Grade_Q1-Q2 Foundational... · Web viewThe foundational literacy standards for Tennessee students...
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Fifth Grade Foundational Literacy Curriculum Map – HMHCO Journeys 2019-2020: Semester 1 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 TDOE Instructional Overview The Knowledge Units for grades 3–5 were designed to help teachers build students’ capacity to read, think, talk, and write about complex texts. The units address the reading standards for both literary and informational texts and the writing standards. Foundational reading and language also are addressed within the context of some lessons; however the Knowledge Unit lessons alone do not provide enough time to meet the needs for Foundational Literacy. To ensure that students receive adequate support building foundational reading and language skills, as well as sufficient time to meet the volume of reading required by the Standards, research suggests that an additional block 5 th Grade Foundational Literacy, Q1-Q2 1
Transcript of Grade_Q1-Q2 Foundational... · Web viewThe foundational literacy standards for Tennessee students...
Fifth Grade Foundational Literacy Curriculum Map – HMHCO Journeys 2019-2020: Semester 1
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 Knowledge Units for grades 3–5 were designed to help teachers build students’ capacity to read, think, talk, and write about complex texts. The units address the reading standards for both literary and informational texts and the writing standards. Foundational reading and language also are addressed within the context of some lessons; however the Knowledge Unit lessons alone do not provide enough time to meet the needs for Foundational Literacy.
To ensure that students receive adequate support building foundational reading and language skills, as well as sufficient time to meet the volume of reading required by the Standards, research suggests that an additional block of literacy instruction and skills practice is needed. This Foundational Literacy Scope and Sequence is designed to offer teachers options about how to organize an additional literacy block to comprehensively address the Foundational Literacy Standards beyond the Knowledge Units.
Research suggests that students benefit from additional time spent on literacy skills instruction with differentiated support, so they can continue to acquire and practice the skills necessary in becoming proficient and independent readers, writers, speakers, and listeners. There are various ways to organize this time so teachers can pull small, guided groups and provide additional whole-class instruction on discrete skills, as deemed necessary by formative reading and writing assessments.
-Adapted from Expeditionary LearningGrade-Level Standards- Crosswalk
5th Grade Foundational Literacy, Q1-Q2 1
Current Tennessee Standards Previous Tennessee Standards 5.FL.PWR.3- Know and apply grade-level phonics and
word analysis skills when decoding isolated words and in connected text.
RF.5.3- Know and apply grade-level phonics and word analysis skills in decoding words.
5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
New Standard
5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.
RF.5.4- Read with sufficient accuracy and fluency to support comprehension.
5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.
L.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
AssessmentsSummative 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
5th Grade Foundational Literacy, Q1-Q2 2
Fifth Grade Foundational Literacy- Rotating Groups 2018-2019 School YearSmall Rotating Groups ( https://eleducation.org/resources/k-5-language-arts-curriculum-all-block )
Additional Work with Complex Text- Students work on the various aspects of text (meaning, language, structure, or knowledge) individually, with a partner, or with a teacher-led small group. This is an opportunity to provide additional instruction with the anchor text or supplemental text from their whole group unit.
