E09 Ie Literacy: on the Job

INTENSIVE ENGLISH LITERACY

(Elementary 6-10-year-old)

ESSENTIAL UNIT 9 (E09)

(On the Job)

(July 2014)

Unit Statement: What jobs can people do?The student will explore a variety of jobs, the importance of jobs, and a ‘day on the job’. The student will be provided with daily opportunities for active participation in speaking, listening, reading, and writing. Please use Reach A, Volume 2, Unit 7 ‘On the Job’.

The Phonics unit is currently engaged, and teachers should refer to it for continued practice of routines, strategies, skills, etc.

The Foundations unit is currently engaged, and teachers should refer to it for continued practice of routines, strategies, and skills.

Unit Emphasis:

Communicative Focus: describe actions, express ideas, express feelings, express wants

Vocabulary Focus: types of jobs, importance of jobs, places of work, money, job actions

Grammar Focus: future tense with ‘will’, future tense with ‘am/is/are/going to’

Reading Strategies/Skills: classify, ask questions, make predictions, compare media, organize ideas.

Writing Focus: captions, sentence fluency, classify using a T-chart, create a Fact Book.

Essential Outcomes: (must be assessed for mastery)

Listening/Speaking:

The Student Willask and answer questions related to jobs and careers (e.g. Who works at a ____ ? A ____ works at a _____ .*).
TSW discuss a selected career (What jobs did you read about? I read about ___ . They ___ .*).
TSW perform a role-play of a job, individually or in a group (We are nurses. Nurses work in hospitals.*)
(*For more examples and suggestions, see “Sentence Frames” in this document.)

Vocabulary:

TSW recognize selected vocabulary related to jobs and careers including action verbs and places. *See Key Terms and Concepts in this document for word lists.

Grammar:

TSW ask questions using what, when, where, who.
TSW use future tense ‘will’ andis/am/are going to’ in oral and written sentences (Tomorrow, I will ___. I predict ___ is going to ___.*)

Reading:

TSW identify and use the Asking Questions reading strategy to enhance comprehension.
TSW read and demonstrate comprehension of books at guided reading levels F-H. (See Fountas and Pinnell Benchmark Assessments)

Writing:

TSW show acquisition of unit vocabulary and writing skills by writing captions, sentences about different jobs*, classify using a T-chart, a job ad, and ‘adding sentences’ to a story within his/her daily journal. (See Teacher’s Guide pages PD 47 - 49 for writing routines: power writing, modeled writing, interactive writing, independent writing). *For sentence suggestions, see “Sentence Frames” in this document.
TSW apply the 5 steps of the writing process to write Fact Book. See Teacher’s Guide T245, T249, T253, T257, T261).

Introduced Outcomes: (taught, not assessed)

1.The Student Willrecognize and develop the concept of classification.

2.TSW form Future Tense sentences with “to be going to” pattern.

3.TSW explore money words (e.g.: dollar, cent, etc… or other local currencies)

4.TSW read high frequency words from the 1st Grade Dolch list (see QSI Literacy User’s Guide).

Practiced/Ongoing Outcomes:

1.The Student Will apply basic vocabulary and grammar patterns introduced in E01-E06.

2.TSW read books at independent level with expression and fluency.

3.TSW provide an evidence to demonstrate daily reading on independent level (e.g.: a reading log, reading chart, etc…)

4.TSW demonstrate comprehension through a variety of strategies introduced in E01-E06.

5.TSW continue developing writing fluency (Daily Journal, Writer’s Notebook, etc…)

6.TSW continue to develop handwriting skills.

Key Terms and Concepts:

Students should be exposed to the following academic language (teachers should use them, but students will not be expected to master the use of them). Students will learn, practice, and be able to use the unit specific vocabulary.

