Shelby County Schools



Fifth 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 Knowledge 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 Knowledge 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 Knowledge 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 Standards5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.RF.5.3- Know and apply grade-level phonics and word analysis skills in decoding words.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?New Standard5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?RF.5.4- Read with sufficient accuracy and fluency to support comprehension.5.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.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 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 syllabicationFifth GradeFoundational Literacy- Rotating Groups2018-2019 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 195.FL.PWR.3, 5.FL.WC.4, 5.FL.F.5, 5.FL.SC.65.FL.PWR.3, 5.FL.WC.4, 5.FL.F.5, 5.FL.SC.6, 5.FL.VA.75.FL.PWR.3, 5.FL.WC.4, 5.FL.F.5, 5.FL.SC.6, 5.FL.VA.75.FL.PWR.3, 5.FL.WC.4, 5.FL.F.5, 5.FL.SC.6Spelling PrincipleSpelling PrincipleSpelling PrincipleSpelling PrincipleWords with -ed or -ingMore Words with -ed or -ingChanging Final y to iSuffixes: -ful, -ly, -ness, -less, -mentDecodingDecodingDecodingDecodingWord Parts and Inflectional EndingsRecognizing Common Word PartsRecognizing SuffixesMore Common SuffixesVocabularyVocabularyVocabularyVocabularyWord OriginsReference MaterialsHomophones and HomographsGreek and Latin Suffixes-ism, -ist, -able, -ibleFluencyFluencyFluencyFluencyRateIntonationPhrasing: PunctuationStressGrammar SkillGrammar SkillGrammar SkillGrammar SkillAdjectivesAdverbsPrepositions and Prepositional PhrasesMore Kinds of PronounsQuarter 3 (January 6 - March 13, 2020)Week 5 - Lesson 20Week 6 - Lesson 21Week 7 - Lesson 225.FL.PWR.3, 5.FL.WC.4, 5.FL.F.5, 5.FL.SC.6, 5.FL.VA.75.FL.PWR.3, 5.FL.WC.4, 5.FL.F.5, 5.FL.SC.6, 5.FL.VA.75.FL.PWR.3, 5.FL.WC.4, 5.FL.F.5, 5.FL.SC.6, 5.FL.VA.7Spelling PrincipleSpelling PrincipleSpelling PrincipleWords from Other LanguagesFinal /n/ or /? n/, /ch ? r/, /zh ? r/Final /ij/, /iv/, /is/DecodingDecodingDecodingStress in Three-Syllable WordsCommon Final SyllablesMore Final SyllablesVocabularyVocabularyVocabularyFigurative LanguageShades of MeaningReference MaterialsFluencyFluencyFluencyAccuracyPhrasing: PausesRateGrammar SkillGrammar SkillGrammar SkillProper Mechanics and Writing TitlesThe Verbs be and havePerfect TensesQuarter 4- Foundational Literacy Scope and SequenceQuarter 4 (March 23 - May 22, 2020)Week 1 - Lesson 23Week 2 - Lesson 24Week 3 - Lesson 25Week 4 - Lesson 265.FL.PWR.3, 5.FL.WC.4, 5.FL.F.5, 5.FL.SC.6, 5.FL.VA.75.FL.PWR.3, 5.FL.WC.4, 5.FL.F.5, 5.FL.SC.6, 5.FL.VA.75.FL.PWR.3, 5.FL.WC.4, 5.FL.F.5, 5.FL.SC.6, 5.FL.VA.75.FL.PWR.3, 5.FL.WC.4, 5.FL.F.5, 5.FL.SC.6, 5.FL.VA.7Spelling PrincipleSpelling PrincipleSpelling PrincipleSpelling PrincipleUnstressed SyllablesPrefixes: in-, un-, dis-, mis-Suffix: -ionWord Parts: com-, con-, pre-, pro-DecodingDecodingDecodingDecodingUnstressed SyllablesSimple PrefixesConsonant AlternationsPrefixed and Word RootsVocabularyVocabularyVocabularyVocabularyAdages and ProverbsUsing ContextAnalogiesMultiple-Meaning WordsFluencyFluencyFluencyFluencyExpressionAccuracy and Self-CorrectionPhrasing: PunctuationPhrasing: PausesGrammar SkillGrammar SkillGrammar SkillGrammar SkillEasily Confused VerbsMaking ComparisonsContractionsPossessive NounsQuarter 4 (March 23 - May 22, 2020)Week 5 - Lesson 27Week 6 - Lesson 28Week 7 - Lesson 29Week 8 - Lesson 305.FL.PWR.3, 5.FL.WC.4, 5.FL.F.5, 5.FL.SC.65.FL.PWR.3, 5.FL.WC.4, 5.FL.F.5, 5.FL.SC.6, 5.FL.VA.75.FL.PWR.3, 5.FL.WC.4, 5.FL.F.5, 5.FL.SC.65.FL.PWR.3, 5.FL.WC.4, 5.FL.F.5, 5.FL.SC.6Spelling PrincipleSpelling PrincipleSpelling PrincipleSpelling PrincipleSuffixes -ant, -ent, -able, -ible, -ism, -istGreek Word PartsLatin Word PartsWords