E04 Ie Literacy: Visit the Farm

INTENSIVE ENGLISH LITERACY

(Elementary 6-10-year-old)

ESSENTIAL UNIT 4 (E04)

(Visit the Farm)

(July 2014)

Unit Statement:What are farm animals like? In this unit, the students will talk, listen, read, and write about farm animals. They will continue to develop their vocabulary and grammar skills. **Please use Reach A Volume 1 ‘Visit the Farm’ unit 3.

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

Unit Emphasis:

Communicative Focus: describe, express likes, ask for and give information, ask and answer questions

Vocabulary Focus: selected vocabulary including farm animals, farm animal babies, and animals’ body parts

Grammar Focus: action verbs, verbs of be and have

Reading Strategies/Skills: concept of print, sequence, classify, visualize, read and comprehend books reading levels A-C, pre-primer Dolch list

Writing Focus: captions, sentences, sequence chain, informational sentences, writing fluency

Essential Outcomes: (must be assessed for mastery)

Listening/Speaking:

1.The Student Willask and answer questions about farm animals (e.g. What animals do you see? I see a ______.*) .

2.TSW describe farm animals (What animal is (adjective)? A ______is ______.*) .

3.TSW share information about farm animals (Tell me about a [animal]. A ______is ______. A ______.*), including likes and dislikes (I like (animal). I don’t like (animal).).

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

Vocabulary:

4.TSW recognize selected vocabulary including farm animals, farm animal babies, and animals’ body parts. *See Key Terms and Concepts in this document for word lists.

Grammar:

5.TSW form simple statements and questions using the verb “to have” (I have/I don’t have _____. Do you have_____?).

Reading:

6.TSW recognize the concept of print (title, author, and illustrator).

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

8.TSW demonstrate comprehension using sequencing of events (first, next, then, last).

9.TSW read high frequency words from the Pre Primer Dolch list (see QSI Literacy User’s Guide).

Writing:

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

11.TSW apply the 5 steps of the writing process to write informational sentences about Farm Animals. See Teacher’s Guide T245, T249, T253, T257, T261).

Introduced Outcomes: (taught, not assessed)

1.The Student Will identify rhyming words.

2.TSW identify action verbs.

3.TSW identify what and which question words.

Practiced/Ongoing Outcomes:

1.The Student Will continue mastering the alphabet.

2.TSW apply basic vocabulary and grammar patterns introduced in E02-E03.

3.TSW follow classroom routines and procedures.

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
sequence last
title next
author then
illustrator
action verbs
rhyming words
first / farm
animal
baby/ies
body parts
have/has
chicken
cow
duck
goat
goose
horse / calf
chick
duckling
foal
gosling
kid
lamb
piglet
pig
sheep / ears
feet
head
legs
nose
tail
wings / big
fast
little
loud
quiet
slow
Sentence Frames
*Also see Reach Teacher’s Edition pages R4-R35.
ask and answer questions about farm animals / ●What animal do you like best in “There’s a Billy Goat in the Garden? Why?
I like the ______. It is _____.
●Think about There’s a Billy Goat in the garden. What do the animals do? The ______s.
●Name an animal that starts with _____. ____ starts with _____.
●What is the name for a [baby animal]?
A _____ [animal] is a _____.
●What animal do you see?
A see a ______.
●What animals live on a farm?
_____ live on a farm?
●What animal is (adjective)? A _____ is ____.
●What does a [animal] do? A ______.
●What animal do you like best in “Little Bat Plays Ball”? I like the ____.
describe farm animals / ●What animal has [body part]?
A ______.
●What does a(n) [animal] have?
A _____ has ____.
●Does a [animal] have _____.
No, a ______has _____.
●What animals do you like? I like ____. They are _____.
information/informa-tional sentences about farm animals / ●Tell me about a [animal]. A ____is ____. A ______.
●I like (animal). I don’t like (animal).
●What is the name for a baby [animal]? A baby [animal] is a ____.
●How are a [animal] and [animal] the same?
A _____ and _____ are/have ______.
●What did you learn about animals?
I learned that a _____ has a ______. I learned that ______.
●What do you know about farm animals?
Now I know _____. That _____.
●Tell me about a [animal]. A ______is a ______.
●What did you read about animals? I read that a ______.
●What baby animals live on a farm? A ______lives on a farm.
●What animals do you like? I like ____. They are _____.

Suggested Professional Materials for Teachers: (provided by school)

Reach, National Geographic, level A

●Teacher’s Edition, vol.1, Unit 3

●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 3

●Practice Masters, Level A Unit 3

●Assessment Handbook, Level A, Unit 3

●Vocabulary Builder and Manipulatives

●Teamwork Activity Flip Charts, Level A, Unit 3

●Alphachant Phonics Kit

Suggested Guided Readings:

A to Z leveled books (C and D levels)

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

Suggested Student Materials: (provided by school)

Picture 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 Program themes and the IPT speaking and listening assessment which encourage vocabulary development and interaction): Unit 2: chapter 4 “Pets” and Unit 3: chapter 4 “Farm Animals”

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 --animals

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 appendix for a more detailed explanation

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)

Vocabulary games (flash cards, matching, “I have, who has?”, etc.)

Animal role plays

Have students share their prior knowledge about animals (bring pictures, share stories, write in a journal, draw pictures, etc.)

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.Read a pattern book and have students classify animals using a T-Chart.

4.Have students write and say informational sentences about animals using the verbs ‘to be’ and ‘to have’ (e.g. A cow is big. Cows are loud. Cows have tails.).

5.Have students complete a graphic organizer to retell a story with a partner.

6.National Geographic’s Reach unit assessments

7.Fountas and Pinnell Benchmark Assessment/DRA

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

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

Intensive English Literacy Introductory Elementary Rubric (E04)

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 Will ask and answer questions about farm animals. / The student asks and answers questions about farm animals independently. / The student asks and answers questions about farm animals with some prompting.
2 / TSW describe farm animals. / The student describes farm animals using complete sentences. / The student describes farm animals.
3 / TSW share information about farm animals. / The student actively participates in class discussions about farm animals. / The student contributes to class discussions about farm animals when called upon.
4 / TSW recognize selected vocabulary including farm animals, farm animal babies, and animals’ body parts. / The student applies selected vocabulary including farm animals, farm animal babies, and animals’ body parts in his speech. / The student recognizes selected vocabulary including farm animals, farm animal babies, and animals’ body parts.
5 / TSW form simple statements and questions using the verb “To Have”. / The student forms simple statements and questions independently. / The student forms simple statements and questions with prompting.
6 / TSW recognize the concept of print (title, author, and illustrator). / The student recognizes the concept of print (title, author, and illustrator) and gives examples. / The student recognizes the concept of print (title, author, and illustrator).
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 demonstrate comprehension using sequencing of events (first, next, then, last). / The student is able to tell the events of a story in a sequence (first, next, then, last). / The student puts events of a story in order.
9 / TSW read high frequency words from the Pre Primer Dolch list. / The student reads high frequency words from the Pre Primer Dolch list.
10 / TSW show acquisition of unit vocabulary and writing skills by writing captions, words and simple sentences, a sequence chain, and simple personal responses 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 or sometimes writes simple sentences.
11 / TSW apply the 5 steps of the writing process to write informational sentences about farm animals. / The student consistently writes simple sentences. Some grammar errors may be present. / The student writes words and sometimes writes simple sentences. Many grammar errors may be present.

QSI IE LITERACY EL INTRO E04