Grade_Q3-Q4 Foundation… · Web viewWord study is a combination of phonics (decoding), spelling principle, and vocabulary instruction (Bear, Invernizzi, Templeton, & Jonston, 2000)

Fifth 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 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, Q3-Q4 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


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.


https://hangouts.google.com/hangouts/redirect?dest=https%3A%2F%2Fwww.engageny.org%2Fresource%2Flaunching-independent-reading-in-grades-3-5-sample-plan

https://hangouts.google.com/hangouts/redirect?dest=https%3A%2F%2Fwww.engageny.org%2Fresource%2Flaunching-independent-reading-in-grades-3-5-sample-plan

https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/sentence-composing.pdf?sfvrsn=4

https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/sentence-composing.pdf?sfvrsn=4

https://www.engageny.org/resource/foundational-reading-and-language-standards-resources-package-for-grades-3-5

https://eleducation.org/resources/k-5-language-arts-curriculum-all-block


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 195.FL.PWR.3, 5.FL.WC.4,

5.FL.F.5, 5.FL.SC.65.FL.PWR.3, 5.FL.WC.4,

5.FL.F.5, 5.FL.SC.6, 5.FL.VA.75.FL.PWR.3, 5.FL.WC.4,


5.FL.F.5, 5.FL.SC.6Spelling Principle Spelling Principle Spelling Principle Spelling PrincipleWords with -ed or -ing More Words with -ed or -ing Changing Final y to i Suffixes: -ful, -ly, -ness, -less,

-mentDecoding Decoding Decoding Decoding

Word Parts and Inflectional Endings

Recognizing Common Word Parts Recognizing Suffixes More Common Suffixes

Vocabulary Vocabulary Vocabulary VocabularyWord Origins Reference Materials Homophones and

HomographsGreek and Latin Suffixes

-ism, -ist, -able, -ibleFluency Fluency Fluency Fluency

Rate Intonation Phrasing: Punctuation StressGrammar Skill Grammar Skill Grammar Skill Grammar Skill

Adjectives Adverbs Prepositions and Prepositional Phrases More Kinds of Pronouns

Quarter 3 (January 6 - March 13, 2020)Week 5 - Lesson 20 Week 6 - Lesson 21 Week 7 - Lesson 225.FL.PWR.3, 5.FL.WC.4,



5.FL.F.5, 5.FL.SC.6, 5.FL.VA.7Spelling Principle Spelling Principle Spelling Principle

Words from Other Languages Final /n/ or /∂ n/, /ch ∂ r/, /zh ∂ r/ Final /ij/, /iv/, /is/

Decoding Decoding DecodingStress in Three-Syllable

Words Common Final Syllables More Final SyllablesVocabulary Vocabulary Vocabulary

Figurative Language Shades of Meaning Reference MaterialsFluency Fluency FluencyAccuracy Phrasing: Pauses Rate

Grammar Skill Grammar Skill Grammar SkillProper Mechanics and

Writing Titles The Verbs be and have Perfect Tenses

Quarter 4- Foundational Literacy Scope and Sequence5th Grade Foundational Literacy, Q3-Q4 5

Quarter 4 (March 23 - May 22, 2020)Week 1 - Lesson 23 Week 2 - Lesson 24 Week 3 - Lesson 25 Week 4 - Lesson 265.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 PrincipleUnstressed Syllables Prefixes: in-, un-, dis-, mis- Suffix: -ion Word Parts: com-, con-, pre-,

pro-Decoding Decoding Decoding Decoding

Unstressed Syllables Simple Prefixes Consonant Alternations Prefixed and Word RootsVocabulary Vocabulary Vocabulary Vocabulary

Adages and Proverbs Using Context Analogies Multiple-Meaning WordsFluency Fluency Fluency FluencyExpression Accuracy and Self-Correction Phrasing: Punctuation Phrasing: Pauses

Grammar Skill Grammar Skill Grammar Skill Grammar SkillEasily Confused Verbs Making Comparisons Contractions Possessive Nouns

Quarter 4 (March 23 - May 22, 2020)Week 5 - Lesson 27 Week 6 - Lesson 28 Week 7 - Lesson 29 Week 8 - Lesson 305.FL.PWR.3, 5.FL.WC.4,




5.FL.F.5, 5.FL.SC.6Spelling Principle Spelling Principle Spelling Principle Spelling Principle

