INTENSIVE ENGLISH LITERACY

(Elementary 6-10-year-old)

ESSENTIAL UNIT 8 (E08)

(It’s Our Town)

(July 2014)

Unit Statement: How are communities different? The student will listen, speak, read, and write about community places in town. The student will create shopping lists and write a thank you letter. He/she will identify the concept of the past simple verb tense and explore literary elements. Please use Reach A, Volume 2, Unit 6 ‘It’s Our Town’.

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

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

Unit Emphasis:

Communicative Focus: give commands, explain, ask for and give directions and information

Vocabulary Focus: community places, shopping list items, safety rules, positions (prepositions)

Grammar Focus: simple sentences with position words, regular past tense, irregular past tense

Reading Strategies/Skills: compare characters, organize ideas, make connections, primer Dolch list, reading levels D-F

Writing Focus: sentence fluency, Venn diagram, lists, write a letter

Essential Outcomes: (must be assessed for mastery)

Listening/Speaking:

  1. The Student Willask and answer questions about community places (e.g.: Where is the ___ ? It is on the table*).
  2. TSW compare places in a town (I read that you can get ___ at ___ .*) .
  3. TSW talk about shopping (Get some ___ at the ___, please!* ).
  4. TSW discuss safety rules in town. (What do you do at the crosswalk? First I ___ . Then I __.*)

(*For more examples and suggestions, see “Sentence Frames” in this document.)

Vocabulary:

  1. TSW recognize selected vocabulary related to community places and shopping. *See Key Terms and Concepts in this document for word lists.

Grammar:

  1. TSW form simple sentences using position words (on, under, in, below).
  2. TSW use regular and irregular past tense to form sentences (What did you do? I looked out the window. I gave my pencil to ____.*)

*See “Sentence Frames” in this document.

Reading:

  1. TSW identify literary elements (compare characters,recognise setting, plot, problem).
  2. TSW read high frequency words from the Primer Dolch List (see QSI Literacy User’s Guide).
  3. TSW read and demonstrate comprehension of books at a guided reading levels D-F. (see Fountas and Pinnell Benchmark Assessments)

Writing:

  1. TSW show acquisition of unit vocabulary and writing skills by writing sentences about shopping and community places*, creating a Venn diagram, extending a story, a dialogue script, and writing personal responses within his/her daily journal. (See Teacher’s Guide pages PD 47 - 49 for writing routines: power writing, modeled writing, interactive writing, independent writing).
  2. TSW apply the 5 steps of the writing process to write A Thank You Letter. See Teacher’s Guide T153, T157, T161, T165, T169).

*For sentence suggestions, see “Sentence Frames” in this document.

Introduced Outcomes: (taught, not assessed)

1.The Student Willuse the concept of literary elements to retell a story.

2.TSW identify selected irregular Past Simple Tense verb forms.

3.TSW recognize high frequency words from the 1st GradeDolch list (see QSI Literacy User’s Guide).

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

Practiced/Ongoing Outcomes:

1.The Student Will apply basic vocabulary and grammar patterns introduced in E01-E05.

2.TSW blend and decode words with phonemic patterns introduced in E01-E05.

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

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

5.TSW demonstrate comprehension through a variety of strategies introduced in E01-E05.