Reading and Speaking Fluency/GUM (Grammar)- Students practice with oral reading, speaking with expression, and grammar rules. Reading and Speaking Fluency: Fluent readers are able to pay attention to the meaning of the text because they read with
automaticity and they do not have to stop and decode words. Guidance on implementing fluency instruction is found at the following link. https://www.engageny.org/resource/foundational-reading-and-language-standards-resources-package-for-grades-3-5
GUM (Grammar, Usage, and Mechanics)- It is important for students to learn the standard conventions of written English, including usage, mechanics, and capitalization and punctuation. Research tells us that the most useful way to teach these conventions is through the use of good models, as well as through the use of targeted mini lessons in the editing stages of writing. Guidance on model sentences can be found at the following link. https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/sentence-composing.pdf?sfvrsn=4
Accountable Independent Reading (AIR)/Volume of Reading- Students need accountability for their reading, both on a weekly basis and when they finish a text. This accountability comes from reading logs as well as from conversations with teachers and peers about what they are reading. Teachers should leverage school libraries, classroom libraries, and supplemental texts from whole group units to provide a variety of texts. Independent reading also affords students the opportunity to engage in voluminous reading in order to meet the demands of Standard 10 and to build knowledge around a topic. https://www.engageny.org/resource/launching-independent-reading-in-grades-3-5-sample-plan
Word Study (Decoding, Spelling Principle, Vocabulary)- Word study is a combination of phonics (decoding), spelling principle, and vocabulary instruction (Bear, Invernizzi, Templeton, & Jonston, 2000). Word study gives students an opportunity to investigate and understand patterns and word relationships and apply this knowledge to their reading and writing. Teachers should utilize the Journeys Decoding, Spelling, and Vocabulary lessons for explicit instruction and determine ways to provide students with access to those skills within a text.
Writing Practice- Writing fluency practice; quick-writes; additional practice with specific skills are all needed for students to become fluent with the writing structure and craft. Students need access to specific skills to hone in on their writing such as:
Writing fluency: Fluent writers are comfortable with a grade-appropriate task and can sustain it for an appropriate amount of time. Writing to learn: Students need many opportunities to write brief summaries of what they think they know and to reflect on the
significance of ideas that they have been working with.Writing to communicate: Writing is a way that students can communicate their thinking to others in a clear, accurate, and effective way.
*Note: To access hyperlinked resource, click the link. If the link does not open when clicked, copy and paste the link into your browser.
5th Grade Foundational Literacy, Q1-Q2 3
5th Grade Foundational Literacy, Q1-Q2 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 1- Foundational Literacy Scope and SequenceQuarter 1 (August 12 - October 11, 2019)
Week 1 - Lesson 1 Week 2 - Lesson 2 Week 3 - Lesson 3 Week 4 - Lesson 45.FL.PWR.3, 5.FL.WC.4,
5.FL.F.5, 5.FL.SC.6, 5.FL.VA.75.FL.PWR.3, 5.FL.WC.4,
5.FL.F.5, 5.FL.SC.65.FL.PWR.3, 5.FL.WC.4,
5.FL.F.5, 5.FL.SC.6, 5.FL.VA.75.FL.PWR.3, 5.FL.WC.4,
5.FL.F.5, 5.FL.SC.6Spelling Principle Spelling Principle Spelling Principle Spelling Principle
Short Vowels Long a and Long e Long i and Long o Vowel Sounds: /oo/, /yoo/Decoding Decoding Decoding Decoding
VCV Syllable Pattern* Vowel Sounds in VCV Syllable Patterns* VCCV* Digraphs in Multi-syllable
