationPhrasingGrammar SkillGrammar SkillGrammar SkillWhat is an Adverb?Adverbs that CompareMaking Comparisons* Syllable pattern for dividing multisyllabic wordsQuarter 4- Foundational Literacy Scope and SequenceQuarter 4 (March 23 - May 22, 2020)Week 1 - Lesson 23Week 2 - Lesson 24Week 3 - Lesson 25Week 4 - Lesson 263.FL.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.73.FL.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.73.FL.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.73.FL.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7Spelling PrincipleSpelling PrincipleSpelling PrincipleSpelling PrincipleSuffixes -ful, -ly, and –erPrefixes re- and un-Suffixes -less and -nessWords with VCCV PatternDecodingDecodingDecodingDecodingSuffixes -ful, -y, -ous, -ly, -erPrefixes un-, pre-, re-, bi-Suffixes -less, -ness, -ableCommon Final Syllables-tion, -sion, -tureVocabularyVocabularyVocabularyVocabularySuffixes -er, -estShades of MeaningAnalogiesSuffix -ionFluencyFluencyFluencyFluencyStressReading RateAccuracyAccuracyGrammar SkillGrammar SkillGrammar SkillGrammar SkillPossessive Nouns and PronounsComplex SentencesMore, Most, -er, -estAbbreviationsQuarter 4 (March 23- May 22, 2019)Week 5 - Lesson 27Week 6 - Lesson 28Week 7 - Lesson 29Week 8 - Lesson 303.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.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.73.FL.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7Spelling PrincipleSpelling PrincipleSpelling PrincipleSpelling PrincipleWords with Double ConsonantsWords with ough and aughWords Ending with -er or -leWords Beginning with a- or be-DecodingDecodingDecodingDecodingDouble ConsonantsWords with ough and aughWords Ending in –er, or -leSchwa SoundVocabularyVocabularyVocabularyVocabularyHomographs and HomophonesWord RootsPrefixes un- and dis-Compound WordsFluencyFluencyFluencyFluencyIntonationPhrasingExpressionReading RateGrammar SkillGrammar SkillGrammar SkillGrammar SkillContractionsCommas in SentencesWhat is a Preposition?Correct PronounsFoundational LiteracyUnit 4 Lesson 16 Phonics SkillWords with air, ear, areLanguage/ GrammarVowel + /r/ Sounds in air and fear What are Adjectives and Articles?NOTE: While grammar instruction outlined in this map aligns to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.Foundational Literacy Standards3.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 1DAY 2DAY 3DAY 4DAY 5Opening RoutinesOpening Routines Daily Phonics T12-T13FluencyModel IntonationT14-T15PhonicsWords with air, ear, areT16-T17Word and Sentence CompositionGrammar: What are Adjectives and Articles Spelling: Vowel + /r/ Sounds in air and fearT36Opening Routines Daily Phonics T38-T39Word and Sentence CompositionGrammar: What are Adjectives and Articles Spelling: Vowel + /r/ Sounds in air and fearT44Opening Routines Daily Phonics T46-T47PhonicsWords with air, ear, areT48FluencyModel ExpressionT49Word and Sentence CompositionGrammar: What are Adjectives and Articles Spelling: Vowel + /r/ Sounds in air and fearT54Opening Routines Daily Phonics T56-T57VocabularyVocabulary Strategies: Context CluesT62-T63Word and Sentence CompositionGrammar: Spiral Review Plural Nouns Spelling: Vowel + /r/ Sounds in air and fearT64Opening Routines Daily Phonics T66-T67Word and Sentence CompositionGrammar: What are Adjectives and Articles Spelling: Vowel + /r/ Sounds in air and fearT70-T71 Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT74-T75FluencyPhonicsVocabulary AcquisitionWord and Sentence CompositionLiteracy Workstation Activities for Additional PracticePhonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: resource: LiteracyUnit 4 Lesson 17 Phonics SkillWords with /j/ and /s/ Words with the VCCCV Pattern*Language/ GrammarWords with /j/ and /s/ Adjectives that