Functional Reading Skills 3-5   (#5010026)

Version for Academic Year:

Course Standards

General Course Information and Notes

Version Description

This course is designed for students with a substantial deficiency in reading and for whom interventions have not been effective. Instruction will use explicit, systematic, and sequential approaches to reading instruction addressing all components of reading including phonological awareness, phonics, vocabulary, fluency, and reading comprehension. 

Teachers will use the listed standards that correspond to student need based on diagnostic assessments and adjust according to ongoing progress monitoring data. 

Effective implementation requires the support to be matched to student need and is provided by the most experienced, and/or specialized expert. Instruction is individualized and targeted to the skills that pose the greatest barrier to learning and is characterized by the greatest number of minutes of instruction with the narrowest focus for an individual or a very small group of students. Individualized diagnostic data, as well as instructional time, are in addition to those provided in Basic Skills in Reading 3-5 and core instruction. Formative assessments occur more frequently and focus on the learning barriers to success and are based on intensity of needs. The larger the gap, the more frequent the progress monitoring, with more extensive opportunities for guided practice, error correction, and feedback. The expected outcome is for the student to achieve grade-level proficiency.

General Notes

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link:

Version Requirements

Interventions must be evidence-based and correspond to either the district K-12 Evidence-based Comprehensive Reading plan or the reading plan within a school's charter.


As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:

Any field when certification reflects a bachelor or higher degree plus Reading Endorsement.



General Information

Course Number: 5010026
Course Path:
Abbreviated Title: Fun Read 3-5
Course Length: Year (Y)
Course Type: Elective Course
Course Level: 2
Course Status: Course Approved
Grade Level(s): 3,4,5

State Adopted Instructional Materials

The following instructional materials have been adopted by the State of Florida as an option for this course.
HMH Functional Reading Skills Grades 3-5, Powered by System 44
Author: Hasselbring, et al - Company: Houghton Mifflin Harcourt - Edition: First - Copyright: 2021
Lexia Core5 Reading - Functional Reading Skills 3-5 Edition
Author: Lexia Learning Systems LLC - Company: Lexia Learning Systems - Edition: v4.2 - Copyright: 2020

Student Resources

Vetted resources students can use to learn the concepts and skills in this course.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this course.