WordsVocabulary Vocabulary Vocabulary VocabularyUsing Context Prefixes non-, un-, dis-, mis- Using Context Suffixes -ion, -tion
Fluency Fluency Fluency FluencyExpression Accuracy Intonation Phrasing: Pauses
Grammar Skill Grammar Skill Grammar Skill Grammar SkillComplete Sentences Kinds of Sentences Compound Sentences Common and Proper Nouns
Quarter 1 (August 12 - October 11, 2019)Week 5 - Lesson 5 Week 6 - Lesson 6 Week 7 - Lesson 7 Week 8- Lesson 85.FL.PWR.3, 5.FL.WC.4,
5.FL.F.5, 5.FL.SC.65.FL.PWR.3, 5.FL.WC.4,
5.FL.F.5, 5.FL.SC.6, 5.FL.VA.75.FL.PWR.3, 5.FL.WC.4,
5.FL.F.5, 5.FL.SC.6, 5.FL.VA.75.FL.WC.4, 5.FL.F.5, 5.FL.SC.6, 5.FL.VA.7
Spelling Principle Spelling Principle Spelling Principle Spelling PrincipleVowel Sounds: /ou/, /ô/, /oi/ Vowel + /r/ Sounds More Vowel + /r/ Sounds Homophones
Decoding Decoding Decoding DecodingStressed and Unstressed
Syllables Common Beginning Syllables Vowel + /r/ Sounds HomophonesVocabulary Vocabulary Vocabulary Vocabulary
Suffixes -ly, -ful Synonyms and Antonyms Adages and Proverbs Prefixes en-, re-, pre-, pro-Fluency Fluency Fluency Fluency
Stress Expression Intonation Adjust Rate to PurposeGrammar Skill Grammar Skill Grammar Skill Grammar Skill
Singular and Plural Nouns Verbs Direct and Indirect Objects Conjunctions
* Syllable pattern for dividing multisyllabic words
5th Grade Foundational Literacy, Q1-Q2 5
Quarter 2- Foundational Literacy Scope and SequenceQuarter 2 (October 21- December 20, 2019)
Week 1 - Lesson 9 Week 2 - Lesson 10 Week 3 - Lesson 11 Week 4 - Lesson 125.FL.PWR.3, 5.FL.WC.4,
5.FL.F.5, 5.FL.SC.6, 5.FL.VA.75.FL.PWR.3, 5.FL.WC.4,
5.FL.F.5, 5.FL.SC.6, 5.FL.VA.75.FL.PWR.3, 5.FL.WC.4,
5.FL.F.5, 5.FL.SC.65.FL.PWR.3, 5.FL.WC.4,
5.FL.F.5, 5.FL.SC.6, 5.FL.VA.7Spelling Principle Spelling Principle Spelling Principle Spelling Principle
Compound Words Final Schwa + /r/ Sounds VCCV Pattern VCV PatternDecoding Decoding Decoding Decoding
Compound Words Recognizing Schwa + /r/ Sounds
Vowel Sounds inStressed Syllables
Open and ClosedSyllables: VCV
PatternVocabulary Vocabulary Vocabulary Vocabulary
Greek and Latin Roots Shades of Meaning Suffixes -ful, -less, -ness, -ment Figurative Language
Fluency Fluency Fluency FluencyPhrasing: Punctuation Stress Accuracy and Self Correction Rate
Grammar Skill Grammar Skill Grammar Skill Grammar SkillComplex Sentences Direct Quotations and
Interjections Subject and Object Pronouns Verb Tenses
Quarter 2 (October 21- December 20, 2019)Week 5 - Lesson 13 Week 6 - Lesson 14 Week 7 - Lesson 15
5.FL.PWR.3, 5.FL.F.5, 5.FL.SC.6, 5.FL.VA.7
5.FL.PWR.3, 5.FL.F.5, 5.FL.SC.6
5.FL.PWR.3, 5.FL.F.5, 5.FL.SC.6
Spelling Principle Spelling Principle Spelling PrincipleVCCCV Pattern VV pattern Final Schwa + /l/ Sounds
Decoding Decoding DecodingRecognizing Initial and
Medial Digraphs VV Syllable Pattern Vowel + /l/ Sounds in Unstressed Final Syllable
Vocabulary Vocabulary VocabularyReference Materials Greek and Latin Roots
graph, meter; port, ject Prefixes in-, im-, il-, ir-
Fluency Fluency FluencyPhrasing: Pauses Expression IntonationGrammar Skill Grammar Skill Grammar Skill
Regular and Irregular Verbs Commas and Semicolons Transitions
5th Grade Foundational Literacy, Q1-Q2 6
Foundational Literacy
Unit 1 Lesson 1
Decoding Skill Short VowelsVCV Syllable Pattern
Language/Grammar
Short VowelsComplete 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
5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Fluency Fluency
Model ExpressionT12-T13
Word and Sentence CompositionSpelling: Short Vowels PretestT46Grammar: Complete SentencesT48
Word and Sentence CompositionSpelling: Short Vowel Word SortTT46Grammar: Sentence FragmentsT49
DecodingVCV Syllable PatternT45
Word and Sentence CompositionSpelling: Short Vowels: Word FamiliesT47Grammar: Writing SentencesT49
Vocabulary StrategiesUsing ContextT40-T41
Word and Sentence CompositionSpelling: Short VowelsT47Grammar: Complete SentencesT50