Academic Language / Unit Specific Vocabulary
Special questions
Future Simple Tense
Asking Questions
Career Day
Classify
T-Chart
Fact Book / BankerDimeHelphospital
Cashierdollarlearnbank
Doctormoneylistenschool
Nursenickelteachrestaurant
Teacherpennyworkstore
Waiterquarterjoboffice
Sentence Frames
*Also see Reach Teacher’s Edition pages R4-R35.
questions about jobs and careers / ● Who works at a ____ ? A ____ works at a _____ .
●Which job do you like best in _____( book)? I like____ . I like to learn about ____ .
●Where is the ____ ? The ____ is at the _____ .
●Where does a go? A ____ goes to a ____.
●What does a _____ do? A ______.
●What do you know about jobs? Now I know_____ .
discussion ideas about a selected career / ●What jobs did you read about? I read about ____ . They ____ .
●It is fun to be a _____ . You can _____ .
●I want to be a _____ .
●A _____ makes _____ . A _____helps _____ .
●I like to ____ . I can be a ____ .
●I am going to be a ____ . I am going to ____ .
●Which place do you think would be the best place to work? I think that a/an ___ would be the best place to work.
role-play of a job / ●We are nurses. Nurses work in hospitals.
●I work in a ____ . Who am I? You are a _____ .
●I am a ____ . I am going to ____ tomorrow.
●We are nurses. Nurses work in hospitals.
●I work in a ____ . Who am I? You are a _____ .
●I am a ____ . I am going to ____ tomorrow.
future tense / ●Tomorrow, I will ___. I predict ___ is going to ___.
●Where will the ____ go? The ____ will go to the ____ .
●____ am going to ____ .
●_____ is going to _____ .
●____ and ____ are going to ____ .

Suggested Professional Materials for Teachers:

Reach, National Geographic, level A

●Teacher’s Edition, volume 2, Unit 7

●Reach into Phonics Kit

●Big Books

●Sing With Me Language Song Book

●High Frequency Word Books

●Genre Books, Read Together Books, Talk Together Books

●Practice Masters, Unit 7

●Vocabulary Builder and Manipulatives

●Teamwork Activities, Unit 7

●Assessment Handbook, Unit 7

Suggested Guided Readings:

A to Z leveled books (G and H levels)

Other leveled books (see the Correlation Chart in the Appendix)

Suggested Student Materials: (provided by school)

Phonics, Level A, Unit 3 Modern Curriculum Press

Reach A, National Geographic, Student Anthology, volume 2

Reach A, National Geographic, Fiction Library/ Nonfiction Library

Literature Big Books

Big Book of Songs

Pictionaries

Dictionaries

Additional Resources: (may not be provided by school)

Ballard & Tighe Carousel of IDEAS (a teacher’s guide, lesson plans, and activities that correlates with the IPT speaking and listening assessment which encourage vocabulary development and interaction): Unit 3: Chapter 1 “Occupations” and Unit 4: Chapter 1 “Occupations”

Go English 2! Language Forms and Functions Checklist. These charts (a sample can be found at are a tool for guiding explicit instruction in the functions of language as well as a sequence of grammar structures for each language proficiency level (beginning to advanced levels).

Evan-Moor Everyday Literacy Listening and SpeakingTeacher’s Edition and Student Books (develops oral and receptive language with 15-20 minute daily activities).

Technology Links:

Destiny Webpath Express (found in school library)

Use this search engine to find age-appropriate websites that align with your unit.

Raz-kids.com

An online, on-level reading program that students can access anywhere to work on fluency, listening, accuracy, and build vocabulary (teachers are able to monitor progress as well)

Starfall.com

An online resource that helps to teach reading with phonics

lessons, videos, pictures, activities for a variety of ESL topics

A resource for anything ESL (from games to printables, ipad and apps)

esl-kids.com

ESL flashcards, worksheets, classroom games and children's song lyrics

mes-games.com

ESL games and online flashcards

eslgamesworld.com

ESL games for all levels

ESL games, lessons, quizzes and more

A resource with creative ways to reach students of all ability levels in all subjects

Hundreds of short stories for beginner ESL students.

English short stories for complete beginners.

