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Fourth GradeFoundational Literacy Curriculum Map – HMHCO Journeys2019-2020 – Semester 1Introduction (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 Standards4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.RF.4.3- Know and apply grade-level phonics and word analysis skills in decoding words.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?New Standard4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?RF.4.4- Read with sufficient accuracy and fluency to support comprehension.4.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.L.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.4.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.AssessmentsSummative 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 syllabicationFourth 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 1- Foundational Literacy Scope and SequenceQuarter 1 (August 12- October 11, 2019)Week 1- Lesson 1Week 2 - Lesson 2Week 3 - Lesson 3Week 4 - Lesson 44.FL.PWR.3, 4.FL.WC.4, 4.FL.F.5, 4.FL.SC.64.FL.PWR.3, 4.FL.WC.4, 4.FL.F.5, 4.FL.SC.64.FL.PWR.3, 4.FL.WC.4, 4.FL.F.5, 4.FL.SC.64.FL.PWR.3, 4.FL.WC.4, 4.FL.F.5, 4.FL.SC.6Spelling PrincipleSpelling PrincipleSpelling PrincipleSpelling PrincipleShort a and Long aShort e and Long eShort i and Long iShort o and Long ooDecodingDecodingDecodingDecodingVCV Syllable Pattern*Open and Closed SyllablesVCCV Syllable Pattern*VCV and VCCV SyllablePatterns*VocabularyVocabularyVocabularyVocabularyPrefixes re-, un-, dis-Prefixes in-, im- il-, ir-Using ContextPrefixes non-, mis-FluencyFluencyFluencyFluencyAccuracy and Self-CorrectionPhrasing: PausesAccuracyIntonationGrammar SkillGrammar SkillGrammar SkillGrammar SkillWhat is a Sentence?Kinds of SentencesQuotationsFragments and Run- On SentencesQuarter 1 (August 12- October 11, 2019)Week 5 - Lesson 5Week 6 - Lesson 6Week 7 - Lesson 7Week 8 - Lesson 84.FL.WC.4, 4.FL.F.5, 4.FL.SC.6, 4.FL.VA.74.FL.PWR.3, 4.FL.WC.4, 4.FL.F.5, 4.FL.SC.64.FL.PWR.3, 4.FL.WC.4, 4.FL.F.5, 4.FL.SC.64.FL.WC.4, 4.FL.F.5, 4.FL.SC.6, 4.FL.VA.7Spelling PrincipleSpelling PrincipleSpelling PrincipleSpelling PrincipleHomophonesVowel Sounds: Short u and Long u, /yoo/, /oo/Vowel Sounds: /oo/, /oo/Vowel Sounds: /ou/, /?/DecodingDecodingDecodingDecodingHomophonesCommon ConsonantPatterns: DigraphsCommon ConsonantPatterns: ClustersStressed and Unstressed SyllablesVocabularyVocabularyVocabularyVocabularyReference MaterialsSuffixes -y, -ousGreek and Latin Word Partsphon, photo, graph, auto, teleFigurative LanguageFluencyFluencyFluencyFluencyExpressionExpressionPhrasing: PunctuationStressGrammar SkillGrammar SkillGrammar SkillGrammar SkillProper NounsVerbsVerb TensesProgressive Verb Tenses* Syllable pattern for dividing multisyllabic wordsQuarter 2- Foundational Literacy Scope and SequenceQuarter 2 (October 21- December 20, 2019)Week 1 - Lesson 9Week 2 - Lesson 10Week 3 - Lesson 11Week 4 - Lesson 124.FL.PWR.3, 4.FL.WC.4, 4.FL.F.5, 4.FL.SC.6, 4.FL.VA.74.FL.PWR.3, 4.FL.WC.4, 4.FL.F.5, 4.FL.SC.6, 4.FL.VA.74.FL.PWR.3, 4.FL.WC.4, 4.FL.F.5, 4.FL.SC.64.FL.PWR.3, 4.FL.WC.4, 4.FL.F.5, 4.FL.SC.6, 4.FL.VA.7Spelling PrincipleSpelling PrincipleSpelling PrincipleSpelling PrincipleVowel +/r/ SoundsMore Vowel + /r/ SoundsCompound WordsWords with -ed, or -ingDecodingDecodingDecodingDecodingCommon BeginningSyllablesVowel + r in Multi-Syllable WordsCompound WordsBase Words and EndingsVocabularyVocabularyVocabularyVocabularyAntonymsShades of MeaningSuffixes -ful, -less, -ness, -mentSynonymsFluencyFluencyFluencyFluencyAccuracyIntonationPhrasing: PunctuationRateGrammar SkillGrammar SkillGrammar SkillGrammar SkillCompound and Complex SentencesPronounsFrequently Confused WordsPossessive NounsQuarter 2 (October 21- December 20, 2019)Week 5 - Lesson 13Week 6 - Lesson 14Week 7 - Lesson 154.FL.PWR.3, 4.FL.WC.4, 4.FL.F.5, 4.FL.SC.64.FL.PWR.3, 4.FL.WC.4, 4.FL.F.5, 4.FL.SC.64.FL.PWR.3, 4.FL.WC.4, 4.FL.F.5, 4.FL.SC.6, 4.FL.VA.7Spelling PrincipleSpelling PrincipleSpelling PrincipleMore Words with -ed or -ingFinal Long eChanging Final y to iDecodingDecodingDecodingRecognizing Common Word PartsRecognizing SuffixesThree-Syllable WordsVocabularyVocabularyVocabularyGreek and Latin Word Partsspect, struct, tele, visSuffixes -able, -ibleUsing contextFluencyFluencyFluencyPhrasing: PausesStressExpressionGrammar SkillGrammar SkillGrammar SkillModal AuxiliariesParticiplesIrregular VerbsFoundational LiteracyUnit 1 Lesson 1Spelling Principle/ DecodingShort a Long aVCV Spelling PatternLanguage/ GrammarPrefixes re-, un-, disWhat is a Sentence?NOTE: While grammar instruction outlined in this map aligns to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.Foundational Literacy Standards4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?4.