from Other LanguagesDecodingDecodingDecodingDecodingMore Familiar SuffixesGreek Word RootsLatin Word RootsIdentifying VCV, VCCV, and VCCCV Syllable Patterns*VocabularyVocabularyVocabularyVocabularySuffixes -ness, -less, -mentIdiomsGreek and Latin Rootstele, photo, graph, meter; scrib, rupt, port, jectWord OriginsFluencyFluencyFluencyFluencyAdjust Rate to PurposeExpressionStressAccuracyGrammar SkillGrammar SkillGrammar SkillGrammar SkillTitles and AbbreviationsCommas in SentencesMore CommasOther Punctuation* Syllable pattern for dividing multisyllabic wordsFoundational LiteracyUnit 4 Lesson 16Decoding SkillWords with -ed or -ingWord Parts and Inflectional EndingsLanguage/GrammarWords with -ed or –ing AdjectivesNOTE: 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 Standards5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?5.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.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5FluencyFluencyModel RateT12-T13Word and Sentence CompositionSpelling: Words with -ed or -ing: Pretest T46Grammar: AdjectivesT48Word and Sentence CompositionSpelling: Words with -ed or -ing: Word SortT46Grammar: Adjectives T49DecodingWord Parts and Inflectional EndingsT45Word and Sentence CompositionSpelling: Words with -ed or -ing: Teach Analogies T47Grammar: Adjectives T49Vocabulary StrategiesWord OriginsT40-T41Word and Sentence CompositionSpelling: Words with -ed or -ingT47Grammar: AdjectivesT50FluencyProgress MonitoringT57Word and Sentence CompositionSpelling: Words with -ed or -ing: AssessT47Grammar: AdjectivesT50Progress MonitoringVocabulary, Decoding, and Language/GrammarT56-T57DecodingVocabularyStrategiesWord CompositionSentence 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 17Decoding SkillMore Words with -ed or -ingRecognizing Common Word PartsLanguage/GrammarMore Words with -ed or –ing AdverbsNOTE: 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 Standards5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?5.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.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5FluencyFluencyModel IntonationT12-T13Word and Sentence CompositionSpelling: More Words with -ed or -ing: Pretest T124Grammar: Adverbs T126Word and Sentence CompositionSpelling: More Words with -ed or -ing: Word SortT124Grammar: Adverbs T127DecodingRecognizing Common Word PartsT123Word and Sentence CompositionSpelling: More Words with -ed or -ing: Teach SynonymsT125Grammar: Adverbs T127Vocabulary StrategiesReference MaterialsT118-119Word and Sentence CompositionSpelling: More Words with -ed or -ing: T125Grammar: Adverbs T128FluencyProgress MonitoringT135Word and Sentence CompositionSpelling: More Words with -ed or -ing: AssessT125Grammar: AdverbsT128Progress MonitoringVocabulary, Decoding, and Language/GrammarT134-T135DecodingVocabularyStrategiesWord CompositionSentence 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 18Decoding SkillChanging Final y to iRecognizing SuffixesLanguage/GrammarChanging Final y to I Prepositions and Prepositional PhrasesNOTE: 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 Standards5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?5.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.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5FluencyFluencyModel Phrasing: PunctuationT164-T165Word and Sentence CompositionSpelling: Changing Final y to i: Pretest T196Grammar: Prepositions and Prepositional Phrases T198Word and Sentence CompositionSpelling: Changing Final y to i: Word SortT196Grammar: Prepositions and Prepositional Phrases T199DecodingRecognizing SuffixesT195Word and Sentence CompositionSpelling: Changing Final y to i: Teach AntonymsT197Grammar: Prepositions and Prepositional Phrases T199Vocabulary StrategiesHomophones and HomographsT190-T191Word and Sentence CompositionSpelling: Changing Final y to i: T197Grammar: Prepositions and Prepositional Phrases T200FluencyProgress MonitoringT207Word and Sentence CompositionSpelling: Changing Final y to i: AssessT197Grammar: Prepositions and Prepositional PhrasesT200Progress MonitoringVocabulary, Decoding, and Language/GrammarT206-T207DecodingVocabularyStrategiesWord CompositionSentence 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 19Decoding SkillSuffixes: -ful, -ly, -ness, -less, -mentMore Common SuffixesLanguage/GrammarSuffixes: -ful, -ly, -ness, -less, -ment More Kinds of 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 Standards5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?5.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.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5FluencyFluencyModel StressT236-T237Word and Sentence CompositionSpelling: Suffixes: -ful, -ly, -ness, -less, -ment: Pretest T272Grammar: More Kinds of Pronouns: Indefinite PronounsT274Word and Sentence CompositionSpelling: Suffixes: -ful, -ly, -ness, -less, -ment: Word SortT272Grammar: More Kinds of Pronouns: Possessive PronounsT275DecodingMore Common SuffixesT271Word and Sentence CompositionSpelling: Suffixes: -ful, -ly, -ness, -less, -ment: Teach Related WordsT273Grammar: More Kinds of Pronouns: Interrogative PronounsT275Vocabulary StrategiesGreek and Latin Suffixes:-ism, -ist, -able, -ibleT266-T267Word and Sentence CompositionSpelling: Suffixes: -ful, -ly, -ness, -less, -ment:T273Grammar: More Kinds of PronounsT276FluencyProgress MonitoringT283Word and Sentence CompositionSpelling: Suffixes: -ful, -ly, -ness, -less, -ment: AssessT273Grammar: Prepositions and Prepositional PhrasesT276Progress MonitoringVocabulary, Decoding, and Language/GrammarT282-T283DecodingVocabularyStrategiesWord CompositionSentence 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 20Decoding SkillWords from Other LanguagesStress in Three-Syllable WordsLanguage/GrammarWords from Other Languages Proper Mechanics and Writing TitlesNOTE: 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 Standards5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?5.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.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5FluencyFluencyModel AccuracyT312-T313Word and Sentence CompositionSpelling: Words from Other Languages: Pretest T350Grammar: Proper Mechanics and Writing Titles T352Word and Sentence CompositionSpelling: Words from Other Languages: Word SortT350Grammar: Proper Mechanics and Writing Titles T353DecodingStress in Three-Syllable WordsT349Word and Sentence CompositionSpelling: Words from Other Languages: Teach Using Word OriginsT351Grammar: Proper Mechanics and Writing Titles T353Vocabulary StrategiesFigurative LanguageT344-T345Word and Sentence CompositionSpelling: Words from Other LanguagesT351Grammar: Proper Mechanics and Writing Titles T354FluencyProgress MonitoringT261Word and Sentence CompositionSpelling: Words from Other Languages: AssessT351Grammar: Proper Mechanics and Writing Titles T354Progress MonitoringVocabulary, Decoding, and Language/GrammarT360-T361DecodingVocabularyStrategiesWord CompositionSentence 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 21Decoding SkillFinal /n/ or /? n/, /ch ? r/, /zh ? r/Common Final SyllablesLanguage/GrammarFinal /n/ or /? n/, /ch ? r/, /zh ? r/ The Verbs be and haveNOTE: 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 Standards5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?5.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.