CompareNOTE: 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 Standards3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Opening RoutinesOpening Routines Daily Phonics T108-T109FluencyModel StressT110-T111PhonicsWords with /j/ and /s/ T112-T113Word and Sentence CompositionGrammar: Adjectives that CompareSpelling: Words with /j/ and /s/T130Opening Routines Daily Phonics T132-T133Word and Sentence CompositionGrammar: Adjectives that CompareSpelling: Words with /j/ and /s/T138Opening Routines Daily Phonics T140-T141PhonicsWords with the VCCCV Pattern*T142FluencyModel StressT143Word and Sentence CompositionGrammar: Adjectives that CompareSpelling: Words with /j/ and /s/T148Opening Routines Daily Phonics T150-T151VocabularyVocabulary Strategies: Suffix –lyT154-T155Word and Sentence CompositionGrammar: Spiral Review Proper Nouns Spelling: Words with /j/ and /s/T156Opening Routines Daily Phonics T518-T159Word and Sentence CompositionGrammar: Adjectives that CompareSpelling: Words with /j/ and /s/T162-T163 Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT166-T167FluencyPhonicsVocabulary AcquisitionWord and Sentence CompositionLiteracy Workstation Activities for Additional PracticePhonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: resource: LiteracyUnit 4 Lesson 18 Phonics SkillWords with /k/ and / kw/Language/ GrammarSpelling the /k/ and /kw/ Sounds Using the Verb be and Helping VerbsNOTE: 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 Standards3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 1DAY 1DAY 1DAY 1Opening RoutinesOpening Routines Daily Phonics T200-T201FluencyModel ExpressionT202-T203PhonicsWords with /k/ and / kw/T204-T205Word and Sentence CompositionGrammar: Using the Verb be and Helping VerbsSpelling: Spelling the /k/ and /kw/ SoundsT224Opening Routines Daily Phonics T200-T201FluencyModel ExpressionT202-T203PhonicsWords with /k/ and / kw/T204-T205Word and Sentence CompositionGrammar: Using the Verb be and Helping VerbsSpelling: Spelling the /k/ and /kw/ SoundsT224Opening Routines Daily Phonics T200-T201FluencyModel ExpressionT202-T203PhonicsWords with /k/ and / kw/T204-T205Word and Sentence CompositionGrammar: Using the Verb be and Helping VerbsSpelling: Spelling the /k/ and /kw/ SoundsT224Opening Routines Daily Phonics T200-T201FluencyModel ExpressionT202-T203PhonicsWords with /k/ and / kw/T204-T205Word and Sentence CompositionGrammar: Spiral Review Abstract Nouns Spelling: Spelling the /k/ and /kw/ SoundsT224Opening Routines Daily Phonics T200-T201FluencyModel ExpressionT202-T203PhonicsWords with /k/ and / kw/T204-T205Word and Sentence CompositionGrammar: Using the Verb be and Helping VerbsSpelling: Spelling the /k/ and /kw/ SoundsT224FluencyPhonicsVocabulary AcquisitionWord and Sentence CompositionLiteracy Workstation Activities for Additional PracticePhonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: resource: LiteracyUnit 4 Lesson 19 Phonics SkillVowel Sounds in spoon and woodLanguage/ GrammarVowel Sounds in spoon and wood More Irregular VerbsNOTE: 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 Standards3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Opening RoutinesOpening Routines Daily Phonics T294-T295FluencyModel Reading RateT296-T297PhonicsVowel Sounds in spoon and woodT298-T299Word and Sentence CompositionGrammar: More Irregular VerbsSpelling: Vowel Sounds in spoon and woodT316Opening Routines Daily Phonics T318-T319Word and Sentence CompositionGrammar: More Irregular VerbsSpelling: Vowel Sounds in spoon and woodT324Opening Routines Daily Phonics T326-T327PhonicsVowel Sounds in spoon and woodT328FluencyModel Reading RateT329Word and Sentence CompositionGrammar: More Irregular VerbsSpelling: Vowel Sounds in spoon and woodT334Opening Routines Daily Phonics