Suffixes -ant, -ent, -able, -ible, -ism, -ist Greek Word Parts Latin Word Parts Words from Other LanguagesDecoding Decoding Decoding Decoding

More Familiar Suffixes Greek Word Roots Latin Word Roots Identifying VCV, VCCV, and VCCCV Syllable Patterns*

Vocabulary Vocabulary Vocabulary VocabularySuffixes -ness, -less, -

ment IdiomsGreek and Latin Roots

tele, photo, graph, meter; scrib, rupt, port, ject

Word Origins

Fluency Fluency Fluency FluencyAdjust Rate to Purpose Expression Stress Accuracy

Grammar Skill Grammar Skill Grammar Skill Grammar SkillTitles and Abbreviations Commas in Sentences More Commas Other Punctuation

* Syllable pattern for dividing multisyllabic words

Foundational Literacy

Unit 4 Lesson 16


Decoding Skill Words with -ed or -ingWord Parts and Inflectional Endings

Language/Grammar

Words with -ed or –ingAdjectives

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 RateT12-T13

Word and Sentence CompositionSpelling: Words with -ed or -ing: PretestT46Grammar: AdjectivesT48

Word and Sentence CompositionSpelling: Words with -ed or -ing: Word SortT46Grammar: AdjectivesT49

DecodingWord Parts and Inflectional EndingsT45

Word and Sentence CompositionSpelling: Words with -ed or -ing: Teach AnalogiesT47Grammar: AdjectivesT49

Vocabulary StrategiesWord OriginsT40-T41

Word and Sentence CompositionSpelling: Words with -ed or -ingT47Grammar: AdjectivesT50

FluencyProgress MonitoringT57

Word and Sentence CompositionSpelling: Words with -ed or -ing: AssessT47

Grammar: AdjectivesT50

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


Unit 4 Lesson 17


https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resources

https://achievethecore.org/page/886/fluency-packet-for-the-4-5-grade-band

https://fcrr.org/resources/resources_sca_4-5.html

http://www.fcrr.org/studentactivities/3_5.htm

Decoding Skill More Words with -ed or -ingRecognizing Common Word Parts

Language/Grammar

More Words with -ed or –ingAdverbs





Model IntonationT12-T13

Word and Sentence CompositionSpelling: More Words with -ed or -ing: PretestT124Grammar: AdverbsT126

Word and Sentence CompositionSpelling: More Words with -ed or -ing: Word SortT124Grammar: AdverbsT127

DecodingRecognizing Common Word PartsT123

Word and Sentence CompositionSpelling: More Words with -ed or -ing: Teach SynonymsT125Grammar: AdverbsT127

Vocabulary StrategiesReference MaterialsT118-119

Word and Sentence CompositionSpelling: More Words with -ed or -ing:T125Grammar: AdverbsT128


Word and Sentence CompositionSpelling: More Words with -ed or -ing: AssessT125

Grammar: AdverbsT128


Decoding


WordComposition






Foundational Unit 4 Lesson 185th Grade Foundational Literacy, Q3-Q4 8





LiteracyDecoding Skill Changing Final y to i

Recognizing SuffixesLanguage/Grammar

Changing Final y to IPrepositions and Prepositional Phrases





Model Phrasing: PunctuationT164-T165

Word and Sentence CompositionSpelling: Changing Final y to i: PretestT196Grammar: Prepositions and Prepositional PhrasesT198

Word and Sentence CompositionSpelling: Changing Final y to i: Word SortT196Grammar: Prepositions and Prepositional PhrasesT199

DecodingRecognizing SuffixesT195

Word and Sentence CompositionSpelling: Changing Final y to i: Teach AntonymsT197Grammar: Prepositions and Prepositional PhrasesT199

Vocabulary StrategiesHomophones and HomographsT190-T191

Word and Sentence CompositionSpelling: Changing Final y to i:T197Grammar: Prepositions and Prepositional PhrasesT200


Word and Sentence CompositionSpelling: Changing Final y to i: AssessT197Grammar: Prepositions and Prepositional PhrasesT200


Decoding


WordComposition












Unit 4 Lesson 19

Decoding Skill Suffixes: -ful, -ly, -ness, -less, -mentMore Common Suffixes

Language/Grammar

Suffixes: -ful, -ly, -ness, -less, -mentMore Kinds of Pronouns





Model StressT236-T237

Word and Sentence CompositionSpelling: Suffixes: -ful, -ly, -ness, -less, -ment: PretestT272Grammar: More Kinds of Pronouns: Indefinite PronounsT274

