Grade_Q… · Web view2019. 7. 8. · Word study is a combination of phonics (decoding), spelling...
Transcript of Grade_Q… · Web view2019. 7. 8. · Word study is a combination of phonics (decoding), spelling...
Third Grade Foundational Literacy Curriculum Map – HMHCO Journeys 2019-2020: Semester 2
Introduction (excerpt from TDOE)Literacy is a multi-faceted, complex relationship of interrelated skills. The ultimate goal of literacy instruction is for students to become proficient readers and writers. Before proficiency can be achieved, children must adequately develop the essential foundational skills during the early grades. The foundational literacy standards for Tennessee students are a progression beginning with foundational skills to the sophisticated application of oral and written language. These standards include: print concepts, phonological awareness, phonics and word recognition, word and sentence composition, and fluency.
The goal of the foundational reading skills is to develop fluent readers who are able to comprehend texts across a wide range of texts. To achieve this goal, children must be able to process words both accurately and efficiently and read with appropriate expression (Duke & Carlisle, 2011; Rasinski, Reutzel, Chard & Linan-Thompson, 2011). Fluent readers spend less time on word recognition, thereby freeing their cognitive resources to focus on sentence, paragraph, and passage comprehension.
Early writing foundations include sound-letter basics, spelling, elements of grammar, sentence composition, and the development of writing skills and habits. Instruction in grammar and sentence composition enables the communication of meaning and allows the writer to make deliberate choices about how ideas will be expressed. The grammatical characteristics of spoken language are different in significant ways from those of written language and are often learned through years of instruction and practice. In the early years, knowledge of these characteristics is formed through use in spoken and written situations. In writing, as with reading, accuracy and fluency with component skills enables young writers to focus on higher-level aspects of composition, such as topic focus and maintenance, word choice, and attentiveness to the reader. As children gain fluency and automaticity with spelling and sentence writing, their compositions tend to become longer and better constructed. When skills are automatic, more cognitive resources are available for consideration of audience, purpose, and the form in which ideas are expressed (Moats, 2015).
-Excerpt from TDOEInstructional OverviewThe Literacy Units for grades 3–5 were designed to help teachers build students’ capacity to read, think, talk, and write about complex texts. The units address the reading standards for both literary and informational texts and the writing standards. Foundational reading and language also are addressed within the context of some lessons; however the Literacy Unit lessons alone do not provide enough time to meet the needs for Foundational Literacy.
To ensure that students receive adequate support building foundational reading and language skills, as well as sufficient time to meet the volume of reading required by the Standards, research suggests that an additional block of literacy instruction and skills practice is needed. This Foundational Literacy Scope and Sequence is designed to offer teachers options about how to organize an additional literacy block to comprehensively address the Foundational Literacy Standards beyond the Literacy Units.
Research suggests that students benefit from additional time spent on literacy skills instruction with differentiated support, so they can continue to acquire and practice the skills necessary in becoming proficient and independent readers, writers, speakers, and listeners. There are various ways to organize this time so teachers can pull small, guided groups and provide additional whole-class instruction on discrete skills, as deemed necessary by formative reading and writing assessments.
-Adapted from Expeditionary LearningGrade-Level Standards – Crosswalk
3rd Grade Foundational Literacy, Q3-Q4 1
Current Tennessee Standards Previous Tennessee Standards 3.FL.PWR.3- Know and apply grade-level phonics and
word analysis skills when decoding isolated words and in connected text.
RF.3.3- Know and apply grade-level phonics and word analysis skills in decoding words.
3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
New Standard
3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.
RF.3.4- Read with sufficient accuracy and fluency to support comprehension.
3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.
L.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
AssessmentsSummative Assessment Formative Tasks Extension Activities
Writing Journal Published Student Work Benchmark Assessments Cold Reads
Informal Assessment Ongoing Formative Assessments-
Spelling Development Fluency Self-Assessment MAPP Approach (Modeling, Assistance,
Practice, Performance) Writing Journal Reading Logs
Have word lists for sorting, games, and activities that are based on the stages of spelling development (syllables and affixes, and derivational relations)
Provide studies of common Greek and Latin roots, as well as prefixes and suffixes and how they affect the meanings of words
Include activities that allow students to determine spelling patterns and learn syllabication
3rd Grade Foundational Literacy, Q3-Q4 2
Third Grade Foundational Literacy- Rotating Groups 2019-2020 School YearSmall Rotating Groups ( https://eleducation.org/resources/k-5-language-arts-curriculum-all-block )
Additional Work with Complex Text- Students work on the various aspects of text (meaning, language, structure, or knowledge) individually, with a partner, or with a teacher-led small group. This is an opportunity to provide additional instruction with the anchor text or supplemental text from their whole group unit.