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.DAY 1DAY 2DAY 3DAY 4DAY 5Spelling PrincipleFluencyModel Accuracy and Self-CorrectionT12-T13Spelling PrincipleShort a and Long a: PretestT46GrammarComplete SentencesT48FluencyAccuracy and Self-Correction: Cold ReadsT44Spelling PrincipleShort a and Long a: Word Sort T46GrammarComplete Subjects and PredicatesT49DecodingVCV Syllable PatternT45Spelling PrincipleShort a and Long a: Word FamiliesT47GrammarComplete Subjects and PredicatesT49Vocabulary StrategiesPrefixes re-, un-, dis-T40-T41Spelling PrincipleShort a and Long a:Connect to WritingT47GrammarReview Complete SentencesT50Spelling PrincipleShort a and Long a: AssessT47GrammarConnect Grammar to WritingT50-T51Progress MonitorVocabulary, Decoding, Grammar and Fluency T56-T57DecodingVocabulary StrategiesFluencyGrammarLiteracy 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 1 Lesson 2Spelling Principle/ DecodingShort e and Long eOpen and Closed SyllablesLanguage/ GrammarPrefixes in-, im-, il-, ir-Kinds of 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 Standards4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?4.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.4.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Spelling PrincipleFluencyModel Accuracy T162Spelling PrincipleShort e and Long e: Pretest T122GrammarDeclarative and Interrogative Sentences T124FluencyPhrasing: Pauses T120Spelling PrincipleShort e and Long e: Word Sort T122GrammarImperative and Exclamatory SentencesT125DecodingVCCV PatternT199Spelling PrincipleShort e and Long e: Word FamiliesT123GrammarFour Kinds of Sentences T125Vocabulary StrategiesPrefixes in-, im-, il-, ir-T116-T117Spelling PrincipleShort e and Long e:Connect to WritingT123GrammarReview Kinds of SentencesT126Spelling PrincipleShort e and Long e: Assess T123GrammarConnect Grammar to WritingT126-T127Progress MonitorVocabulary, Decoding, Grammar and Fluency T132-T133DecodingVocabulary StrategiesFluencyGrammarLiteracy 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 1 Lesson 3Spelling Principle/ DecodingShort i and Long iVCCV Syllable PatternNOTE: While grammar instruction outlined in this map aligns to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.Language/ GrammarUsing ContextQuotationsFoundational Literacy Standards4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?4.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.4.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Spelling PrincipleFluencyModel Accuracy T162Spelling PrincipleShort i and Long i: Pretest T200GrammarQuotation Marks with Direct Speech T202FluencyAccuracy T198Spelling PrincipleShort i and Long i: Word Sort T200GrammarSplit QuotationT203DecodingVCCV PatternT199Spelling PrincipleShort i and Long i: Word FamiliesT201GrammarQuotations from Text T203Vocabulary StrategiesUsing ContextT194-T195Spelling PrincipleShort i and Long i:Connect to WritingT201GrammarReview QuotationsT204Spelling PrincipleShort i and Long i: Assess T201GrammarConnect Grammar to WritingT204-T205Progress MonitorVocabulary, Decoding, Grammar and Fluency T210-T211DecodingVocabulary StrategiesFluencyGrammarLiteracy 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 1 Lesson 4Spelling Principle/ DecodingShort o and Long oVCV and VCCV Syllable PatternsLanguage/ GrammarPrefixes non-, mis-Fragments and Run-on 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 Standards4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?4.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.4.