T336-T337VocabularyVocabulary Strategies: Prefixes pre-, re-, bi-T340-T341Word and Sentence CompositionGrammar: Spiral Review Subject-Verb AgreementSpelling: Vowel Sounds in spoon and woodT342Opening Routines Daily Phonics T344-T345Word and Sentence CompositionGrammar: More Irregular VerbsSpelling: Vowel Sounds in spoon and woodT348-T349 Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT352-T353FluencyPhonicsVocabulary AcquisitionWord and Sentence CompositionLiteracy Workstation Activities for Additional PracticePhonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: resource: LiteracyUnit 4 Lesson 20 Phonics SkillCompound WordsLanguage/ GrammarCompound Words What is an Adverb?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 Standards3.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 1DAY 2DAY 3DAY 4DAY 5Opening RoutinesOpening Routines Daily Phonics T386-T387FluencyModel AccuracyT388-T389PhonicsCompound WordsT390-T391Word and Sentence CompositionGrammar: What is an Adverb?Spelling: Compound WordsT408Opening Routines Daily Phonics T410-T411Word and Sentence CompositionGrammar: What is an Adverb?Spelling: Compound WordsT416Opening Routines Daily Phonics T418-T419PhonicsCompound WordsT420FluencyModel AccuracyT421Word and Sentence CompositionGrammar: What is an Adverb?Spelling: Compound WordsT426Opening Routines Daily Phonics T428-T429VocabularyVocabulary Strategies: Dictionary/GlossaryT432-T433Word and Sentence CompositionGrammar: Spiral Review Simple Verb Tense Spelling: Compound WordsT434Opening Routines Daily Phonics T436-T437Word and Sentence CompositionGrammar: What is an Adverb?Spelling: Compound WordsT440-T441Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT444-T445FluencyPhonicsVocabulary AcquisitionWord and Sentence CompositionLiteracy Workstation Activities for Additional PracticePhonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: resource: LiteracyUnit 5 Lesson 21 Phonics SkillBase Words and -ed, -ingLanguage/ GrammarWords with -ed and –ing Adverbs that CompareNOTE: 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 Standards3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Opening RoutinesOpening Routines Daily Phonics T12-T13FluencyModel Intonation T14-T15PhonicsBase Words and -ed, -ingT16-T17Word and Sentence CompositionGrammar: Adverbs that CompareSpelling: Words with -ed and -ingT32Opening Routines Daily Phonics T34-T35Word and Sentence CompositionGrammar: Adverbs that Compare Spelling: Words with -ed and -ingT40Opening Routines Daily Phonics T42-T43PhonicsBase Words and -ed, -ingT44FluencyModel IntonationT45Word and Sentence CompositionGrammar: Adverbs that CompareSpelling: Words with -ed and -ingT50Opening Routines Daily Phonics T52-T53VocabularyVocabulary Strategies: Prefix non-T56-T57Word and Sentence CompositionGrammar: Spiral Review Kinds of Adjectives Spelling: Words with -ed and -ingT58Opening Routines Daily Phonics T60-T61Word and Sentence CompositionGrammar: Adverbs that Compare Spelling: Words with -ed and -ingT64-T65 Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT68-T69FluencyPhonicsVocabulary AcquisitionWord and Sentence CompositionLiteracy Workstation Activities for Additional PracticePhonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: resource: LiteracyUnit 5 Lesson 22 Phonics SkillSpelling Changes: -s, -es, -ed, -ingLess Common PluralsLanguage/ GrammarChanging Final y to i Making Comparisons 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 Standards3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Opening RoutinesOpening Routines Daily Phonics T102-T103FluencyModel PhrasingT104-T105PhonicsSpelling Changes: -s, -es, -ed, -ingT106-T107Word and Sentence CompositionGrammar: Making ComparisonsSpelling: Changing Final y to iT124Opening Routines Daily