Word and Sentence CompositionSpelling: Suffixes: -ful, -ly, -ness, -less, -ment: Word SortT272Grammar: More Kinds of Pronouns: Possessive PronounsT275

DecodingMore Common SuffixesT271

Word and Sentence CompositionSpelling: Suffixes: -ful, -ly, -ness, -less, -ment: Teach Related WordsT273Grammar: More Kinds of Pronouns: Interrogative PronounsT275

Vocabulary StrategiesGreek and Latin Suffixes:-ism, -ist, -able, -ibleT266-T267

Word and Sentence CompositionSpelling: Suffixes: -ful, -ly, -ness, -less, -ment:T273Grammar: More Kinds of PronounsT276


Word and Sentence CompositionSpelling: Suffixes: -ful, -ly, -ness, -less, -ment: AssessT273Grammar: Prepositions and Prepositional PhrasesT276


Decoding


WordComposition





Additional resource: https://www.texasgateway.org/resource/reading-learn-academy-grade-5-additional-resourcesFoundational Unit 4 Lesson 20






LiteracyDecoding Skill Words from Other Languages

Stress in Three-Syllable WordsLanguage/Grammar

Words from Other LanguagesProper Mechanics and Writing Titles





Model AccuracyT312-T313

Word and Sentence CompositionSpelling: Words from Other Languages: PretestT350Grammar: Proper Mechanics and Writing TitlesT352

Word and Sentence CompositionSpelling: Words from Other Languages: Word SortT350Grammar: Proper Mechanics and Writing TitlesT353

DecodingStress in Three-Syllable WordsT349

Word and Sentence CompositionSpelling: Words from Other Languages: Teach Using Word OriginsT351Grammar: Proper Mechanics and Writing TitlesT353

Vocabulary StrategiesFigurative LanguageT344-T345

Word and Sentence CompositionSpelling: Words from Other LanguagesT351Grammar: Proper Mechanics and Writing TitlesT354


Word and Sentence CompositionSpelling: Words from Other Languages: AssessT351Grammar: Proper Mechanics and Writing TitlesT354


Decoding


WordComposition












Unit 5 Lesson 21

Decoding Skill Final /n/ or /∂ n/, /ch ∂ r/, /zh ∂ r/Common Final Syllables

Language/Grammar

Final /n/ or /∂ n/, /ch ∂ r/, /zh ∂ r/The Verbs be and have





Model Phrasing: PausesT12-T13

Word and Sentence CompositionSpelling: Final /n/ or /∂ n/, /ch ∂ r/, /zh ∂ r/: PretestT52Grammar: The Verbs be and haveT54

Word and Sentence CompositionSpelling: Final /n/ or /∂ n/, /ch ∂ r/, /zh ∂ r/: Word SortT52Grammar: The Verbs be and haveT55

DecodingCommon Final SyllablesT51

Word and Sentence CompositionSpelling: Final /n/ or /∂ n/, /ch ∂ r/, /zh ∂ r/: Word FamiliesT53Grammar: The Verbs be and haveT55

Vocabulary StrategiesShades of MeaningT46-T47

Word and Sentence CompositionSpelling: Final /n/ or /∂ n/, /ch ∂ r/, /zh ∂ r/T53Grammar: The Verbs be and haveT56


Word and Sentence CompositionSpelling: Words from Other Languages: AssessT53Grammar: Proper Mechanics and Writing TitlesT56


Decoding


WordComposition







Unit 5 Lesson 22






Decoding Skill Final /ij/, /iv/, /is/More Final Syllables

Language/Grammar

Final /ij/, /iv/, /is/Perfect Tenses





Model RateT92-T93

Word and Sentence CompositionSpelling: Final /ij/, /iv/, /is/: PretestT126Grammar: Perfect TensesT128

Word and Sentence CompositionSpelling: Final /ij/, /iv/, /is/: Word SortT126Grammar: Perfect TensesT129

DecodingMore Final SyllablesT125

Word and Sentence CompositionSpelling: Final /ij/, /iv/, /is/: Teach Multiple-Meaning WordsT127Grammar: Perfect TensesT129

Vocabulary StrategiesReference MaterialsT120-T121

Word and Sentence CompositionSpelling: Final /ij/, /iv/, /is/T127Grammar: Perfect TensesT130


