E02 IE LITERACY: Newcomer

INTENSIVE ENGLISH LITERACY

(Elementary 6-10-year-old)

ESSENTIAL UNIT 2 (E02)

(Newcomer)

(July 2014)

Unit Statement:What happens at school? The student will acquire basic communication skills in listening, speaking, reading, and writing that are required for functioning in the general classroom setting. Please use National Geographic’s Reach A, Volume 1, ‘Step into School’ unit.

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

Unit Emphasis:

Communicative Focus: basic communication skills (describe objects, ask and answer questions, give personal information and make introductions)

Vocabulary Focus: greetings, numbers, colors, classroom objects

Grammar Focus: simple present tense, singular and plural nouns, action verbs

Reading Strategies/Skills: plan and monitor, concepts of print, reading levels FountasPinnell A-C

Writing Focus: upper and lower case letters, labels, captions, story map, sentences

Essential Outcomes: (must be assessed for mastery)

Listening/Speaking:

1.The Student Willrespond to and express basic greetings, introductions and farewells (e.g. How are you? I’m ___.*).

2.TSW follow basic classroom instructions (Raise your hand.*).

3.TSW participate in a discussion by responding to and asking basic questions and commands (What do you like? I like ____. Please look at this picture.).

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

Vocabulary:

4.TSW use vocabulary of greetings, classroom objects, places in school, colors, numbers, and action verbs in oral activities. See Key Terms and Concepts in this document for word lists.

Grammar:

5.TSW convey information orally using simple sentences (e.g. I am ______. This is a/the______. I have/don’t have ______.), singular and plural nouns, and adjectives before nouns. (e.g. blackscissors).

Reading:

6.TSW recognize the concepts of print:

●hold a book and turn pages correctly

●track print from top to bottom, from left to right

●use illustrations to facilitate comprehension

7.TSW read and demonstrate comprehension of books at guided reading levels A-C (Fountas and Pinnell).

Writing:

8.TSW writeall upper and lower case letters of the English alphabet.

9.TSW show acquisition of unit vocabulary and writing skills by writing labels, captions, lists, and words or simple sentences within a daily journal. (See Teacher’s Guide pages PD 47 - 49 for writing routines: power writing, modeled writing, interactive writing, independent writing).

10.TSW apply the 5 steps of the writing process to write Words and Simple Sentences About Me. See Teacher’s Guide T61, T65, T69, T73, T77.

Introduced Outcomes: (taught, not assessed)

1.The Student Willrecognize and name all upper and lower case letters of the English alphabet.

2.TSW recognize and names, sizes, and colors of shapes.

3.TSW recognize days of the week, months and seasons.

4.TSW start recognizing high frequency words from the Pre-Primer Dolch list.

5.TSW follow classroom routines and procedures.

6.TSW be introduced to the concept of previewing a text through picture walks in order to aid in comprehension.

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 / Unit Specific Vocabulary
letter
sound
alphabet
upper case
lower case
illustration
question / book
scissors
pencil
bathroom
playground
office
lunch room
bus stop
color names
numbers zero through ten
run
ask
bring
like
want
need / have
use
build
draw
make
read
write
listen
look
sit
stand
come
go
share
point
Sentence Frames
*Also see Reach Teacher’s Edition pages R4-R35.
basic greetings and farewells / ●Hello, how are you? I’m ______.
●Good morning.
●What is your name? My name is ______.
●Goodbye./See you later./See you tomorrow.
basic classroom instructions / ●Listen to me.
●Look at me.
●Look at this/that.
●Open/Close your books.
●Raise your hand.
●Line up.
●Clean up.
●Write ______.
●Draw ______.
●Stand up.
●Sit down.
●Please, ______.
●Repeat/Say ______.
●Point to the ______.
basic questions and commands / ●May I have the _____, please?
●What did you bring to school? a ______.
●I use ___ at school.
●I use a crayon to ___.
●I share ___ at school.
●I like to __.
●I need a _____.
●I have a ____.
●You can ___ with a ____.
●I want to ____.
●A ___ is a (person/thing) at school.
●They can ___ at school. I can ___, too.
●I see a ______.
●I like the _____ (at school).
●Our school has a ____.
●What do you do in the classroom? I ___ in the classroom.
●What do you do on the playground? I ___ on the playground.
●Name some things you do in a school place. In the (school, place) I ______. We (learn) in the _____.
●What are some things you use in the classroom? I use ___ and ___ in the classroom.
●What did you read about? I read about the _____.
●What do you know about school. Now I know ____.