Suggested Activities and Strategies:

Anchor Charts: Create and reference anchor charts when modeling procedures, modeling thinking strategies, and teaching concepts. Students will reference these charts when its their turn to work independently.

Content Word Walls: Create and reference words walls when working on a unit of vocabulary. It is important to add visuals to your word wall and keep the definitions student-friendly. It is also important to add to and change your word wall often.

Interactive Word Walls: Create words walls and do daily (5 to 10 minute) interactive activities with the students. Interaction includes cheers and chants for the new words of the week, activities that expand the students' understanding of how words work and the use of the word wall during writing as a primary resource for spelling.

*See appendix for a more detailed explanation

Label items in the classroom

Sentence strips: Create and reference sentence strips (using the sentence frames taught in class) and expect students to respond using those sentence frames.

Pictures, visuals, and realia (real items)

Read alouds

Big books

Repeated and choral readings

Speaking activities: Turn and talk, think-pair-share, etc.

Suggested Assessment Tools and Strategies:

1.Attached Rubric or teacher generated rubric that assesses ALL essential outcomes (TSWs).

2.Phonemic Awareness Assessment

3.Plan and conduct an interview related to jobs and careers.

4.Create a book about people who work in school.

5.National Geographic’s Reach unit assessments

6.Fountas and Pinnell Benchmark Assessment/DRA

7.QSI Reading and Writing Behaviors Checklists (*See QSI Literacy User’s Guide)

RUBRIC FOUND ON FOLLOWING PAGE………………………….

Intensive English Literacy Introductory Elementary Rubric (E09)

Name: ______Date: ______Grade: ______

●To receive a ‘B’, the student must show ‘B’ level mastery on ALL Essential Outcomes (TSW’s).

●To receive an ‘A’, the student must show ‘A’ level mastery in 6 out of 9 available ‘A’ level TSW’s and ‘B’ level mastery on all of the remaining TSW’s.

TSW / SUMMARY / ‘A’ LEVEL / ‘B’ LEVEL / ‘P’-Comments
1 / The Student Willask and answer questions related to jobs and careers. / The student asks and answers questions related to jobs and careers independently. / The student asks and answers questions related to jobs and careers with some prompting.
2 / TSW explore a selected career. / The student uses a variety of sources to explore a selected career and share what he/she has learned. / The student explores a selected career and shares information.
3 / TSW plan and participate in a class (school) Career Day. / The student takes an active part in planning the Career Day. He/she plays a leading role running the event. / The student helps to plan and participates in the Career Day.
4 / TSW recognize selected vocabulary related to jobs and careers including action verbs and places. / The student recognizes and applies selected vocabulary related to jobs and careers. / The student recognizes selected vocabulary related to jobs and careers.
5 / TSW form special questions (What_? When_? Where_? Who_?) / The student independently forms special questions. / The student uses models to form special questions.
6 / TSW identify Future Simple verb forms and use them to form sentences. / The student identifies Future Simple verb forms and uses them to form sentences. / The student identifies Future Simple verb forms and follows models to form sentences. / .
7 / TSW identify and use the Asking Questions reading strategy to enhance comprehension. / The student identifies and uses the Asking Questions reading strategy independently. / The student identifies and uses the Asking Questions reading strategy with prompting.
8 / TSW read and demonstrate comprehension of books at guided reading levels F-H. (see Fountas and Pinnell Benchmark Assessments) / The student reads and comprehends books at levels F-H.
9 / TSW show acquisition of unit vocabulary and writing skills by writing sentences about shopping and community places,a Venn diagram comparing characters in a story, personal responses, and extending a story in his/her daily journal. / The student uses most unit vocabulary in his/her journal. She/he writes a variety of sentences and elaborates with details. / The student uses some unit vocabulary in his/her journal. She/he writes words and complete sentences.
10 / TSW apply the 5 steps of the writing process to write a fact book. / The student writes a variety of more complex sentences in his/her fact book. A few grammar errors may be present. / The student writes complete sentences in his/her fact book. Some grammar errors may be present.

QSI IE LITERACY EL INTRO E09