Word and Sentence CompositionSpelling: Final /ij/, /iv/, /is/: AssessT127Grammar: Proper Mechanics and Writing TitlesT130


Decoding


WordComposition












Unit 5 Lesson 23

Decoding Skill Unstressed SyllablesLanguage/Grammar

Unstressed SyllablesEasily Confused Verbs





Model ExpressionT166-T167

Word and Sentence CompositionSpelling: Unstressed Syllables: PretestT200Grammar: Easily Confused VerbsT202

Word and Sentence CompositionSpelling: Unstressed Syllables: Word SortT200Grammar: Easily Confused VerbsT203

DecodingUnstressed SyllablesT199

Word and Sentence CompositionSpelling: Unstressed Syllables: Teach SynonymsT201Grammar: Easily Confused VerbsT203

Vocabulary StrategiesAdages and ProverbsT194-T195

Word and Sentence CompositionSpelling: Unstressed Syllables: PretestT201Grammar: Easily Confused VerbsT204


Word and Sentence CompositionSpelling: Unstressed Syllables: AssessT201Grammar: Easily Confused VerbsT204


Decoding


WordComposition






Foundational Unit 5 Lesson 245th Grade Foundational Literacy, Q3-Q4 14





LiteracyDecoding Skill Prefixes: in-, un-, dis-, mis-

Simple PrefixesLanguage/Grammar

Prefixes: in-, un-, dis-, mis-Making Comparisons





Model Accuracy and Self-CorrectionT240-T241

Word and Sentence CompositionSpelling: Prefixes: in-, un-, dis-, mis-: PretestT274Grammar: Making Comparisons: Comparative/ Superlative AdjectivesT276

Word and Sentence CompositionSpelling: Prefixes: in-, un-, dis-, mis-: Word SortT274Grammar: Making ComparisonsT277

DecodingSimple PrefixesT273

Word and Sentence CompositionSpelling: Prefixes: in-, un-, dis-, mis-: Teach AnalogiesT275Grammar: Making Comparisons: AdverbsT277

Vocabulary StrategiesUsing ContextT268-T269

Word and Sentence CompositionSpelling: Prefixes: in-, un-, dis-, mis-T275Grammar: Making ComparisonsT278


Word and Sentence CompositionSpelling: Prefixes: in-, un-, dis-, mis-: AssessT275Grammar: Making ComparisonsT278


Decoding


WordComposition












Unit 5 Lesson 25

Decoding Skill Suffix: -ionConsonant Alternations

Language/Grammar

Suffix: -ionContractions





Model Phrasing: PunctuationT314-T315

Word and Sentence CompositionSpelling: Suffix: -ion: PretestT348Grammar: ContractionsT350

Word and Sentence CompositionSpelling: Suffix: -ion: Word SortT348Grammar: Contractions: PronounsT351

DecodingConsonant AlternationsT347

Word and Sentence CompositionSpelling: Suffix: -ion: Teach Context CluesT349Grammar: Contractions: Pronouns and HomophonesT351

Vocabulary StrategiesAnalogiesT342-T343

Word and Sentence CompositionSpelling: Suffix: -ion:T349Grammar: ContractionsT350


Word and Sentence CompositionSpelling: Suffix: -ion: AssessT349Grammar: ContractionsT349


Decoding


WordComposition












Unit 6 Lesson 26

Decoding Skill Word Parts: com-, con-, pre-, pro-Prefixed and Word Roots

Language/Grammar

Word Parts: com-, con-, pre-, pro-Possessive Nouns





Model Phrasing: PausesT10-T11

Word and Sentence CompositionSpelling: Word Parts: com-, con-, pre-, pro: PretestT38Grammar: Possessive NounsT40

Word and Sentence CompositionSpelling: Word Parts: com-, con-, pre-, pro: Word SortT38Grammar: Possessive NounsT40

DecodingPrefixed and Word RootsT37

Word and Sentence CompositionSpelling: Word Parts: com-, con-, pre-, pro: Word FamiliesT39Grammar: Possessive NounsT41

Vocabulary StrategiesMultiple-Meaning WordsT32-T33

Word and Sentence CompositionSpelling: Word Parts: com-, con-, pre-, pro:T39Grammar: Possessive Nouns: Verbs be and haveT41


Word and Sentence CompositionSpelling: Word Parts: AssessT39Grammar: Possessive NounsT41