FluencyProgress MonitoringT57
Word and Sentence CompositionSpelling: Short Vowels: AssessT47Grammar: Complete SentencesT50
Progress MonitoringVocabulary, Decoding, and Language/GrammarT56-T57
Decoding
VocabularyStrategies
WordComposition
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://fcrr.org/resources/resources_sca_4-5.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band
Additional resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resources
5th Grade Foundational Literacy, Q1-Q2 7
Foundational Literacy
Unit 1 Lesson 2
Decoding Skill Long a and Long eVowel Sounds in VCV Syllable Patterns
Language/Grammar
Long a and Long eKinds of 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
5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Fluency Fluency
Model AccuracyT86-T87
Word and Sentence CompositionSpelling: Long a and e: PretestT128Grammar: Kinds of Sentences (Declarative and Interrogative)T130
Word and Sentence CompositionSpelling: Long a and e: Word SortT128Grammar: Kinds of Sentences (Imperative and Exclamatory)T131
DecodingVowel Sounds in VCV Syllable PatternT127
Word and Sentence CompositionSpelling: Long a and e: Word FamiliesT129Grammar: Kinds of SentencesT131
Vocabulary StrategiesPrefixes non-, un-, dis-, mis-T122-T123
Word and Sentence CompositionSpelling: Long a and e:T129Grammar: Kinds of SentencesT132
FluencyProgress MonitoringT139
Word and Sentence CompositionSpelling: Long a and e:T129Grammar: Kinds of SentencesT132
Progress MonitoringVocabulary, Decoding, and Language/GrammarT128-T139
Decoding
VocabularyStrategies
WordComposition
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://fcrr.org/resources/resources_sca_4-5.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band
Additional resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resources
5th Grade Foundational Literacy, Q1-Q2 8
Foundational Literacy
Unit 1 Lesson 3
Decoding Skill Long i and Long oVCCV
Language/Grammar
Long i and Long oCompound 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
5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Fluency Fluency
Model IntonationT168-T169
Word and Sentence CompositionSpelling: Long i and o: PretestT204Grammar: Compound Sentences: Complete Subjects and PredicatesT206
Word and Sentence CompositionSpelling: Long a and e: Word SortT204Grammar: Compound Sentences: Subject-Verb AgreementT207
DecodingVowel Sounds in VCV Syllable PatternT203
Word and Sentence CompositionSpelling: Long i and o: Word FamiliesT205Grammar: Compound SentencesT207
Vocabulary StrategiesUsing ContextT198-T199
Word and Sentence CompositionSpelling: Long i and o:T205Grammar: Compound SentencesT208
FluencyProgress MonitoringT215
Word and Sentence CompositionSpelling: Long i and o: AssessT205Grammar: Compound SentencesT208
Progress MonitoringVocabulary, Decoding, and Language/GrammarT214-T215
Decoding
VocabularyStrategies
WordComposition
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://fcrr.org/resources/resources_sca_4-5.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band
Additional resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resources
5th Grade Foundational Literacy, Q1-Q2 9
Foundational Literacy
Unit 1 Lesson 4
Decoding Skill Vowel Sounds: /oo/, /yoo/Digraphs in Multi-syllable Words
Language/Grammar
Vowel Sounds: /oo/, /yoo/Common and Proper Nouns
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
5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Fluency Fluency
Model Phrasing: PausesT244-T245
Word and Sentence CompositionSpelling: Vowel Sounds: /oo/, /yoo/: PretestT278Grammar: Common and Proper NounsT280
Word and Sentence CompositionSpelling: Vowel Sounds: /oo/, /yoo/: Word SortT278Grammar: Common and Proper Nouns: CapitalizationT281
DecodingDigraphs in Multisyllable WordsT277
Word and Sentence CompositionSpelling: Vowel Sounds: /oo/, /yoo/: Word FamiliesT279Grammar: Common and Proper NounsT281