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5FluencyFluencyModel Phrasing: PausesT12-T13Word and Sentence CompositionSpelling: Final /n/ or /? n/, /ch ? r/, /zh ? r/: Pretest T52Grammar: The Verbs be and have T54Word and Sentence CompositionSpelling: Final /n/ or /? n/, /ch ? r/, /zh ? r/: Word SortT52Grammar: The Verbs be and have T55DecodingCommon Final SyllablesT51Word and Sentence CompositionSpelling: Final /n/ or /? n/, /ch ? r/, /zh ? r/: Word FamiliesT53Grammar: The Verbs be and have T55Vocabulary StrategiesShades of MeaningT46-T47Word and Sentence CompositionSpelling: Final /n/ or /? n/, /ch ? r/, /zh ? r/T53Grammar: The Verbs be and have T56FluencyProgress MonitoringT63Word and Sentence CompositionSpelling: Words from Other Languages: AssessT53Grammar: Proper Mechanics and Writing Titles T56Progress MonitoringVocabulary, Decoding, and Language/GrammarT62-T63DecodingVocabularyStrategiesWord CompositionSentence 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 22Decoding SkillFinal /ij/, /iv/, /is/More Final SyllablesLanguage/GrammarFinal /ij/, /iv/, /is/ Perfect TensesNOTE: 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 Standards5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?5.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.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5FluencyFluencyModel RateT92-T93Word and Sentence CompositionSpelling: Final /ij/, /iv/, /is/: Pretest T126Grammar: Perfect TensesT128Word and Sentence CompositionSpelling: Final /ij/, /iv/, /is/: Word SortT126Grammar: Perfect Tenses T129DecodingMore Final SyllablesT125Word and Sentence CompositionSpelling: Final /ij/, /iv/, /is/: Teach Multiple-Meaning WordsT127Grammar: Perfect Tenses T129Vocabulary StrategiesReference MaterialsT120-T121Word and Sentence CompositionSpelling: Final /ij/, /iv/, /is/T127Grammar: Perfect TensesT130FluencyProgress MonitoringT137Word and Sentence CompositionSpelling: Final /ij/, /iv/, /is/: AssessT127Grammar: Proper Mechanics and Writing Titles T130Progress MonitoringVocabulary, Decoding, and Language/GrammarT136-T137DecodingVocabularyStrategiesWord CompositionSentence 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 23Decoding SkillUnstressed SyllablesLanguage/GrammarUnstressed Syllables Easily Confused 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 Standards5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?5.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.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5FluencyFluencyModel ExpressionT166-T167Word and Sentence CompositionSpelling: Unstressed Syllables: Pretest T200Grammar: Easily Confused Verbs T202Word and Sentence CompositionSpelling: Unstressed Syllables: Word SortT200Grammar: Easily Confused Verbs T203DecodingUnstressed SyllablesT199Word and Sentence CompositionSpelling: Unstressed Syllables: Teach SynonymsT201Grammar: Easily Confused Verbs T203Vocabulary StrategiesAdages and ProverbsT194-T195Word and Sentence CompositionSpelling: Unstressed Syllables: Pretest T201Grammar: Easily Confused Verbs T204FluencyProgress MonitoringT211Word and Sentence CompositionSpelling: Unstressed Syllables: AssessT201Grammar: Easily Confused VerbsT204Progress MonitoringVocabulary, Decoding, and Language/GrammarT210-T211DecodingVocabularyStrategiesWord CompositionSentence 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 24Decoding SkillPrefixes: in-, un-, dis-, mis-Simple PrefixesLanguage/GrammarPrefixes: in-, un-, dis-, mis- Making ComparisonsNOTE: 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 Standards5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?5.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.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5FluencyFluencyModel Accuracy and Self-CorrectionT240-T241Word and Sentence CompositionSpelling: Prefixes: in-, un-, dis-, mis-: Pretest T274Grammar: Making Comparisons: Comparative/ Superlative AdjectivesT276Word and Sentence CompositionSpelling: Prefixes: in-, un-, dis-, mis-: Word SortT274Grammar: Making ComparisonsT277DecodingSimple PrefixesT273Word and Sentence CompositionSpelling: Prefixes: in-, un-, dis-, mis-: Teach AnalogiesT275Grammar: Making Comparisons: AdverbsT277Vocabulary StrategiesUsing ContextT268-T269Word and Sentence CompositionSpelling: Prefixes: in-, un-, dis-, mis-T275Grammar: Making ComparisonsT278FluencyProgress MonitoringT285Word and Sentence CompositionSpelling: Prefixes: in-, un-, dis-, mis-: AssessT275Grammar: Making ComparisonsT278Progress MonitoringVocabulary, Decoding, and Language/GrammarT284-T285DecodingVocabularyStrategiesWord CompositionSentence 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 25Decoding SkillSuffix: -ionConsonant AlternationsLanguage/GrammarSuffix: -ion 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 Standards5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?5.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.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5FluencyFluencyModel Phrasing: PunctuationT314-T315Word and Sentence CompositionSpelling: Suffix: -ion: Pretest T348Grammar: Contractions T350Word and Sentence CompositionSpelling: Suffix: -ion: Word SortT348Grammar: Contractions: PronounsT351DecodingConsonant AlternationsT347Word and Sentence CompositionSpelling: Suffix: -ion: Teach Context Clues T349Grammar: Contractions: Pronouns and HomophonesT351Vocabulary StrategiesAnalogiesT342-T343Word and Sentence CompositionSpelling: Suffix: -ion: T349Grammar: Contractions T350FluencyProgress MonitoringT359Word and Sentence CompositionSpelling: Suffix: -ion: AssessT349Grammar: ContractionsT349Progress MonitoringVocabulary, Decoding, and Language/GrammarT358-T359DecodingVocabularyStrategiesWord CompositionSentence 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 26Decoding SkillWord Parts: com-, con-, pre-, pro-Prefixed and Word RootsLanguage/GrammarWord Parts: com-, con-, pre-, pro- Possessive NounsNOTE: 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 Standards5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?5.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.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5FluencyFluencyModel Phrasing: PausesT10-T11Word and Sentence CompositionSpelling: Word Parts: com-, con-, pre-, pro: Pretest T38Grammar: Possessive Nouns T40Word and Sentence CompositionSpelling: Word Parts: com-, con-, pre-, pro: Word SortT38Grammar: Possessive Nouns T40DecodingPrefixed and Word RootsT37Word and Sentence CompositionSpelling: Word Parts: com-, con-, pre-, pro: Word FamiliesT39Grammar: Possessive Nouns T41Vocabulary StrategiesMultiple-Meaning WordsT32-T33Word and Sentence CompositionSpelling: Word Parts: com-, con-, pre-, pro: T39Grammar: Possessive Nouns: Verbs be and haveT41FluencyProgress MonitoringT47Word and Sentence CompositionSpelling: Word Parts: AssessT39Grammar: Possessive NounsT41Progress MonitoringVocabulary, Decoding, and Language/GrammarT46-T47DecodingVocabularyStrategiesWord CompositionSentence 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 27Decoding SkillSuffixes -ant, -ent, -able, -ible, -ism, -istMore Familiar SuffixesLanguage/GrammarSuffixes -ant, -ent, -able, -ible, -ism, -ist Titles and AbbreviationsNOTE: 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 Standards5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?5.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.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5FluencyFluencyModel Adjust Rate to PurposeT58-T59Word and Sentence CompositionSpelling: Suffixes -ant, -ent, -able, -ible, -ism, -ist: Pretest T86Grammar: Titles and Abbreviations T88Word and Sentence CompositionSpelling: Suffixes -ant, -ent, -able, -ible, -ism, -ist: Word SortT86Grammar: Titles and Abbreviations T88DecodingMore Familiar SuffixesT85Word and Sentence CompositionSpelling: Suffixes -ant, -ent, -able, -ible, -ism, -ist: Word FamiliesT87Grammar: Titles and AbbreviationsT89Vocabulary StrategiesSuffixes -ness, -less, -mentT80-T81Word and Sentence CompositionSpelling: Suffixes -ant, -ent, -able, -ible, -ism, -ist: T87Grammar: Titles and Abbreviations T89FluencyProgress MonitoringT95Word and Sentence CompositionSpelling: Suffixes: AssessT87Grammar: Titles and Abbreviations T89Progress MonitoringVocabulary, Decoding, and Language/GrammarT94-T95DecodingVocabularyStrategiesWord CompositionSentence 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 28Decoding SkillGreek Word PartsLanguage/GrammarGreek Word Parts 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 Standards5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?5.