Intensive English Literacy

INTENSIVE ENGLISH LITERACY

(IE Pre-Secondary 11-year-old & up)

ESSENTIAL UNIT 11 (E11)

(Around the World)

(July 2014)

Unit Statement: The student will discuss what a traveler might see and learn when visiting a new place. He/she will plan, write, revise, and present a travel guide and a blog entry. The student will activate and build background knowledge when reading a variety of texts. This unit will work well with special school events (Week Without Walls, an excursion week, a variety of field trips, etc.)

Unit Emphasis:

Communicative Focus: explore a variety of habitats/climate zones, discuss traditions around the world

Vocabulary Focus: vocabulary related to celebrations and traveling, landforms and climate

Grammar Focus: present progressive verb forms

Writing Focus: plan and write a persuasive travel guide, publish a blog entry

Phonics/Reading Focus: words with selected endings, activate and build background knowledge prior to and while reading

Essential Outcomes: (must be assessed for mastery)

Language Function:

1. The Student Will explore a variety of habitats/climate zones.

2. TSW describe a holiday celebration.

3. TSW discuss traditions around the world.

Vocabulary:

4. TSW recognize and apply selected vocabulary related to celebrations and traveling, landforms and climate.

Grammar:

5. TSW identify and apply present progressive verb forms (e.g.: to be dancing, to be celebrating, etc.)

Writing:

6. TSW plan, write, revise, and present a persuasive paragraph (a travel guide).

7. TSW publish a blog entry about visiting a special place (a country, a city, a camp, etc.)

Phonics/Reading:

8. TSW blend and decode words with selected endings.

9. TSW read and demonstrate comprehension of books at a guided reading levels N through Q (See Fountas and Pinnell Benchmark Assessments).

10. TSW activate prior knowledge before reading and build background knowledge as reading a text.

Introduced Outcomes: (taught, not assessed)

1. The Student Will identify and apply past and future progressive verb forms.

2. TSW identify and apply five steps of the writing process.

Practiced/Ongoing Outcomes: (not assessed)

1. The Student Will use complete sentences when speaking and writing.

2. TSW write daily to develop fluency (e. g.: Writer’s Notebook, Diary, Journal, etc.)

3. TSW apply basic vocabulary and grammar patterns introduced in E01-E10.

4. TSW spell focus vocabulary words and words with focus phonemic patterns correctly.

5. TSW recognize and use selected homonyms, homophones, synonyms, and antonyms.

6. TSW read with fluency and expression.

7. TSW demonstrate comprehension by answering questions, filling in graphic organizers, and retelling a text in sequence.

8. TSW create key vocabulary lists when reading a text and use a variety of strategies to learn the words (e. g. word journals, games, quizzes, etc.)

9. TSW use text features to facilitate comprehension. (e. g. pictures, headings, captions, contents, maps, time lines, diagrams, etc.)

10. TSW write a response to literature.

Key Terms and Concepts:

QSI IE LITERACY PRE-SEC E11

present progressive forms

persuasive paragraph

blog entry

prior knowledge

background knowledge

QSI IE LITERACY PRE-SEC E11

Suggested Professional Materials for Teachers: (provided by school)

Inside (Level A) Teacher’s Edition (Unit 7)

Inside (Level A) Language CD 2

Inside Phonics Kit (National Geographic)

Inside Sound/Spelling Cards

Suggested Read Alouds:

Books about traveling

Suggested Guided Readings:

A to Z leveled books (Fountas and Pinnell level O through R)

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

Rigby Leveled Books

Suggested Student Materials: (provided by school)

Inside (Level A) Student Book (Unit 7)

Inside (Level A) Practice Book

Inside (Level A) Theme Books “Explore!”, “Explore a Wetland”, “The Water Planet”, “Let’s Dance!”, “Dance to Celebrate!”, “Kite Festival”

Additional Resources: (may not be provided by school)

Pictionary

Dictionary

Thesaurus

Any Appropriate Teacher-created or Teacher-Selected Materials

Technology Links:

www.USA.InsideNG.com

Destiny Webpath Express (Use this search engine to find age-appropriate websites that align with your unit.) found in school library

Raz-kids.com

Starfall.com

Suggested Assessment Tools and Strategies:

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

2. Inside (Level A) Assessment Handbook pp. T14-16; T17f, k, p, r; T34b-f, l-p; T53-54

3. Plan, participate in, and write about a field trip/excursion.

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

Intensive English Literacy Pre-Secondary Rubric (E11)

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 on 7 of the 9 ‘A’s available and ‘B’ level mastery on all remaining TSW’s.

TSW / SUMMARY / ‘A’ LEVEL / ‘B’ Level Mastery / ‘P’ - Comments
1 / TSW explore a variety of habitats/ climate zones. / The student initiates and actively participates in class discussion. / The student participates in class discussion.
2 / TSW describe a holiday celebration. / The student independently gives a detailed description of a holiday celebration. / The student gives a simple description of a holiday celebration with some prompting.
3 / TSW discuss traditions around the world. / The student initiates and actively participates in class discussions. / The student participates in class discussions.
4 / TSW recognize and apply selected vocabulary related to celebrations and traveling, landforms, and climate. / The student consistently recognizes and applies basic vocabulary. / The student recognizes and uses basic vocabulary within a familiar context.
5 / TSW identify and apply present progressive verb forms. / The student consistently recognizes and applies present progressive verb forms. / The student recognizes and applies present progressive verb forms with some prompting.
6 / TSW plan, write, revise, and present a persuasive paragraph (a travel guide). / Use a Presentation Rubric to evaluate the product. (e. g. Inside (Level A) Teacher’s Edition p. T215) / Use a Presentation Rubric to evaluate the product. (e. g. Inside (Level A) Teacher’s Edition p. T215)
7 / TSW publish a blog entry about visiting a special place (a country, a city, a camp, etc.) / Use a Presentation Rubric to evaluate the product. (e. g. Inside (Level A) Teacher’s Edition p. T275) / Use a Presentation Rubric to evaluate the product. (e. g. Inside (Level A) Teacher’s Edition p. T275)
8 / TSW blend and decode words with selected endings. / The student consistently decodes multisyllabic words. / The student decodes short words only or needs some prompting.
9 / TSW read books at a guided reading levels N through Q (See Fountas and Pinnell Benchmark Assessments). / The student reads and comprehends books at level N through Q.
10 / TSW activate prior knowledge before reading and build background knowledge as reading a text. / The student consistently activates prior knowledge before reading and builds background knowledge as reading a text. / The student needs some prompting to activate prior knowledge before reading and build background knowledge as reading a text.

QSI IE LITERACY PRE-SEC E11