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Spelling PrincipleFluencyModel Intonation T240Spelling PrincipleShort o and Long o: Pretest T274GrammarFragments T276FluencyIntonation T272Spelling PrincipleShort o and Long o: Word Sort T274GrammarRun-On SentencesT277DecodingVCV and VCCV Syllable PatternsT273Spelling PrincipleShort o and Long o: Word FamiliesT275GrammarWriting Complete Sentences T277Vocabulary StrategiesPrefixes non-, mis-T268-T269Spelling PrincipleShort o and Long o:Connect to WritingT278GrammarFragments and Run-On SentencesT204Spelling PrincipleShort o and Long o: Assess T275GrammarConnect Grammar to WritingT278-T279Progress MonitorVocabulary, Decoding, Grammar and Fluency T284-T285DecodingVocabulary StrategiesFluencyGrammarLiteracy 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 1 Lesson 5Spelling Principle/ DecodingHomophonesLanguage/ GrammarReference MaterialsProper 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 Standards4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?4.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.4.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Spelling PrincipleFluencyModel Expression T314Spelling PrincipleHomophones: Pretest T352GrammarCapitalizing Historical Events and DocumentsT354 FluencyExpression T350Spelling PrincipleHomophones: Word SortT352GrammarCapitalizing TitlesT355DecodingHomophonesT351Spelling PrincipleHomophones: T353GrammarCapitalizing Languages, Races, People’s Names, and NationalitiesT355Vocabulary StrategiesReference Materials, T346Spelling PrincipleHomophones: Connect to WritingT353GrammarReview Proper NounsT356Spelling PrincipleHomophones: Assess T353GrammarConnect Grammar to WritingT356-T357Progress MonitorVocabulary, Decoding, Grammar and Fluency T352-T353DecodingVocabulary StrategiesFluencyGrammarLiteracy 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 2 Lesson 6 Spelling Principle/ DecodingVowel Sounds ū, /yōō/, and /ōō/ Common Consonants Patterns: DigraphsLanguage/ GrammarSuffixes -y, -ousVerbsNOTE: 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 Standards4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?4.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.4.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Spelling PrincipleFluencyModel Expression T12Spelling PrincipleVowel Sounds ū, yōō, and ōō: Pretest T46GrammarAction VerbsT48FluencyExpression T44Spelling PrincipleVowel Sounds ū, yōō, and ōō: Word SortT46GrammarTeach Main Verbs and Helping VerbsT49DecodingCommon Consonant PatternsT45Spelling PrincipleVowel Sounds ū, yōō, and ōō: Word Families T47GrammarLinking VerbsT49Vocabulary StrategiesSuffixes -y, -ous T40-T41Spelling PrincipleVowel Sounds ū, yōō, and ōō: Connect to WritingT47GrammarReview Proper NounsT356Spelling PrincipleVowel Sounds ū, yōō, and ōō: Assess T47GrammarConnect Grammar to WritingT50-T51Progress MonitorVocabulary, Decoding, Grammar and Fluency T56-T57DecodingVocabulary StrategiesFluencyGrammarLiteracy 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 2 Lesson 7Spelling Principle/ DecodingVowel Sounds /ōō/ and /??/ Common Consonants Patterns: ClustersLanguage/ GrammarGreek and Latin Word Parts phon, photo, graph, auto, tele Verb 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 Standards4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?4.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.4.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Spelling PrincipleFluencyModel Phrasing: Punctuation T86Spelling PrincipleVowel Sounds /ōō/ and /??/: Pretest T120GrammarPast, Present, and Future TensesT122FluencyPunctuation T118Spelling PrincipleVowel Sounds /ōō/ and /??/: Word SortT120GrammarHelping Verbs and Past ParticiplesT123DecodingCommon Consonant Patterns: ClustersT119Spelling PrincipleVowel Sounds /ōō/ and /??/Word Families T121GrammarUse of TensesT123Vocabulary StrategiesGreek and Latin Word Parts phon, photo, graph, auto, teleT114-T115Spelling PrincipleVowel Sounds /ōō/ and /??/: Connect to WritingT121GrammarReview Verb TensesT124Spelling PrincipleVowel Sounds /ōō/ and /??/: Assess T121GrammarConnect Grammar to WritingT124-T125Progress MonitorVocabulary, Decoding, Grammar and Fluency T130-T131DecodingVocabulary StrategiesFluencyGrammarLiteracy 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 2 Lesson 8Spelling Principle/ DecodingVowel Sounds /ou/, /?/Stressed and Unstressed SyllablesLanguage/ GrammarFigurative Language Progressive Verb 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 Standards4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?4.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.4.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Spelling PrincipleFluencyModel Stress T160Spelling PrincipleVowel Sounds /ou/, /?