Reading and Speaking Fluency/GUM (Grammar)- Students practice with oral reading, speaking with expression, and grammar rules. Reading and Speaking Fluency: Fluent readers are able to pay attention to the meaning of the text because they read with
automaticity and they do not have to stop and decode words. Guidance on implementing fluency instruction is found at the following link. https://www.engageny.org/resource/foundational-reading-and-language-standards-resources-package-for-grades-3-5
GUM (Grammar, Usage, and Mechanics)- It is important for students to learn the standard conventions of written English, including usage, mechanics, and capitalization and punctuation. Research tells us that the most useful way to teach these conventions is through the use of good models, as well as through the use of targeted mini lessons in the editing stages of writing. Guidance on model sentences can be found at the following link. https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/sentence-composing.pdf?sfvrsn=4
Accountable Independent Reading (AIR)/Volume of Reading- Students need accountability for their reading, both on a weekly basis and when they finish a text. This accountability comes from reading logs as well as from conversations with teachers and peers about what they are reading. Teachers should leverage school libraries, classroom libraries, and supplemental texts from whole group units to provide a variety of texts. Independent reading also affords students the opportunity to engage in voluminous reading in order to meet the demands of Standard 10 and to build knowledge around a topic. https://www.engageny.org/resource/launching-independent-reading-in-grades-3-5-sample-plan
Word Study (Decoding, Spelling Principle, Vocabulary)- Word study is a combination of phonics (decoding), spelling principle, and vocabulary instruction (Bear, Invernizzi, Templeton, & Jonston, 2000). Word study gives students an opportunity to investigate and understand patterns and word relationships and apply this knowledge to their reading and writing. Teachers should utilize the Journeys Decoding, Spelling, and Vocabulary lessons for explicit instruction and determine ways to provide students with access to those skills within a text.
Writing Practice- Writing fluency practice; quick-writes; additional practice with specific skills are all needed for students to become fluent with the writing structure and craft. Students need access to specific skills to hone in on their writing such as:
Writing fluency: Fluent writers are comfortable with a grade-appropriate task and can sustain it for an appropriate amount of time. Writing to learn: Students need many opportunities to write brief summaries of what they think they know and to reflect on the
significance of ideas that they have been working with. Writing to communicate: Writing is a way that students can communicate their thinking to others in a clear, accurate, and effective
way.
*Note: To access hyperlinked resource, click the link. If the link does not open when clicked, copy and paste the link into your browser.
3rd Grade Foundational Literacy, Q3-Q4 3
3rd Grade Foundational Literacy, Q3-Q4 4
Additional Foundational Literacy Sample Block60 minutes per day- four differentiated groups rotate through each center outlined below
This schedule represents one possible way to organize a Foundational Literacy Instructional Block. It is a one-week schedule featuring both small-guided groups and independent center work that focuses on the foundational literacy standards. The schedule below represents a sample weekly schedule.*Note that the schedule itself simply shows how time is allocated to address various skills. For the skill named in each box, refer to the corresponding lesson that is a part of the Scope and Sequence (e.g., Spelling Principle, Decoding, etc.).
Rotation (20 minutes)Teacher-Guided
Homogeneous Grouping
Rotation (20 minutes)Work Station A
Heterogeneous Grouping
Rotation (20 minutes)Work Station B
Heterogeneous Grouping
Day 1Reading and Speaking Fluency/
GUMWord Study
(Decoding, Spelling Principle, Vocabulary) Writing Fluency
Day 2Additional work with Complex
Texts Reading and Speaking Fluency/ GUM
Word Study(Decoding, Spelling Principle,
Vocabulary)
Day 3 Word Study(Decoding, Spelling Principle,
Vocabulary)Writing Fluency Reading and Speaking Fluency/
GUM
Day 4Additional work with Complex
TextsWord Study
