E10 Ie Literacy: Day and Night

INTENSIVE ENGLISH LITERACY

(Elementary 6-10-year-old)

ESSENTIAL UNIT 10 (E10)

(Day and Night)

(July 2014)

Unit Statement: What is in the sky? The student will explore the concept of calendar and time. The student will discuss their daily schedules. He/she will also read a variety of poems, identify the concepts of Rhyme and Rhythm, and respond to literature. Please use Reach A, Volume 2, Unit 8 ‘Sun, Moon, Stars Above’.

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: engage in conversation, explain, compare, describe, express likes/dislikes, speak clearly

Vocabulary Focus: outer space, calendar, parts of the day, action verbs

Grammar Focus: prepositions, correct tense, negative form statements

Reading Strategies/Skills: rhyme and rhythm, categorize, make connections, infer, predictions, compare lullabies, main idea and details

Writing Focus: write a story, captions, sentence fluency, rhyming words

Essential Outcomes: (must be assessed for mastery)

Listening/Speaking:

1. The Student Will ask and answer questions related to a calendar (e.g.: What time is it? It is three o’clock.*).

2. TSW compare and contrast things we do/see at different times of a day (I ride my bike in the morning but I walk at night.*).

3. TSW describe one’s day schedule (In the morning, I ___. At noon, I ___. After school, I ___.*).

(*See “Sentence Frames” in this document for more examples.)

Vocabulary:

4. TSW use unit vocabulary related to calendar and time orally and written (It is night. I can see stars. At night I go to sleep.*) *See Key Terms and Concepts in this document for word lists.

5. TSW recognize days of the week and months of the year.

Grammar:

6. TSW form negative statements (I don’t see the moon.)

7. TSW identify contractions and use them orally and in writing.

8. TSW identify prepositions and use them in sentences (above, before, beside, between, during, after, next, in, on, under).

9. TSW form simple sentences using the correct tense.

Reading:

10. TSW read a variety of poems and identify Rhyme and Rhythm.

11. TSW read and demonstrate comprehension of books at guided reading levels F-H. (see Fountas and Pinnell Benchmark Assessments)

Writing:

12. TSW show acquisition of unit vocabulary and writing skills by writing captions, sentences about the sky*, rhyming words, sentences using prepositions, a dialogue script, and 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). *For sentence suggestions, see “Sentence Frames” in this document.

13. TSW apply the 5 steps of the writing process to write a Story about something a person sees in the sky. See Teacher’s Guide T337, T341, T345, T349, T353.

Introduced Outcomes: (taught, not assessed)

1. The Student Will identify compound sentences with conjunctions ‘but’ and ‘and’.

2. TSW say and write the dates correctly.

3. TSW recognize and develop the concept of predicting.

4. TSW identify vocabulary related to objects in the sky.

5. TSW recognize the genre of a lullaby.

6. TSW participate in shared story writing activities.

Practiced/Ongoing Outcomes:

1. The Student Will apply basic vocabulary and grammar patterns introduced in E01-E07.

2. TSW blend and decode words with phonemic patterns introduced in E01-E07.

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 read high frequency words from the 2nd Grade Dolch list (see Appendix).