/: PretestT196GrammarPresent Progressive TenseT198FluencyStress T194Spelling PrincipleVowel Sounds /ou/, /?/: Word SortT196GrammarPasts Progressive TenseT123DecodingStressed and Unstressed SyllablesT195Spelling PrincipleVowel Sounds /ou/, /?/: Word Families T197GrammarFuture Progressive TenseT199Vocabulary StrategiesFigurative LanguageT190-T191Spelling PrincipleVowel Sounds /ou/, /?/: Connect to WritingT197GrammarReview Progressive Verb TensesT200Spelling PrincipleVowel Sounds /ou/, /?/: Assess T197GrammarConnect Grammar to WritingT200-T201Progress MonitorVocabulary, Decoding, Grammar and Fluency T206-T207DecodingVocabulary StrategiesFluencyGrammarLiteracy 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 2 Lesson 9 Spelling Principle/ DecodingVowel + /r/ SoundsCommon Beginning SyllablesLanguage/ GrammarAntonyms Compound and 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 Standards4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?4.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.4.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Spelling PrincipleFluencyModel AccuracyT236Spelling PrincipleVowel + /r/ Sounds: PretestT270GrammarCompound SentencesT272FluencyAccuracyT268Spelling PrincipleVowel + /r/ Sounds: Word SortT270GrammarComplex SentencesT273DecodingCommon Beginning SyllablesT269Spelling PrincipleVowel + /r/ Sounds: Word Families T271GrammarCommas in Compound SentencesT273Vocabulary StrategiesAntonymsT264-T265Spelling PrincipleVowel + /r/ Sounds: Connect to WritingT271GrammarReview Commas in Compound SentencesT274Spelling PrincipleVowel + /r/ Sounds: Assess T271GrammarConnect Grammar to WritingT274-T275Progress MonitorVocabulary, Decoding, Grammar and Fluency T280-T281DecodingVocabulary StrategiesFluencyGrammarLiteracy 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 2 Lesson 10 Spelling Principle/ DecodingMore Vowel + /r/ SoundsVowel + /r/ Sounds in Multi-syllable WordsLanguage/ GrammarShades of Meaning 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 Standards4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?4.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.4.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Spelling PrincipleFluencyModel IntonationT310Spelling PrincipleMore Vowel + /r/ Sounds: PretestT344GrammarSubject and Object PronounsT346FluencyIntonationT342Spelling PrincipleMore Vowel + /r/ Sounds: Word SortT344GrammarReflexive and Demonstrative PronounsT347DecodingVowel + r sounds in Multi-syllable WordsT343Spelling PrincipleMore Vowel + /r/ Sounds: Word Families T345GrammarPronoun-Antecedent AgreementT273Vocabulary StrategiesIntonationT264-T265Spelling PrincipleMore Vowel + /r/ Sounds: Connect to WritingT345GrammarReview PronounsT348Spelling PrincipleVowel + /r/ Sounds: Assess T271GrammarConnect Grammar to WritingT274-T275Progress MonitorVocabulary, Decoding, Grammar and Fluency T354-T355DecodingVocabulary StrategiesFluencyGrammarLiteracy 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 3 Lesson 11 Spelling Principle/ DecodingCompound WordsLanguage/ GrammarSuffixes -ful, -less, -ness, -ment Frequently Confused WordsNOTE: 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 Standards4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?4.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.4.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Spelling PrincipleFluencyModel Phrasing: PunctuationT12Spelling PrincipleCompound Words: PretestT46GrammarTo, Too, and TwoT48FluencyPhrasing: PunctuationT25Spelling PrincipleCompound Words: Word SortT270GrammarThere, They’re, and TheirT49DecodingPhrasingT32Spelling PrincipleCompound Words: Word Families T271GrammarIts and It’sT49Vocabulary StrategiesSuffixes -ful, -less, -ness, and -mentT40-T41Spelling PrincipleCompound Words: Connect to WritingT271GrammarReview Commonly Confused WordsT50Spelling PrincipleCompound Words: Assess T47GrammarConnect Grammar to WritingT50-T51Progress MonitorVocabulary, Decoding, Grammar and Fluency T56-T57DecodingVocabulary StrategiesFluencyGrammarLiteracy 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 3 Lesson 12 Spelling Principle/ DecodingWords with -ed or -ingBase Words and EndingsLanguage/ GrammarSynonyms 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 Standards4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?4.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.4.