Phonics T126-T127Word and Sentence CompositionGrammar: Making ComparisonsSpelling: Changing Final y to iT132Opening Routines Daily Phonics T134-T135PhonicsLess Common PluralsT136FluencyModel PhrasingT137Word and Sentence CompositionGrammar: Making ComparisonsSpelling: Changing Final y to iT142Opening Routines Daily Phonics T144-T145VocabularyVocabulary Strategies: Word RootsT148-T149Word and Sentence CompositionGrammar: Spiral Review Adjectives and ArticlesSpelling: Changing Final y to iT150Opening Routines Daily Phonics T152-T153Word and Sentence CompositionGrammar: Making ComparisonsSpelling: Changing Final y to iT156-T157Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT160-T161FluencyPhonicsVocabulary AcquisitionWord and Sentence CompositionLiteracy Workstation Activities for Additional PracticePhonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: resource: LiteracyUnit 5 Lesson 23 Phonics SkillSuffixes -ful, -y, -ous, -ly, -erLanguage/ GrammarSuffixes -ful, -ly, and –er Possessive Nouns and PronounsNOTE: 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 Standards3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Opening RoutinesOpening Routines Daily Phonics T194-T195FluencyModel Reading RateT196-T197PhonicsSuffixes -ful, -y, -ous, -ly, -erT198-T199Word and Sentence CompositionGrammar: Possessive Nouns and PronounsSpelling: Suffixes -ful, -ly, and –erT218Opening Routines Daily Phonics T220-T221Word and Sentence CompositionGrammar: Possessive Nouns and PronounsSpelling: Suffixes -ful, -ly, and –erT226Opening Routines Daily Phonics T228-T229PhonicsSuffixes -ful, -y, -ous, -ly, -erT230FluencyModel Reading RateT231Word and Sentence CompositionGrammar: Possessive Nouns and PronounsSpelling: Suffixes -ful, -ly, and –erT236Opening Routines Daily Phonics T238-T239VocabularyVocabulary Strategies: Suffixes -er, -estT242-T243Word and Sentence CompositionGrammar: Spiral Review The Special Verb beSpelling: Suffixes -ful, -ly, and –erT244Opening Routines Daily Phonics T246-T247Word and Sentence CompositionGrammar: Possessive Nouns and PronounsSpelling: Suffixes -ful, -ly, and –erT250-T251 Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT254-T255FluencyPhonicsVocabulary AcquisitionWord and Sentence CompositionLiteracy Workstation Activities for Additional PracticePhonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: resource: LiteracyUnit 5 Lesson 24 Phonics SkillPrefixes un-, pre-, re-, bi-Language/ GrammarPrefixes re- and un- Complex SentencesNOTE: 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 Standards3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Opening RoutinesOpening Routines Daily Phonics T288-T289FluencyModel AccuracyT290-T291PhonicsPrefixes un-, pre-, re-, bi-T292-T293Word and Sentence CompositionGrammar: Complex Sentences Spelling: Prefixes re- and un-T310Opening Routines Daily Phonics T312-T313Word and Sentence CompositionGrammar: Complex SentencesSpelling: Prefixes re- and un-T318Opening Routines Daily Phonics T320-T321PhonicsPrefixes un-, pre-, re-, bi-T322FluencyModel AccuracyT323Word and Sentence CompositionGrammar: Complex SentencesSpelling: Prefixes re- and un-T328Opening Routines Daily Phonics T330-T331VocabularyVocabulary Strategies: Shades of MeaningT334-T335Word and Sentence CompositionGrammar: Spiral Review Possessive Nouns and PronounsSpelling: Prefixes re- and un-T336Opening Routines Daily Phonics T338-T339Word and Sentence CompositionGrammar: Complex SentencesSpelling: Prefixes re- and un- T342-T343 Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT346-T347FluencyPhonicsVocabulary AcquisitionWord and Sentence CompositionLiteracy Workstation Activities for Additional PracticePhonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: resource: LiteracyUnit 5 Lesson 25 