Vocabulary StrategiesSuffixes -ion, -tionT272-T273
Word and Sentence CompositionSpelling: Vowel Sounds: /oo/, /yoo/T279Grammar: Common and Proper NounsT282
FluencyProgress MonitoringT289
Word and Sentence CompositionSpelling: Vowel Sounds: /oo/, /yoo/: AssessT279Grammar: Common and Proper Nouns: Assess T282
Progress MonitoringVocabulary, Decoding, and Language/GrammarT288-T289
Decoding
VocabularyStrategies
WordComposition
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://fcrr.org/resources/resources_sca_4-5.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band
Additional resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resources
5th Grade Foundational Literacy, Q1-Q2 10
Foundational Literacy
Unit 1 Lesson 5
Decoding Skill Vowel Sounds: /ou/, /ô/, /oi/Stressed and Unstressed Syllables
Language/Grammar
Vowel Sounds: /ou/, /ô/, /oi/Singular and Plural Nouns
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
5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Fluency Fluency
Model Fluency:T318-T319
Word and Sentence CompositionSpelling: Vowel Sounds: /ou/, /ô/, /oi/: PretestT352Grammar: Singular and Plural NounsT354
Word and Sentence CompositionSpelling: Vowel Sounds: /ou/, /ô/, /oi/: Word SortT352Grammar: Singular and Plural NounsT355
DecodingStressed and Unstressed Syllables T351
Word and Sentence CompositionSpelling: Vowel Sounds: /ou/, /ô/, /oi/: Word FamiliesT352Grammar: Singular and Plural NounsT355
Vocabulary StrategiesSuffixes -ly, -fulT346-T347
Word and Sentence CompositionSpelling: Vowel Sounds: /ou/, /ô/, /oi/T352Grammar: Singular and Plural NounsT356
FluencyProgress MonitoringT363
Word and Sentence CompositionSpelling: Vowel Sounds: /ou/, /ô/, /oi/: AssessT353Grammar: Singular and Plural NounsT356
Progress MonitoringVocabulary, Decoding, and Language/GrammarT362-T363
Decoding
VocabularyStrategies
WordComposition
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://fcrr.org/resources/resources_sca_4-5.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band
Additional resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resources
5th Grade Foundational Literacy, Q1-Q2 11
Foundational Literacy
Unit 2 Lesson 6
Decoding Skill Vowel + /r/ SoundsCommon Beginning Syllable
Language/Grammar
Vowel + /r/ SoundsVerbs
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
5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Fluency Fluency
Model Expression:T12-T13
Word and Sentence CompositionSpelling: Vowel + /r/ Sounds: PretestT52Grammar: VerbsT54
Word and Sentence CompositionSpelling: Vowel + /r/ Sounds: Word SortT52Grammar: VerbsT55
DecodingCommon Beginning Syllables T51
Word and Sentence CompositionSpelling: Vowel + /r/ Sounds: Word FamiliesT53Grammar: VerbsT55
Vocabulary StrategiesSynonyms and AntonymsT46-47
Word and Sentence CompositionSpelling: Vowel + /r/ Sounds:T53Grammar: VerbsT56
FluencyProgress MonitoringT63
Word and Sentence CompositionSpelling: Vowel + /r/ Sounds: AssessT53Grammar: VerbsT56
Progress MonitoringVocabulary, Decoding, and Language/GrammarT62-T63
Decoding
VocabularyStrategies
WordComposition
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://fcrr.org/resources/resources_sca_4-5.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band
Additional resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resources
5th Grade Foundational Literacy, Q1-Q2 12
Foundational Literacy
Unit 2 Lesson 7
Decoding Skill More Vowel + /r/ SoundsVowel + /r/ Sounds
Language/Grammar
More Vowel + /r/ SoundsDirect and Indirect Objects
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
5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Fluency Fluency
Model Intonation:T92-T93
Word and Sentence CompositionSpelling: More Vowel + /r/ Sounds: PretestT126Grammar: Direct and Indirect ObjectsT128
Word and Sentence CompositionSpelling: More Vowel + /r/ Sounds: Word SortT126Grammar: Direct and Indirect ObjectsT129