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Spelling PrincipleFluencyModel RateT86Spelling PrincipleWords with -ed or -ing: PretestT120GrammarSingular Possessive NounsT122FluencyRateT118Spelling PrincipleWords with -ed or -ing: Word SortT118GrammarPlural Possessive NounsT121DecodingBase Words and EndingsT119Spelling PrincipleWords with -ed and -ing: Word Families T121GrammarApostrophe Use in Possessive NounsT123Vocabulary StrategiesSynonymsT114-T115Spelling PrincipleWords with -ed or -ing: Connect to WritingT121GrammarReview Possessive NounsT124Spelling PrincipleWords with -ed or -ing: Assess T121GrammarConnect Grammar to WritingT124-T125Progress MonitorVocabulary, Decoding, Grammar and Fluency T130-T131DecodingVocabulary StrategiesFluencyGrammarLiteracy 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 3 Lesson 13Spelling Principle/ DecodingMore Words with -ed or -ingRecognizing Common Word PartsLanguage/ GrammarGreek and Latin Word Parts spect, struct, tele, vis Modal AuxiliariesNOTE: 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 Standards4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?4.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.4.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Spelling PrincipleFluencyPhrasing: PausesT160Spelling PrincipleMore Words with -ed or -ing: PretestT200GrammarMay, Might, Can, and CouldT202FluencyPausesT198Spelling PrincipleMore Words with -ed or -ing: Word SortT200GrammarWould, Should, and MustT202DecodingRecognizing Common Word PartsT199Spelling PrincipleMore Words with -ed and -ing: Word Families T201GrammarModal AuxiliariesT203Vocabulary StrategiesGreek and Latin Words Parts spect, struct, tele, visT194-T195Spelling PrincipleMore Words with -ed or -ing: Connect to WritingT201GrammarReview Modal AuxiliariesT204Spelling PrincipleMore Words with -ed or -ing: Assess T201GrammarConnect Grammar to WritingT204-T205Progress MonitorVocabulary, Decoding, Grammar and Fluency T210-T211DecodingVocabulary StrategiesFluencyGrammarLiteracy 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 3 Lesson 14Spelling Principle/ DecodingFinal Long eRecognizing SuffixesLanguage/ GrammarSuffixes -able, -ible ParticiplesNOTE: 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 Standards4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?4.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.4.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Spelling PrincipleFluencyModel StressT240Spelling PrincipleThe Final Long e: PretestT276GrammarPresent ParticiplesT278FluencyStressT274Spelling PrincipleThe Final Long e: Word SortT276GrammarPast ParticiplesT279DecodingRecognizing SuffixesT275Spelling PrincipleThe Final Long e: Word Families T279GrammarParticiple PhrasesT279Vocabulary StrategiesSuffixes -able, -ibleT270-T271Spelling PrincipleThe Final Long e: Connect to WritingT277GrammarReview ParticiplesT280Spelling PrincipleThe Final Long e: Assess T277GrammarConnect Grammar to WritingT280-T281Progress MonitorVocabulary, Decoding, Grammar and Fluency T286-T288DecodingVocabulary StrategiesFluencyGrammarLiteracy 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 3 Lesson 15Spelling Principle/ DecodingChanging Final y to iThree-Syllable WordsLanguage/ GrammarUsing Context 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 Standards4.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.4.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.?4.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.?4.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.4.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.DAY 1DAY 2DAY 3DAY 4DAY 5Spelling PrincipleFluencyModel ExpressionT316Spelling PrincipleChanging y to i: PretestT350GrammarIrregular VerbsT352FluencyExpressionT348Spelling PrincipleChanging y to i: Word SortT350GrammarSpecial verb beT353DecodingThree Syllable WordsT349Spelling PrincipleChanging y to i: Word Families T351GrammarHelping VerbsT353Vocabulary StrategiesUsing ContextT344-T345Spelling PrincipleChanging y to i: Connect to WritingT351GrammarReview Irregular VerbsT354Spelling PrincipleChanging Final y to i: Assess T351GrammarConnect Grammar to WritingT354-T355Progress MonitorVocabulary, Decoding, Grammar and Fluency T360-T361DecodingVocabulary StrategiesFluencyGrammarLiteracy 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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