Phonics SkillSuffixes -less, -ness, -ableLanguage/ GrammarSuffixes -less and –ness More, Most, -er, -estNOTE: 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 Standards3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Opening RoutinesOpening Routines Daily Phonics T380-T381FluencyModel ExpressionT382-T383PhonicsSuffixes -less, -ness, -ableT384-T385Word and Sentence CompositionGrammar: More, Most, -er, -estSpelling: Suffixes -less and -ness T402Opening Routines Daily Phonics T404-T405Word and Sentence CompositionGrammar: More, Most, -er, -estSpelling: Suffixes -less and -nessT410Opening Routines Daily Phonics T412-T413PhonicsSuffixes -less, -ness, -ableT414FluencyModel ExpressionT415Word and Sentence CompositionGrammar: More, Most, -er, -estSpelling: Suffixes -less and -nessT420Opening Routines Daily Phonics T422-T423VocabularyVocabulary Strategies: AnalogiesT426-T427Word and Sentence CompositionGrammar: Spiral Review Complex SentencesSpelling: Suffixes -less and -nessT428Opening Routines Daily Phonics T430-T431Word and Sentence CompositionGrammar: More, Most, -er, -estSpelling: Suffixes -less and -nessT434-T435 Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT438-T439FluencyPhonicsVocabulary AcquisitionWord and Sentence CompositionLiteracy Workstation Activities for Additional PracticePhonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: resource: LiteracyUnit 6 Lesson 26 Phonics SkillCommon Final Syllables -tion, -sion, -tureLanguage/ GrammarWords with VCCV Pattern Abbreviations 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 Standards3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Opening RoutinesFluencyModel AccuracyT10-T11Word and Sentence CompositionGrammar: AbbreviationsT40Spelling: Words with VCCV PatternT38Fluency: PoetryTeach AccuracyT36Practice AccuracyT27Word and Sentence CompositionGrammar: AbbreviationsT40 Spelling: Words with VCCV PatternT38FluencyPractice AccuracyT27PhonicsCommon Final Syllables-tion, -sion, -tureT37Word and Sentence CompositionGrammar: AbbreviationsT41Spelling: Words with VCCV PatternT39VocabularyVocabulary Strategies: Suffix -ionT32-T33Word and Sentence CompositionGrammar: Spiral Review The Special Verb BeT41Spelling: Words with VCCV Pattern T39Word and Sentence CompositionGrammar: AbbreviationsT41Spelling: Words with VCCV PatternT39 Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT46-T47FluencyPhonicsVocabulary AcquisitionWord and Sentence CompositionLiteracy Workstation Activities for Additional PracticePhonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: resource: LiteracyUnit 6 Lesson 27 Phonics SkillDouble ConsonantsLanguage/ GrammarWords with Double Consonants ContractionsNOTE: 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 Standards3.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 1DAY 2DAY 3DAY 4DAY 5Opening RoutinesFluencyModel IntonationT58-T59Word and Sentence CompositionGrammar: ContractionsT86Spelling: Words with Double ConsonantsT84FluencyTeach IntonationT82Practice IntonationT71Word and Sentence CompositionGrammar: ContractionsT86Spelling: Words with Double ConsonantsT84FluencyPractice IntonationT71, T73PhonicsDouble ConsonantsT83Word and Sentence CompositionGrammar: ContractionsT87Spelling: Words with Double ConsonantsT85VocabularyVocabulary Strategies: Homographs and HomophonesT78-T79Word and Sentence CompositionGrammar: Spiral Review The Past TenseT87Spelling: Words with Double ConsonantsT85Word and Sentence CompositionGrammar: ContractionsT87Spelling: Words with Double ConsonantsT85 Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT92-T93FluencyPhonicsVocabulary AcquisitionWord and Sentence CompositionLiteracy Workstation Activities for Additional PracticePhonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: resource: LiteracyUnit 6 Lesson 28 Phonics SkillWords with ough and aughLanguage/ GrammarWords with ough and augh Commas in SentencesNOTE: 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 Standards3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Opening RoutinesFluencyModel PhrasingT104-T105Word and Sentence CompositionGrammar: Commas in SentencesT132Spelling: Words with ough and aughT130FluencyTeach Phrasing T128Practice Phrasing T118-T119Word and Sentence CompositionGrammar: Commas in SentencesT132Spelling: Words with ough and aughT130FluencyPractice PhrasingT118-T119PhonicsWords with ough and aughT129Word and Sentence CompositionGrammar: Commas in SentencesT133Spelling: Words with ough and aughT131VocabularyVocabulary Strategies: T124-T125Word and Sentence CompositionGrammar: Spiral Review Abbreviations T133Spelling: Words with ough and aughT131Word and Sentence CompositionGrammar: Commas in Sentences T133Spelling: Words with ough and aughT131 Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT138-T139FluencyPhonicsVocabulary AcquisitionWord and Sentence CompositionLiteracy Workstation Activities for Additional PracticePhonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: resource: LiteracyUnit 6 Lesson 29 Phonics SkillWords Ending in –er, or -leLanguage/ GrammarWords Ending with -er or –le What is a Preposition?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 Standards3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Opening RoutinesFluencyModel ExpressionT150-T151Word and Sentence CompositionGrammar: What is a Preposition?T180Spelling: Words Ending with -er or -leT178FluencyTeach ExpressionT176Practice ExpressionT176Word and Sentence CompositionGrammar: What is a Preposition?T180Spelling: Words Ending with -er or -leT178FluencyPractice ExpressionT176PhonicsWords Ending in –er, or -leT177Word and Sentence CompositionGrammar: What is a Preposition?T181Spelling: Words Ending with -er or -leT179VocabularyVocabulary Strategies: Prefixes un- and dis-T172-T173Word and Sentence CompositionGrammar: Spiral Review Kinds of AdverbsT181Spelling: Words Ending with -er or -leT179Word and Sentence CompositionGrammar: What is a Preposition?T181Spelling: Words Ending with -er or -leT179 Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT186-T187FluencyPhonicsVocabulary AcquisitionWord and Sentence CompositionLiteracy Workstation Activities for Additional PracticePhonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: resource: LiteracyUnit 6 Lesson 30 Phonics SkillSchwa SoundLanguage/ GrammarWords Beginning with a- or be- Correct PronounsNOTE: 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 Standards3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Opening RoutinesFluencyModel Reading RateT198-T199Word and Sentence CompositionGrammar: Correct PronounsT228Spelling: Words Beginning with a- or be-T226FluencyTeach Reading RateT224Practice Reading RateT214-T215Word and Sentence CompositionGrammar: Correct PronounsT228Spelling: Words Beginning with a- or be-T226FluencyPractice Reading RateT214-T215PhonicsSchwa SoundT225Word and Sentence CompositionGrammar: Correct PronounsT229Spelling: Words Beginning with a- or be-T227VocabularyVocabulary Strategies: Compound WordsT220-T221Word and Sentence CompositionGrammar: Spiral Review Making ComparisonsT229Spelling: Words Beginning with a- or be- T227Word and Sentence CompositionGrammar: Correct PronounsT229Spelling: Words Beginning with a- or be- T227 Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT234-T235FluencyPhonicsVocabulary AcquisitionWord and Sentence CompositionLiteracy Workstation Activities for Additional PracticePhonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: resource: ................
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