(Decoding, Spelling Principle, Vocabulary)
Writing Fluency
Day 5 Writing Fluency Reading and Speaking Fluency/ GUM
Word Study(Decoding, Spelling Principle,
Vocabulary)
Quarter 3- Foundational Literacy Scope and SequenceQuarter 3 (January 6 - March 13, 2020)
Week 1 - Lesson 16 Week 2 - Lesson 17 Week 3 - Lesson 18 Week 4 - Lesson 193.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7
3.FL.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7
3.FL.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7
3.FL.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7
Spelling Principle Spelling Principle Spelling Principle Spelling PrincipleVowel + /r/ Sounds in air and
fear Words with /j/ and /s/ Spelling the /k/ and /kw/ Sounds
Vowel Sounds in spoon and wood
Decoding Decoding Decoding Decoding
Words with air, ear, areWords with /j/ and /s/ Words
with the VCCCVPattern*
Words with /k/ and / kw/ Vowel Sounds in spoon and wood
Vocabulary Vocabulary Vocabulary VocabularyContext Clues Suffix –ly Word Roots Prefixes pre-, re-, bi-
Fluency Fluency Fluency FluencyIntonation Stress Expression Reading Rate
Grammar Skill Grammar Skill Grammar Skill Grammar SkillWhat are Adjectives and
Articles Adjectives that Compare Using the Verb be and Helping Verbs More Irregular Verbs
Quarter 3 (January 6 - March 13, 2020)Week 5 - Lesson 20 Week 6 - Lesson 21 Week 7 - Lesson 22
3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7
3.FL.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7
3.FL.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6,
3.FL.VA.7Spelling Principle Spelling Principle Spelling Principle
Compound Words Words with -ed and -ing Changing Final y to iDecoding Decoding Decoding
Compound Words Base Words and -ed, -ingSpelling Changes: -s, -es, -
ed, -ingLess Common Plurals
Vocabulary Vocabulary VocabularyDictionary/Glossary Prefix non- Word Roots
Fluency Fluency FluencyAccuracy Intonation Phrasing
Grammar Skill Grammar Skill Grammar SkillWhat is an Adverb? Adverbs that Compare Making Comparisons
* Syllable pattern for dividing multisyllabic words
3rd Grade Foundational Literacy, Q3-Q4 5
Quarter 4- Foundational Literacy Scope and SequenceQuarter 4 (March 23 - May 22, 2020)
Week 1 - Lesson 23 Week 2 - Lesson 24 Week 3 - Lesson 25 Week 4 - Lesson 263.FL.PWR.3, 3.FL.WC.4,
3.FL.F.5, 3.FL.SC.6, 3.FL.VA.73.FL.PWR.3, 3.FL.WC.4,
3.FL.F.5, 3.FL.SC.6, 3.FL.VA.73.FL.PWR.3, 3.FL.WC.4,
3.FL.F.5, 3.FL.SC.6, 3.FL.VA.73.FL.PWR.3, 3.FL.WC.4,
3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7Spelling Principle Spelling Principle Spelling Principle Spelling Principle
Suffixes -ful, -ly, and –er Prefixes re- and un- Suffixes -less and -ness Words with VCCV PatternDecoding Decoding Decoding Decoding
Suffixes -ful, -y, -ous, -ly, -er Prefixes un-, pre-, re-, bi- Suffixes -less, -ness, -able Common Final Syllables-tion, -sion, -ture
Vocabulary Vocabulary Vocabulary VocabularySuffixes -er, -est Shades of Meaning Analogies Suffix -ion
Fluency Fluency Fluency FluencyStress Reading Rate Accuracy Accuracy
Grammar Skill Grammar Skill Grammar Skill Grammar SkillPossessive Nouns and
Pronouns Complex Sentences More, Most, -er, -est Abbreviations
Quarter 4 (March 23- May 22, 2019)Week 5 - Lesson 27 Week 6 - Lesson 28 Week 7 - Lesson 29 Week 8 - Lesson 30
3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7
3.FL.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7
3.FL.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7
3.FL.PWR.3, 3.FL.WC.4, 3.FL.F.5, 3.FL.SC.6, 3.FL.VA.7
Spelling Principle Spelling Principle Spelling Principle Spelling PrincipleWords with Double
Consonants Words with ough and augh Words Ending with -er or -le Words Beginning with a- or be-
Decoding Decoding Decoding DecodingDouble Consonants Words with ough and augh Words Ending in –er, or -le Schwa Sound
Vocabulary Vocabulary Vocabulary VocabularyHomographs and
Homophones Word Roots Prefixes un- and dis- Compound WordsFluency Fluency Fluency FluencyIntonation Phrasing Expression Reading Rate
Grammar Skill Grammar Skill Grammar Skill Grammar SkillContractions Commas in Sentences What is a Preposition? Correct Pronouns
Foundational Unit 4 Lesson 163rd Grade Foundational Literacy, Q3-Q4 6
LiteracyPhonics Skill Words with air, ear, areLanguage/ Grammar
Vowel + /r/ Sounds in air and fearWhat are Adjectives and Articles?
NOTE: While grammar instruction outlined in this map aligns to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.