DecodingMore Vowel + /r/ SoundsT125
Word and Sentence CompositionSpelling: More Vowel + /r/ Sounds: Word FamiliesT127Grammar: Direct and Indirect ObjectsT129
Vocabulary StrategiesAdages and ProverbsT120-T121
Word and Sentence CompositionSpelling: More Vowel + /r/ Sounds:T127Grammar: Direct and Indirect ObjectsT130
FluencyProgress MonitoringT137
Word and Sentence CompositionSpelling: Vowel + /r/ Sounds: AssessT127Grammar: Direct and Indirect ObjectsT130
Progress MonitoringVocabulary, Decoding, and Language/GrammarT136-T137
Decoding
VocabularyStrategies
WordComposition
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://fcrr.org/resources/resources_sca_4-5.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band
Additional resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resources
5th Grade Foundational Literacy, Q1-Q2 13
Foundational Literacy
Unit 2 Lesson 8
Decoding Skill HomophonesLanguage/Grammar
HomophonesConjunctions
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
5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Fluency Fluency
Model Adjust Rate to Purpose:T166-T167
Word and Sentence CompositionSpelling: Homophones: PretestT202Grammar: ConjunctionsT204
Word and Sentence CompositionSpelling: Homophones: Word SortT202Grammar: ConjunctionsT205
DecodingHomophonesT201
Word and Sentence CompositionSpelling: Homophones: Word FamiliesT203Grammar: Conjunctions: Subordinating ConjunctionsT205
Vocabulary StrategiesPrefixes en-, re-, pre-, pro-T196-T197
Word and Sentence CompositionSpelling: HomophonesT203Grammar: ConjunctionsT206
FluencyProgress MonitoringT213
Word and Sentence CompositionSpelling: Homophones AssessT203Grammar: ConjunctionsT206
Progress MonitoringVocabulary, Decoding, and Language/GrammarT212-T213
Decoding
VocabularyStrategies
WordComposition
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://fcrr.org/resources/resources_sca_4-5.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band
Additional resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resources
5th Grade Foundational Literacy, Q1-Q2 14
Foundational Literacy
Unit 2 Lesson 9
Decoding Skill Compound WordsLanguage/Grammar
Compound WordsComplex 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
5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Fluency Fluency
Model Phrasing: Punctuation:T242-T243
Word and Sentence CompositionSpelling: Compound Words: PretestT276Grammar: Complex SentencesT278
Word and Sentence CompositionSpelling: Compound Words: Word SortT276Grammar: Complex SentencesT278
DecodingCompound WordsT275
Word and Sentence CompositionSpelling: Compound Words: Word FamiliesT277Grammar: Complex Sentences: Correlative ConjunctionsT279
Vocabulary StrategiesGreek and Latin RootsT270-271
Word and Sentence CompositionSpelling: Compound WordsT277Grammar: Complex SentencesT280
FluencyProgress MonitoringT287
Word and Sentence CompositionSpelling: Compound Words AssessT277Grammar: Complex SentencesT280
Progress MonitoringVocabulary, Decoding, and Language/GrammarT286-T287
Decoding
VocabularyStrategies
WordComposition
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://fcrr.org/resources/resources_sca_4-5.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band
Additional resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resources
5th Grade Foundational Literacy, Q1-Q2 15
Foundational Literacy
Unit 2 Lesson 10
Decoding Skill Final Schwa + /r/ SoundsRecognizing Schwa + /r/ Sounds
Language/Grammar
Recognizing Schwa + /r/ SoundsDirect Quotations and Interjections
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
5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Fluency Fluency
Model StressT316-T317
Word and Sentence CompositionSpelling: Final Schwa + /r/ Sounds: PretestT350Grammar: Direct Quotations and InterjectionsT352