Decoding


WordComposition












Unit 6 Lesson 27

Decoding Skill Suffixes -ant, -ent, -able, -ible, -ism, -istMore Familiar Suffixes

Language/Grammar

Suffixes -ant, -ent, -able, -ible, -ism, -istTitles and Abbreviations





Model Adjust Rate to PurposeT58-T59

Word and Sentence CompositionSpelling: Suffixes -ant, -ent, -able, -ible, -ism, -ist: PretestT86Grammar: Titles and AbbreviationsT88

Word and Sentence CompositionSpelling: Suffixes -ant, -ent, -able, -ible, -ism, -ist: Word SortT86Grammar: Titles and AbbreviationsT88

DecodingMore Familiar SuffixesT85

Word and Sentence CompositionSpelling: Suffixes -ant, -ent, -able, -ible, -ism, -ist: Word FamiliesT87Grammar: Titles and AbbreviationsT89

Vocabulary StrategiesSuffixes -ness, -less, -mentT80-T81

Word and Sentence CompositionSpelling: Suffixes -ant, -ent, -able, -ible, -ism, -ist:T87Grammar: Titles and AbbreviationsT89


Word and Sentence CompositionSpelling: Suffixes: AssessT87Grammar: Titles and AbbreviationsT89


Decoding


WordComposition







Unit 6 Lesson 28






Decoding Skill Greek Word PartsLanguage/Grammar

Greek Word PartsCommas in Sentences





Model ExpressionT106-T107

Word and Sentence CompositionSpelling: Greek Word Parts: PretestT132Grammar: Commas in Sentences: Introductory WordsT134

Word and Sentence CompositionSpelling: Greek Word Parts: Word SortT132Grammar: Commas in SentencesT134

DecodingGreek Word RootsT131

Word and Sentence CompositionSpelling: Greek Word Parts: Word FamiliesT133Grammar: Commas in SentencesT135

Vocabulary StrategiesIdiomsT126-T127

Word and Sentence CompositionSpelling: Greek Word Parts:T133Grammar: Commas in Sentences: AdjectivesT135


Word and Sentence CompositionSpelling: Greek Word Parts: AssessT133Grammar: Commas in SentencesT135


Decoding


WordComposition












Unit 6 Lesson 29

Decoding Skill Latin Word PartsLanguage/Grammar

Latin Word RootsMore Commas





Model StressT152-T153

Word and Sentence CompositionSpelling: Latin Word Parts: PretestT178Grammar: More Commas: AppositivesT180

Word and Sentence CompositionSpelling: Latin Word Parts: Word SortT178Grammar: More CommasT180

DecodingLatin Word RootsT177

Word and Sentence CompositionSpelling: Latin Word Parts: Word FamiliesT179Grammar: More CommasT181

Vocabulary StrategiesGreek and Latin Rootstele, photo, graph, meter; scrib, rupt, port, jectT172-T173

Word and Sentence CompositionSpelling: Latin Word Parts:T179Grammar: More CommasT181


Word and Sentence CompositionSpelling: Latin Word Parts: AssessT179

Grammar: More CommasT181


Decoding


WordComposition






Foundational Unit 6 Lesson 30






LiteracyDecoding Skill Words from Other Languages

Identifying VCV, VCCV, and VCCCV Syllable Patterns*Language/Grammar

Words from Other LanguagesOther Punctuation





Model AccuracyT1198-T199

Word and Sentence CompositionSpelling: Words from Other Languages: PretestT1226Grammar: Other Punctuation: CommasT228

Word and Sentence CompositionSpelling: Words from Other Languages: Word SortT1226Grammar: Other Punctuation: ParenthesesT228

DecodingIdentifying VCV, VCCV, and VCCCV Syllable Patterns*T225

Word and Sentence CompositionSpelling: Words from Other Languages: Word OriginsT227Grammar: Other PunctuationT229

Vocabulary StrategiesWord OriginsT220-T221Word and Sentence CompositionSpelling: Words from Other Languages:T227Grammar: Other Punctuation: Proper MechanicsT229


Word and Sentence CompositionSpelling: Words from Other Languages: AssessT227Grammar: Other PunctuationT229


Decoding


WordComposition











Documents

Grade_Q3-Q4 Foundation… · Web viewWord study is a combination of phonics (decoding), spelling principle, and vocabulary instruction (Bear, Invernizzi, Templeton, & Jonston, 2000)