Foundational Literacy Standards
3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Opening Routines
Daily PhonicsT12-T13
FluencyModel IntonationT14-T15
PhonicsWords with air, ear, areT16-T17
Word and Sentence CompositionGrammar: What are Adjectives and ArticlesSpelling: Vowel + /r/ Sounds in air and fearT36
Opening RoutinesDaily PhonicsT38-T39
Word and Sentence CompositionGrammar: What are Adjectives and ArticlesSpelling: Vowel + /r/ Sounds in air and fearT44
Opening RoutinesDaily PhonicsT46-T47
PhonicsWords with air, ear, areT48
FluencyModel ExpressionT49
Word and Sentence CompositionGrammar: What are Adjectives and ArticlesSpelling: Vowel + /r/ Sounds in air and fearT54
Opening RoutinesDaily PhonicsT56-T57
VocabularyVocabulary Strategies: Context CluesT62-T63
Word and Sentence CompositionGrammar: Spiral Review Plural NounsSpelling: Vowel + /r/ Sounds in air and fearT64
Opening RoutinesDaily PhonicsT66-T67
Word and Sentence CompositionGrammar: What are Adjectives and ArticlesSpelling: Vowel + /r/ Sounds in air and fearT70-T71
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT74-T75
Fluency
Phonics
Vocabulary Acquisition
Word and Sentence
Composition
Literacy Workstation Activities for Additional Practice Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:
http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdfhttps://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resources
3rd Grade Foundational Literacy, Q3-Q4 7
Foundational Literacy
Unit 4 Lesson 17
Phonics Skill Words with /j/ and /s/Words with the VCCCV Pattern*
Language/ Grammar
Words with /j/ and /s/Adjectives that Compare
NOTE: While grammar instruction outlined in this map aligns to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.
Foundational Literacy Standards
3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Opening Routines
Daily PhonicsT108-T109
FluencyModel StressT110-T111
PhonicsWords with /j/ and /s/T112-T113
Word and Sentence CompositionGrammar: Adjectives that CompareSpelling: Words with /j/ and /s/T130
Opening RoutinesDaily PhonicsT132-T133
Word and Sentence CompositionGrammar: Adjectives that CompareSpelling: Words with /j/ and /s/T138
Opening RoutinesDaily PhonicsT140-T141
PhonicsWords with the VCCCV Pattern*T142
FluencyModel StressT143
Word and Sentence CompositionGrammar: Adjectives that CompareSpelling: Words with /j/ and /s/T148
Opening RoutinesDaily PhonicsT150-T151
VocabularyVocabulary Strategies: Suffix –lyT154-T155
Word and Sentence CompositionGrammar: Spiral Review Proper NounsSpelling: Words with /j/ and /s/T156
Opening RoutinesDaily PhonicsT518-T159
Word and Sentence CompositionGrammar: Adjectives that CompareSpelling: Words with /j/ and /s/T162-T163
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT166-T167
Fluency
Phonics
Vocabulary Acquisition
Word and Sentence
CompositionLiteracy Workstation Activities for Additional Practice
Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdfhttps://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resourcesFoundational
LiteracyUnit 4 Lesson 18
3rd Grade Foundational Literacy, Q3-Q4 8
Phonics Skill Words with /k/ and / kw/Language/ Grammar
Spelling the /k/ and /kw/ SoundsUsing the Verb be and Helping Verbs
NOTE: While grammar instruction outlined in this map aligns to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.
Foundational Literacy Standards
3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 1 DAY 1 DAY 1 DAY 1Opening Routines Opening Routines
Daily PhonicsT200-T201
FluencyModel ExpressionT202-T203
PhonicsWords with /k/ and / kw/T204-T205
Word and Sentence CompositionGrammar: Using the Verb be and Helping VerbsSpelling: Spelling the /k/ and /kw/ SoundsT224
Opening RoutinesDaily PhonicsT200-T201
FluencyModel ExpressionT202-T203
PhonicsWords with /k/ and / kw/T204-T205
Word and Sentence CompositionGrammar: Using the Verb be and Helping VerbsSpelling: Spelling the /k/ and /kw/ SoundsT224
Opening RoutinesDaily PhonicsT200-T201
FluencyModel ExpressionT202-T203
PhonicsWords with /k/ and / kw/T204-T205
Word and Sentence CompositionGrammar: Using the Verb be and Helping VerbsSpelling: Spelling the /k/ and /kw/ SoundsT224
Opening RoutinesDaily PhonicsT200-T201
FluencyModel ExpressionT202-T203
PhonicsWords with /k/ and / kw/T204-T205
Word and Sentence CompositionGrammar: Spiral Review Abstract NounsSpelling: Spelling the /k/ and /kw/ SoundsT224
Opening RoutinesDaily PhonicsT200-T201
FluencyModel ExpressionT202-T203
PhonicsWords with /k/ and / kw/T204-T205
Word and Sentence CompositionGrammar: Using the Verb be and Helping VerbsSpelling: Spelling the /k/ and /kw/ SoundsT224
Fluency
Phonics
Vocabulary Acquisition
Word and Sentence
Composition
Literacy Workstation Activities for Additional Practice Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:
http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdfhttps://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resourcesFoundational
LiteracyUnit 4 Lesson 19
3rd Grade Foundational Literacy, Q3-Q4 9
Phonics Skill Vowel Sounds in spoon and woodLanguage/ Grammar
Vowel Sounds in spoon and woodMore Irregular Verbs
NOTE: While grammar instruction outlined in this map aligns to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.