Word and Sentence CompositionSpelling: Final Schwa + /r/ Sounds: Word SortT350Grammar: Direct Quotations and InterjectionsT353
DecodingRecognizing Schwa + /r/ SoundsT349
Word and Sentence CompositionSpelling: Final Schwa + /r/ Sounds: Word FamiliesT351Grammar: Direct Quotations and InterjectionsT353
Vocabulary StrategiesShades of MeaningT344-T345
Word and Sentence CompositionSpelling: Final Schwa + /r/ SoundsT350Grammar: Direct Quotations and InterjectionsT354
FluencyProgress MonitoringT361
Word and Sentence CompositionSpelling: Final Schwa + /r/ Sounds T350Grammar: Direct Quotations and Interjections T354
Progress MonitoringVocabulary, Decoding, and Language/GrammarT360-T361
Decoding
VocabularyStrategies
WordComposition
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://fcrr.org/resources/resources_sca_4-5.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band
Additional resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resources
5th Grade Foundational Literacy, Q1-Q2 16
Foundational Literacy
Unit 3 Lesson 11
Decoding Skill VCCV PatternVowel Sounds in Stressed Syllables
Language/Grammar
VCCV PatternSubject and Object 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
5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Fluency Fluency
Model Accuracy and Self CorrectionT12-T13
Word and Sentence CompositionSpelling: VCCV Pattern: PretestT50Grammar: Subject and Object PronounsT52
Word and Sentence CompositionSpelling: VCCV Pattern: Word SortT50Grammar: Subject and Object PronounsT53
DecodingVowel Sounds in Stressed SyllablesT49
Word and Sentence CompositionSpelling: VCCV Pattern: Word FamiliesT51Grammar: Subject and Object PronounsT53
Vocabulary StrategiesSuffixes -ful, -less, -ness, -mentT44-T45
Word and Sentence CompositionSpelling: VCCV PatternT51Grammar: Subject and Object PronounsT54
FluencyProgress MonitoringT61
Word and Sentence CompositionSpelling: VCCV PatternT51Grammar: Subject and Object Pronouns T54
Progress MonitoringVocabulary, Decoding, and Language/GrammarT60-T61
Decoding
VocabularyStrategies
WordComposition
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://fcrr.org/resources/resources_sca_4-5.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band
Additional resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resources5th Grade Foundational Literacy, Q1-Q2 17
Foundational Literacy
Unit 3 Lesson 12
Decoding Skill VCV PatternOpen and Closed Syllables: VCV Pattern
Language/Grammar
VCV PatternVerb Tenses
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
5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Fluency Fluency
Model RateT90-T91
Word and Sentence CompositionSpelling: VCV Pattern: PretestT130Grammar: Verb TensesT132
Word and Sentence CompositionSpelling: VCV Pattern: Word SortT130Grammar: Verb Tenses: FutureT133
DecodingOpen and Closed Syllables: VCV PatternT129
Word and Sentence CompositionSpelling: VCV Pattern: Word FamiliesT131Grammar: Verb TensesT133
Vocabulary StrategiesFigurative LanguageT124-125
Word and Sentence CompositionSpelling: VCV PatternT131Grammar: Verb TensesT134
FluencyProgress MonitoringT141
Word and Sentence CompositionSpelling: VCV Pattern: AssessT131Grammar: Verb TensesT134
Progress MonitoringVocabulary, Decoding, and Language/GrammarT140-T141
Decoding
VocabularyStrategies
WordComposition
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://fcrr.org/resources/resources_sca_4-5.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band
Additional resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resources
5th Grade Foundational Literacy, Q1-Q2 18
Foundational Literacy
Unit 3 Lesson 13
Decoding Skill VCCCV PatternRecognizing Initial and Medial Digraphs
Language/Grammar
VCCCV PatternRegular and 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
5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Fluency Fluency
Model Phrasing: PausesT170-T171