Suggested Professional Materials for Teachers: (provided by school)

Reach, National Geographic, level A

●Teacher’s Edition, vol.1, Unit 1

●Read Together Books

●Sing With Me Language Song Book

●Read With Me Big Books

●Talk Together Books: Label Books, Wordless Books

●Practice Book, Level A, Unit 1

●Practice Masters, Level A Unit 1

●Assessment Handbook, Level A, Unit 1

●Vocabulary Builder and Manipulatives

●Teamwork Activity Flip Charts, Level A, Unit 1

●Alphachant Phonics Kit

Suggested Guided Readings:

A to Z leveled books (aa and A levels)

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

Suggested Student Materials: (provided by school)

Picture Dictionaries

Handwriting Practice Books

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 Program themes and the IPT speaking and listening assessment which encourage vocabulary development and interaction): Unit 1: Chapter 2 “School” and Unit 2: Chapter 2 “School”

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

muzzyonline.com --greetings

Muzzy is a comprehensive, interactive language program with videos, activities, flashcards and more.

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 QSI Literacy User’s Guide 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)

Alphabet books, games, and activities

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). An effective rubric is presented and discussed with the student at the beginning of the unit, referred back to throughout the unit, and used to assess at the end. Students will collaborate with peers and the teacher to assess their own work with final judgment by the teacher.

2.Teacher created speaking, listening, vocabulary, and grammar checklist and/or chart.

3.Write all upper case and lower case letters in order.

4.Using vocabulary cards and/or manipulatives, ask the student(s): What is this? What do you use it for? Have the them respond: This is a (object). In the (place, I (action).

5.Label a picture of the classroom.

6.Have students (orally and/or in writing) objectives in the classroom (both singular and plural).

7.National Geographic’s Reach unit assessments

8.Fountas and Pinnell Benchmark Assessment/DRA

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

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

Intensive English Literacy Introductory Elementary Rubric (E02)

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 2 out of 5 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 / TSW respond to basic greetings. / The student responds to and initiates basic greetings. / The student responds to basic greetings.
2 / TSW follow basic directions and instructions. / The student follows basic directions and instructions.
3 / TSW respond to basic questions and give commands (e.g.: What is your name? How old are you? May I have the ____ please? I want to _____.). / The student will respond to most basic questions and commands in complete sentences. / The student will respond to some basic questions and commands.
4 / TSW recognize basic vocabulary including greetings, classroom objects, feelings, numbers, and action verbs. / The studentrecognizes and applies most basic vocabulary. / The studentrecognizes and uses some basic vocabulary.
5 / TSW convey information orally using simple sentences, singular and plural nouns, and adjectives before nouns. / The student often uses simple sentences, plural nouns, and adjectives before nouns when speaking. / The student sometimes uses simple sentences, plural nouns, and adjectives before nouns when speaking.
6 / TSW hold a book and turn pages correctly; track print from top to bottom, from left to right. / The student holds a book and turns pages correctly; tracks print from top to bottom, from left to right.
7 / TSW read and demonstrate comprehension of books at guided reading levels A- C. (see Fountas and Pinnell Benchmark Assessments) / The student reads and comprehends books at levels A- C.
8 / TSW write all upper and lower case letters of the English alphabet. / The student writes all upper and lower case letters of the English alphabet.
9 / TSW show acquisition of unit vocabulary and writing skills by writing labels, captions, lists, and simple sentences in a daily journal. / The student uses most unit vocabulary in his/her journal. She/he consistently writes words and simple sentences. / The student uses some unit vocabulary in his/her journal. She/he writes single words and sometimes writes simple sentences.
10 / TSW apply the 5 steps of the writing process to write Words and Simple Sentences About Me. / The student consistently writes simple sentences in his/her story. Some grammar erros may be present. / The student writes words and sometimes uses simple sentences in his/her story. Many grammar errors may be present.

QSI IE LITERACY EL INTRO E02