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
Prepositions of place
Simple Past Tense
Regular Past Tense with -ed
Irregular verbs
Literary elements
Explain
Compare
Classify / bakery
grocery store
library
post office
store
community
shopping list
bus stop sign
crossing light
crossing sign
exit sign
hospital sign
railroad crossing sign
stop sign
traffic sign / above
behind
below
down
in
in front of
on
over
under
up
her
food / has/have/
had
hopped
looked
cooked
walked
closed
opened
danced
washed
read
gave
get/got
Sentence Frames
*Also see Reach Teacher’s Edition pages R4-R35.
Questions about community places / ●What place do you like? I like___ .
●What can you get at the store? I can get ___ at the store.
●Which place do you think the best? I like ___ .
●Where does your family go? We go to the ___ . We ___ there.
●Where do you want to go? Let’s go to the __ .
●Where is the _____ ? It is ____ the ____ .
●Where can I get ____ ? You can get ____ at the ____ .
●Can I get ____ at the ____? No. Go to the ____ .
●What do you know about communities? Now I know ____ .
comparing places in town / ●I read that you can get ______at ______.
●I have a ____ in my community.
shopping / ●Get some fruit!
●Get bread, too!
●Get a shopping cart!
●Get your shopping list!
●Fill the cart with food!
●We need some ___ at the ____, please!
safety rules in town / ●What do you do at the crosswalk? First I ___ .Then I ____.
●I ___ at the ___ .
regular and irregular verbs / ●What did you read about places in the community? I read that you can get ___ at __.
●What did you do? I looked out the window. I gave my pencil to ____.
●What did you read about communities? I read that___.

Suggested Professional Materials for Teachers:

Reach, National Geographic, level A

●Teacher’s Edition, volume 2, Unit 6

●Reach into Phonics Kit

●Big Books (Every Season).

●Sing With Me Language Song Book

●High Frequency Word Books

●Genre Books, Read Together Books, Talk Together Books

●Practice Masters, Unit 6

●Vocabulary Builder and Manipulatives

●Teamwork Activities, Unit 6

●Assessment Handbook, Unit 6

Suggested Read Alouds:

Books about community places in town

Something Good by Robert Munsch

A City Park by Jamie Barrow

Where’s Spot? By Eric Hill

Kim’s Trip to Hawaii by Carlie Cohen

The Big City by Rebecca Tree

Suggested Guided Readings:

A to Z leveled books (F and G levels)

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

Suggested Student Materials: (provided by school)

Phonics, Level K, Unit 4 (Lessons 108-114), 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, resources and activities that correlate with the Reach Progam themes and the IPT speaking and listening assessment which encourage vocabulary development and interaction).

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.Have students create, use, describe a map of a town (include places that you have discussed in class)

3.Writing Station: Make a Class Map of Places

4.National Geographic’s Reach unit assessments

5.Fountas and Pinnell Benchmark Assessment/DRA

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

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

Intensive English Literacy Introductory Elementary Rubric (E08)

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 7 out of 10 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 Will ask and answer questions about community places. / The student asks and answers questions about community places independently. / The student asks and answers questions about community places with some prompting.
2 / TSW describe a place in a town. / The student gives a detailed description of a place in a town. / The student describes a place in a town.
3 / TSW talk about shopping. / The student initiates and actively participates in class discussions about shopping. / The student participates in class discussions about shopping.
4 / TSW discuss safety rules in town. / The student discusses and applies safety rules in town. / The student recognizes safety rules in town.
5 / TSW recognize selected vocabulary related to community places and shopping. / The student recognizes and applies selected vocabulary related to community places and shopping. / The student recognizes selected vocabulary related to community places and shopping.
6 / TSW form simple sentences using position words (on, under, in, below, etc…) / The student independently forms simple sentences using position words. / The student uses models to form simple sentences using position words. / .
7 / TSW identify Past Simple verb forms and use them to form sentences. / The student identifies Past Simple verb forms and uses them to form sentences. / The student identifies Past Simple verb forms and follows models to form sentences.
8 / TSW identify literary elements (e.g.: characters, setting, plot, problem, and solution). / The student independently identifies literary elements. / The student identifies literary elements with some prompting.
9 / TSW read high frequency words from the Primer Dolch List (see Appendix). / The student reads high frequency words from the Primer Dolch List.
10 / TSW read and demonstrate comprehension of books at guided reading levels D-F. (see Fountas and Pinnell Benchmark Assessments) / The student reads and comprehends books at levels D-F.
11 / 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.
12 / TSW apply the 5 steps of the writing process to write a thank you letter. / The student writes a variety of more complex sentences in his/her letter. A few grammar errors may be present. / The student writes complete sentences in his/her letter. Some grammar errors may be present.

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QSI IE LITERACY EL INTRO E08

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