Foundational Literacy Standards
3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Opening Routines
Daily PhonicsT294-T295
FluencyModel Reading RateT296-T297
PhonicsVowel Sounds in spoon and woodT298-T299
Word and Sentence CompositionGrammar: More Irregular VerbsSpelling: Vowel Sounds in spoon and woodT316
Opening RoutinesDaily PhonicsT318-T319
Word and Sentence CompositionGrammar: More Irregular VerbsSpelling: Vowel Sounds in spoon and woodT324
Opening RoutinesDaily PhonicsT326-T327
PhonicsVowel Sounds in spoon and woodT328
FluencyModel Reading RateT329
Word and Sentence CompositionGrammar: More Irregular VerbsSpelling: Vowel Sounds in spoon and woodT334
Opening RoutinesDaily PhonicsT336-T337
VocabularyVocabulary Strategies: Prefixes pre-, re-, bi-T340-T341
Word and Sentence CompositionGrammar: Spiral Review Subject-Verb AgreementSpelling: Vowel Sounds in spoon and woodT342
Opening RoutinesDaily PhonicsT344-T345
Word and Sentence CompositionGrammar: More Irregular VerbsSpelling: Vowel Sounds in spoon and woodT348-T349
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT352-T353
Fluency
Phonics
Vocabulary Acquisition
Word and Sentence
Composition
Literacy Workstation Activities for Additional Practice Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:
http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdfhttps://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resources
Foundational Unit 4 Lesson 203rd Grade Foundational Literacy, Q3-Q4 10
LiteracyPhonics Skill Compound WordsLanguage/ Grammar
Compound WordsWhat is an Adverb?
NOTE: While grammar instruction outlined in this map aligns to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.
Foundational Literacy Standards
3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Opening Routines
Daily PhonicsT386-T387
FluencyModel AccuracyT388-T389
PhonicsCompound WordsT390-T391
Word and Sentence CompositionGrammar: What is an Adverb?Spelling: Compound WordsT408
Opening RoutinesDaily PhonicsT410-T411
Word and Sentence CompositionGrammar: What is an Adverb?Spelling: Compound WordsT416
Opening RoutinesDaily PhonicsT418-T419
PhonicsCompound WordsT420
FluencyModel AccuracyT421
Word and Sentence CompositionGrammar: What is an Adverb?Spelling: Compound WordsT426
Opening RoutinesDaily PhonicsT428-T429
VocabularyVocabulary Strategies: Dictionary/GlossaryT432-T433
Word and Sentence CompositionGrammar: Spiral Review Simple Verb TenseSpelling: Compound WordsT434
Opening RoutinesDaily PhonicsT436-T437
Word and Sentence CompositionGrammar: What is an Adverb?Spelling: Compound WordsT440-T441
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT444-T445
Fluency
Phonics
Vocabulary Acquisition
Word and Sentence
Composition
Literacy Workstation Activities for Additional Practice Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:
http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdfhttps://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resourcesFoundational
LiteracyUnit 5 Lesson 21
Phonics Skill Base Words and -ed, -ing
3rd Grade Foundational Literacy, Q3-Q4 11
Language/ Grammar
Words with -ed and –ingAdverbs that Compare
NOTE: While grammar instruction outlined in this map aligns to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.
Foundational Literacy Standards
3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Opening Routines
Daily PhonicsT12-T13
FluencyModel IntonationT14-T15
PhonicsBase Words and -ed, -ingT16-T17
Word and Sentence CompositionGrammar: Adverbs that CompareSpelling: Words with -ed and -ingT32
Opening RoutinesDaily PhonicsT34-T35
Word and Sentence CompositionGrammar: Adverbs that CompareSpelling: Words with -ed and -ingT40
Opening RoutinesDaily PhonicsT42-T43
PhonicsBase Words and -ed, -ingT44
FluencyModel IntonationT45
Word and Sentence CompositionGrammar: Adverbs that CompareSpelling: Words with -ed and -ingT50
Opening RoutinesDaily PhonicsT52-T53
VocabularyVocabulary Strategies: Prefix non-T56-T57
Word and Sentence CompositionGrammar: Spiral Review Kinds of AdjectivesSpelling: Words with -ed and -ingT58
Opening RoutinesDaily PhonicsT60-T61
Word and Sentence CompositionGrammar: Adverbs that CompareSpelling: Words with -ed and -ingT64-T65
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT68-T69
Fluency
Phonics
Vocabulary Acquisition
Word and Sentence
Composition
Literacy Workstation Activities for Additional Practice Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:
http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdfhttps://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resourcesFoundational
LiteracyUnit 5 Lesson 22
Phonics Skill Spelling Changes: -s, -es, -ed, -ing
3rd Grade Foundational Literacy, Q3-Q4 12
Less Common PluralsLanguage/ Grammar
Changing Final y to iMaking Comparisons
NOTE: While grammar instruction outlined in this map aligns to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.