6. TSW demonstrate comprehension through a variety of strategies introduced in E01-E07.

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

8. 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
Calendar
Schedule
Negative sentences
Contractions
Prepositions
Rhyme
Rhythm
Lullaby / cloud morning low
moon night bright
planet noon move
sun bright rises
star dark sets
calendar early shines
clock high sky
day late sing
Sentence Frames
*Also see Reach Teacher’s Edition pages R4-R35.
day and night / ● What do you see in the day/at night? In the day, I see ____. At night, I see _____.
● What does the sun do in the ____/at _____? It _____.
● The sun _____ in the _____/at _____.
● How does a lullaby make you feel? It makes me feel _____.
● It is _____[early]. I ____[wake up].
things we see in the sky / ● What do you see in The Night is Singing? I see _____ in the sky.
● Tell me about the _____. The _____ is/are _____.
● What do you see in the sky? I see _____. It is/They are _____.
● Tell me a word that rhymes with [fun, soon, far, loud]. _____ rhymes with _____.
● What are your favorite things in the sky? My favorite things are the _____ and the ______.
● What things in gthe sky did you read about? I read about ____.
● Name something that is _____. The ____ is/are ____.
● The sun is ____in the ____/at _____.
● How are the sun and the moon alike? The sun and the moon are ____.
● What things in the sky did you learn about? I learned about ____. It/they _____.
● What do you know about the sky? Now I know _____. It/They _____.
describe a day’s schedule / ● What do you do in the morning? I _____ in the morning.
● What do you do at noon? I _____ at noon.
● What do you do at night? I _____ at night.
● Describe your daily schedule.

Suggested Professional Materials for Teachers:

Reach, National Geographic, level A

● Teacher’s Edition, volume 2, Unit 8

● 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 8

● Vocabulary Builder and Manipulatives

● Teamwork Activities, Unit 8

● Assessment Handbook, Unit 8

Suggested Guided Readings:

A to Z leveled books (H and I levels)

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

Suggested Student Materials: (provided by school)

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)

Go English 2! Language Forms and Functions Checklist. These charts (a sample can be found at http://www.ballard-tighe.com/resources/productResources/eld.asp) 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 Speaking Teacher’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

http://www.brainpopesl.com

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

http://www.eslgamesplus.com

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

http://www.eslpartyland.com

ESL games, lessons, quizzes and more

http://differentiationdaily.com

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

http://www.rong-chang.com/kids.htm

Hundreds of short stories for beginner ESL students.

http://www.really-learn-english.com/english-short-stories-for-complete-beginners.html

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. Part Two in the Phonemic Awareness Assessment

3. Write a poem using describing words.

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)

Intensive English Literacy Introductory Elementary Rubric (E10)

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 8 out of 11 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 related to calendar. / The student asks and answers questions related to calendar independently. / The student asks and answers questions related to calendar with some prompting.
2 / TSW compare and contrast times of a day / The student independently compares and contrasts times of a day. / The student compares and contrasts times of a day with some prompting.
3 / TSW describe one’s day schedule. / The student describes one’s day schedule in detail. / The student follows the model to describe one’s day schedule.
4 / TSW recognize selected vocabulary related to calendar and time. / The student recognizes and applies selected vocabulary related to calendar ant time. / The student recognizes selected vocabulary related to calendar and time.
5 / TSW recognize days of the week and months of the year. / The student recognizes days of the week and months of the year.
6 / TSW form negative statements (e.g.: I don’t see the moon.) / The student forms negative statements independently. / The student follows models to form negative statements. / .
7 / TSW identify contractions and use them in writing. / The student identifies contractions and uses them in writing. / The student recognizes contractions.
8 / TSW identify prepositions and use them in sentences. / The student identifies prepositions and uses them in sentences. / The student recognizes prepositions.
9 / TSW form simple sentences using the correct tense. / The student consistently uses correct verb tenses in sentences. / The student follows models to form sentences with correct verb tenses.
10 / TSW read a variety of poems and identify Rhyme and Rhythm. / The student reads a variety of poems and identifies Rhyme and Rhythm independently. / The student reads a variety of poems and identifies Rhyme and Rhythm with prompting.
11 / 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.
12 / TSW show acquisition of unit vocabulary and writing skills by writing captions, sentences about the sky, rhyming words, sentences using prepositions, and personal responses within 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.
13 / TSW apply the 5 steps of the writing process to write a story. / The student writes a variety of more complex sentences in his/her story. A few grammar errors may be present. / The student writes complete sentences in his/her story. Some grammar errors may be present.

QSI IE LITERACY EL INTRO E10