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.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5FluencyFluencyModel ExpressionT106-T107Word and Sentence CompositionSpelling: Greek Word Parts: Pretest T132Grammar: Commas in Sentences: Introductory WordsT134Word and Sentence CompositionSpelling: Greek Word Parts: Word SortT132Grammar: Commas in Sentences T134DecodingGreek Word RootsT131Word and Sentence CompositionSpelling: Greek Word Parts: Word FamiliesT133Grammar: Commas in Sentences T135Vocabulary StrategiesIdiomsT126-T127Word and Sentence CompositionSpelling: Greek Word Parts: T133Grammar: Commas in Sentences: AdjectivesT135FluencyProgress MonitoringT141Word and Sentence CompositionSpelling: Greek Word Parts: AssessT133Grammar: Commas in SentencesT135Progress MonitoringVocabulary, Decoding, and Language/GrammarT140-T141DecodingVocabularyStrategiesWord CompositionSentence 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 29Decoding SkillLatin Word PartsLanguage/GrammarLatin Word Roots More CommasNOTE: 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 Standards5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?5.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.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5FluencyFluencyModel StressT152-T153Word and Sentence CompositionSpelling: Latin Word Parts: Pretest T178Grammar: More Commas: AppositivesT180Word and Sentence CompositionSpelling: Latin Word Parts: Word SortT178Grammar: More Commas T180DecodingLatin Word RootsT177Word and Sentence CompositionSpelling: Latin Word Parts: Word FamiliesT179Grammar: More Commas T181Vocabulary StrategiesGreek and Latin Rootstele, photo, graph, meter; scrib, rupt, port, jectT172-T173Word and Sentence CompositionSpelling: Latin Word Parts: T179Grammar: More CommasT181FluencyProgress MonitoringT187Word and Sentence CompositionSpelling: Latin Word Parts: AssessT179Grammar: More Commas T181Progress MonitoringVocabulary, Decoding, and Language/GrammarT186-T187DecodingVocabularyStrategiesWord CompositionSentence 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 30Decoding SkillWords from Other LanguagesIdentifying VCV, VCCV, and VCCCV Syllable Patterns*Language/GrammarWords from Other Languages Other PunctuationNOTE: 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 Standards5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?5.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.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5FluencyFluencyModel AccuracyT1198-T199Word and Sentence CompositionSpelling: Words from Other Languages: Pretest T1226Grammar: Other Punctuation: CommasT228Word and Sentence CompositionSpelling: Words from Other Languages: Word Sort T1226Grammar: Other Punctuation: ParenthesesT228DecodingIdentifying VCV, VCCV, and VCCCV Syllable Patterns*T225Word and Sentence CompositionSpelling: Words from Other Languages: Word OriginsT227Grammar: Other Punctuation T229Vocabulary StrategiesWord OriginsT220-T221Word and Sentence CompositionSpelling: Words from Other Languages: T227Grammar: Other Punctuation: Proper MechanicsT229FluencyProgress MonitoringT235Word and Sentence CompositionSpelling: Words from Other Languages: AssessT227Grammar: Other Punctuation T229Progress MonitoringVocabulary, Decoding, and Language/GrammarT234-T235DecodingVocabularyStrategiesWord CompositionSentence 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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