Foundational Literacy Standards
3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Opening Routines
Daily PhonicsT102-T103
FluencyModel PhrasingT104-T105PhonicsSpelling Changes: -s, -es, -ed, -ingT106-T107
Word and Sentence CompositionGrammar: Making ComparisonsSpelling: Changing Final y to iT124
Opening RoutinesDaily PhonicsT126-T127
Word and Sentence CompositionGrammar: Making ComparisonsSpelling: Changing Final y to iT132
Opening RoutinesDaily PhonicsT134-T135
PhonicsLess Common PluralsT136FluencyModel PhrasingT137
Word and Sentence CompositionGrammar: Making ComparisonsSpelling: Changing Final y to iT142
Opening RoutinesDaily PhonicsT144-T145
VocabularyVocabulary Strategies: Word RootsT148-T149
Word and Sentence CompositionGrammar: Spiral Review Adjectives and ArticlesSpelling: Changing Final y to iT150
Opening RoutinesDaily PhonicsT152-T153
Word and Sentence CompositionGrammar: Making ComparisonsSpelling: Changing Final y to iT156-T157
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT160-T161
Fluency
Phonics
Vocabulary Acquisition
Word and Sentence
Composition
Literacy Workstation Activities for Additional Practice Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:
http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdfhttps://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resourcesFoundational
LiteracyUnit 5 Lesson 23
Phonics Skill Suffixes -ful, -y, -ous, -ly, -er
3rd Grade Foundational Literacy, Q3-Q4 13
Language/ Grammar
Suffixes -ful, -ly, and –erPossessive Nouns and Pronouns
NOTE: While grammar instruction outlined in this map aligns to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.
Foundational Literacy Standards
3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Opening Routines
Daily PhonicsT194-T195
FluencyModel Reading RateT196-T197
PhonicsSuffixes -ful, -y, -ous, -ly, -erT198-T199
Word and Sentence CompositionGrammar: Possessive Nouns and PronounsSpelling: Suffixes -ful, -ly, and –erT218
Opening RoutinesDaily PhonicsT220-T221
Word and Sentence CompositionGrammar: Possessive Nouns and PronounsSpelling: Suffixes -ful, -ly, and –erT226
Opening RoutinesDaily PhonicsT228-T229
PhonicsSuffixes -ful, -y, -ous, -ly, -erT230
FluencyModel Reading RateT231
Word and Sentence CompositionGrammar: Possessive Nouns and PronounsSpelling: Suffixes -ful, -ly, and –erT236
Opening RoutinesDaily PhonicsT238-T239
VocabularyVocabulary Strategies: Suffixes -er, -estT242-T243
Word and Sentence CompositionGrammar: Spiral Review The Special Verb beSpelling: Suffixes -ful, -ly, and –erT244
Opening RoutinesDaily PhonicsT246-T247
Word and Sentence CompositionGrammar: Possessive Nouns and PronounsSpelling: Suffixes -ful, -ly, and –erT250-T251
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT254-T255
Fluency
Phonics
Vocabulary Acquisition
Word and Sentence
Composition
Literacy Workstation Activities for Additional Practice Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:
http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdfhttps://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resourcesFoundational
LiteracyUnit 5 Lesson 24
Phonics Skill Prefixes un-, pre-, re-, bi-
3rd Grade Foundational Literacy, Q3-Q4 14
Language/ Grammar
Prefixes re- and un-Complex Sentences
NOTE: While grammar instruction outlined in this map aligns to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.
Foundational Literacy Standards
3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Opening Routines
Daily PhonicsT288-T289
FluencyModel AccuracyT290-T291
PhonicsPrefixes un-, pre-, re-, bi-T292-T293
Word and Sentence CompositionGrammar: Complex SentencesSpelling: Prefixes re- and un-T310
Opening RoutinesDaily PhonicsT312-T313
Word and Sentence CompositionGrammar: Complex SentencesSpelling: Prefixes re- and un-T318
Opening RoutinesDaily PhonicsT320-T321
PhonicsPrefixes un-, pre-, re-, bi-T322
FluencyModel AccuracyT323
Word and Sentence CompositionGrammar: Complex SentencesSpelling: Prefixes re- and un-T328
Opening RoutinesDaily PhonicsT330-T331
VocabularyVocabulary Strategies: Shades of MeaningT334-T335
Word and Sentence CompositionGrammar: Spiral Review Possessive Nouns and PronounsSpelling: Prefixes re- and un-T336
Opening RoutinesDaily PhonicsT338-T339
Word and Sentence CompositionGrammar: Complex SentencesSpelling: Prefixes re- and un-T342-T343
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT346-T347
Fluency
Phonics
Vocabulary Acquisition
Word and Sentence
Composition
Literacy Workstation Activities for Additional Practice Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:
http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdfhttps://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resourcesFoundational
LiteracyUnit 5 Lesson 25
Phonics Skill Suffixes -less, -ness, -able
3rd Grade Foundational Literacy, Q3-Q4 15
Language/ Grammar
Suffixes -less and –nessMore, Most, -er, -est
NOTE: While grammar instruction outlined in this map aligns to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.