Word and Sentence CompositionSpelling: VCCCV Pattern: PretestT204Grammar: Regular and Irregular VerbsT206
Word and Sentence CompositionSpelling: VCCCV Pattern: Word SortT204Grammar: Regular and Irregular VerbsT207
DecodingRecognizing Initial and Medial DigraphsT203
Word and Sentence CompositionSpelling: VCCCV Pattern: Word FamiliesT205Grammar: Regular and Irregular VerbsT207
Vocabulary StrategiesReference MaterialsT198-T199
Word and Sentence CompositionSpelling: VCCCV PatternT205Grammar: Regular and Irregular VerbsT208
FluencyProgress MonitoringT215
Word and Sentence CompositionSpelling: VCCCV Pattern: AssessT205Grammar: Regular and Irregular VerbsT208
Progress MonitoringVocabulary, Decoding, and Language/GrammarT214-T215
Decoding
VocabularyStrategies
WordComposition
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://fcrr.org/resources/resources_sca_4-5.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band
Additional resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resources5th Grade Foundational Literacy, Q1-Q2 19
Foundational Literacy
Unit 3 Lesson 14
Decoding Skill VV patternVV Syllable Pattern
Language/Grammar
VV patternCommas and Semicolons
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
5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Fluency Fluency
Model ExpressionT244-T245
Word and Sentence CompositionSpelling: VV Pattern: PretestT278Grammar: Commas and Semicolons: Punctuation in a SeriesT280
Word and Sentence CompositionSpelling: VV Pattern: Word SortT278Grammar: Commas and SemicolonsT281
DecodingVV Syllable PatternT277Word and Sentence CompositionSpelling: VV Pattern: Word FamiliesT279Grammar: Commas and SemicolonsT281
Vocabulary StrategiesGreek and Latin Rootsgraph, meter; port, jectT272-T273
Word and Sentence CompositionSpelling: VV PatternT279Grammar: Commas and SemicolonsT282
FluencyProgress MonitoringT289
Word and Sentence CompositionSpelling: VV Pattern: AssessT279Grammar: Commas and SemicolonsT282
Progress MonitoringVocabulary, Decoding, and Language/GrammarT288-T289
Decoding
VocabularyStrategies
WordComposition
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://fcrr.org/resources/resources_sca_4-5.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band
Additional resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resources5th Grade Foundational Literacy, Q1-Q2 20
Foundational Literacy
Unit 3 Lesson 15
Decoding Skill Final Schwa + /l/ SoundsVowel + /l/ Sounds in Unstressed Final Syllable
Language/Grammar
Final Schwa + /l/ SoundsTransitions
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
5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Fluency Fluency
Model IntonationT318-T319
Word and Sentence CompositionSpelling: Final Schwa + /l/ Sounds: PretestT354Grammar: TransitionsT356
Word and Sentence CompositionSpelling: Final Schwa + /l/ Sounds: Word SortT354Grammar: TransitionsT357
DecodingVowel + /l/ Sounds in Unstressed Final SyllableT353
Word and Sentence CompositionSpelling: Final Schwa + /l/ Sounds: Word FamiliesT355Grammar: TransitionsT357
Vocabulary StrategiesPrefixes in-, im-, il-, ir-T348-T349Word and Sentence CompositionSpelling: Final Schwa + /l/ SoundsT355Grammar: TransitionsT358
FluencyProgress MonitoringT365
Word and Sentence CompositionSpelling: Final Schwa + /l/ Sounds: AssessT355Grammar: TransitionsT358
Progress MonitoringVocabulary, Decoding, and Language/GrammarT364-T365
Decoding
VocabularyStrategies
WordComposition
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://fcrr.org/resources/resources_sca_4-5.html
Fluency Station: High-frequency word practice and/or timed readings of texts from student book, leveled readers, or Journeys Cold Read passages, additional activities: https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band
Additional resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resources
5th Grade Foundational Literacy, Q1-Q2 21