Foundational Literacy Standards
3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Opening Routines
Daily PhonicsT380-T381
FluencyModel ExpressionT382-T383
PhonicsSuffixes -less, -ness, -ableT384-T385
Word and Sentence CompositionGrammar: More, Most, -er, -estSpelling: Suffixes -less and -nessT402
Opening RoutinesDaily PhonicsT404-T405
Word and Sentence CompositionGrammar: More, Most, -er, -estSpelling: Suffixes -less and -nessT410
Opening RoutinesDaily PhonicsT412-T413
PhonicsSuffixes -less, -ness, -ableT414
FluencyModel ExpressionT415
Word and Sentence CompositionGrammar: More, Most, -er, -estSpelling: Suffixes -less and -nessT420
Opening RoutinesDaily PhonicsT422-T423
VocabularyVocabulary Strategies: AnalogiesT426-T427
Word and Sentence CompositionGrammar: Spiral Review Complex SentencesSpelling: Suffixes -less and -nessT428
Opening RoutinesDaily PhonicsT430-T431
Word and Sentence CompositionGrammar: More, Most, -er, -estSpelling: Suffixes -less and -nessT434-T435
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT438-T439
Fluency
Phonics
Vocabulary Acquisition
Word and Sentence
Composition
Literacy Workstation Activities for Additional Practice Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:
http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdfhttps://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resourcesFoundational
LiteracyUnit 6 Lesson 26
Phonics Skill Common Final Syllables -tion, -sion, -tureLanguage/ Words with VCCV Pattern NOTE: While grammar instruction outlined in this map aligns
to the Journeys Scope and Sequence, teachers may use EL 3rd Grade Foundational Literacy, Q3-Q4 16
Grammar Abbreviations Education texts when applying grammar instruction in context.Foundational
Literacy Standards3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Fluency
Model AccuracyT10-T11
Word and Sentence CompositionGrammar: AbbreviationsT40Spelling: Words with VCCV PatternT38
Fluency: PoetryTeach AccuracyT36Practice AccuracyT27
Word and Sentence CompositionGrammar: AbbreviationsT40Spelling: Words with VCCV PatternT38
FluencyPractice AccuracyT27
PhonicsCommon Final Syllables-tion, -sion, -tureT37
Word and Sentence CompositionGrammar: AbbreviationsT41Spelling: Words with VCCV PatternT39
VocabularyVocabulary Strategies: Suffix -ionT32-T33
Word and Sentence CompositionGrammar: Spiral Review The Special Verb BeT41Spelling: Words with VCCV PatternT39
Word and Sentence CompositionGrammar: AbbreviationsT41Spelling: Words with VCCV PatternT39
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT46-T47
Fluency
Phonics
Vocabulary Acquisition
Word and Sentence
CompositionLiteracy Workstation Activities for Additional Practice
Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdfhttps://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resources
Foundational Literacy
Unit 6 Lesson 27
Phonics Skill Double Consonants
3rd Grade Foundational Literacy, Q3-Q4 17
Language/ Grammar
Words with Double ConsonantsContractions
NOTE: While grammar instruction outlined in this map aligns to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.
Foundational Literacy Standards
3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Fluency
Model IntonationT58-T59
Word and Sentence CompositionGrammar: ContractionsT86Spelling: Words with Double ConsonantsT84
FluencyTeach IntonationT82Practice IntonationT71
Word and Sentence CompositionGrammar: ContractionsT86Spelling: Words with Double ConsonantsT84
FluencyPractice IntonationT71, T73
PhonicsDouble ConsonantsT83
Word and Sentence CompositionGrammar: ContractionsT87Spelling: Words with Double ConsonantsT85
VocabularyVocabulary Strategies: Homographs and HomophonesT78-T79
Word and Sentence CompositionGrammar: Spiral Review The Past TenseT87Spelling: Words with Double ConsonantsT85
Word and Sentence CompositionGrammar: ContractionsT87Spelling: Words with Double ConsonantsT85
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT92-T93
Fluency
Phonics
Vocabulary Acquisition
Word and Sentence
CompositionLiteracy Workstation Activities for Additional Practice
Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdfhttps://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resources
Foundational Literacy
Unit 6 Lesson 28
Phonics Skill Words with ough and aughLanguage/ Words with ough and augh NOTE: While grammar instruction outlined in this map aligns
3rd Grade Foundational Literacy, Q3-Q4 18
Grammar Commas in Sentences to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.
Foundational Literacy Standards
3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Fluency
Model PhrasingT104-T105
Word and Sentence CompositionGrammar: Commas in SentencesT132Spelling: Words with ough and aughT130
FluencyTeach PhrasingT128Practice PhrasingT118-T119
Word and Sentence CompositionGrammar: Commas in SentencesT132Spelling: Words with ough and aughT130
FluencyPractice PhrasingT118-T119
PhonicsWords with ough and aughT129
Word and Sentence CompositionGrammar: Commas in SentencesT133Spelling: Words with ough and aughT131
VocabularyVocabulary Strategies:T124-T125
Word and Sentence CompositionGrammar: Spiral Review AbbreviationsT133Spelling: Words with ough and aughT131
Word and Sentence CompositionGrammar: Commas in SentencesT133Spelling: Words with ough and aughT131
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT138-T139
Fluency
Phonics
Vocabulary Acquisition
Word and Sentence
CompositionLiteracy Workstation Activities for Additional Practice
Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdfhttps://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resources
Foundational Literacy
Unit 6 Lesson 29
Phonics Skill Words Ending in –er, or -leLanguage/ Words Ending with -er or –le NOTE: While grammar instruction outlined in this map aligns
3rd Grade Foundational Literacy, Q3-Q4 19
Grammar What is a Preposition? to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.
Foundational Literacy Standards
3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Fluency
Model ExpressionT150-T151
Word and Sentence CompositionGrammar: What is a Preposition?T180Spelling: Words Ending with -er or -leT178
FluencyTeach ExpressionT176Practice ExpressionT176
Word and Sentence CompositionGrammar: What is a Preposition?T180Spelling: Words Ending with -er or -leT178
FluencyPractice ExpressionT176
PhonicsWords Ending in –er, or -leT177
Word and Sentence CompositionGrammar: What is a Preposition?T181Spelling: Words Ending with -er or -leT179
VocabularyVocabulary Strategies: Prefixes un- and dis-T172-T173
Word and Sentence CompositionGrammar: Spiral Review Kinds of AdverbsT181Spelling: Words Ending with -er or -leT179
Word and Sentence CompositionGrammar: What is a Preposition?T181Spelling: Words Ending with -er or -leT179
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT186-T187
Fluency
Phonics
Vocabulary Acquisition
Word and Sentence
CompositionLiteracy Workstation Activities for Additional Practice
Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdfhttps://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resources
3rd Grade Foundational Literacy, Q3-Q4 20
Foundational Literacy
Unit 6 Lesson 30
Phonics Skill Schwa SoundLanguage/ Grammar
Words Beginning with a- or be-Correct Pronouns
NOTE: While grammar instruction outlined in this map aligns to the Journeys Scope and Sequence, teachers may use EL Education texts when applying grammar instruction in context.
Foundational Literacy Standards
3.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.3.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.3.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.3.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.3.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines Fluency
Model Reading RateT198-T199
Word and Sentence CompositionGrammar: Correct PronounsT228Spelling: Words Beginning with a- or be-T226
FluencyTeach Reading RateT224Practice Reading RateT214-T215
Word and Sentence CompositionGrammar: Correct PronounsT228Spelling: Words Beginning with a- or be-T226
FluencyPractice Reading RateT214-T215
PhonicsSchwa SoundT225
Word and Sentence CompositionGrammar: Correct PronounsT229Spelling: Words Beginning with a- or be-T227
VocabularyVocabulary Strategies: Compound WordsT220-T221
Word and Sentence CompositionGrammar: Spiral Review Making ComparisonsT229Spelling: Words Beginning with a- or be-T227
Word and Sentence CompositionGrammar: Correct PronounsT229Spelling: Words Beginning with a- or be-T227
Progress MonitoringVocabulary, Phonics, Language/Grammar, and FluencyT234-T235
Fluency
Phonics
Vocabulary Acquisition
Word and Sentence
CompositionLiteracy Workstation Activities for Additional Practice
Phonics/Word Study Station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities:http://www.fcrr.org/studentactivities/3_5.htmhttps://pals.virginia.edu/activities-LS-ls-1-3.htmlhttps://pals.virginia.edu/activities-PA-SLS-1-3.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_3.pdfhttps://achievethecore.org/page/1021/fluency-packet-for-the-2-3-grade-band
Additional resource: https://www.texasgateway.org/resource/literacy-achievement-academy-grade-3-additional-resources
3rd Grade Foundational Literacy, Q3-Q4 21