E13 Ie Literacy: My Neighborhood

INTENSIVE ENGLISH LITERACY

(Elementary 6-10-year-old)

ESSENTIAL UNIT 13 (E13)

(My Neighborhood)

(July 2014)

Unit Statement: How do we get what we need? The student will explore places in the neighborhood. The student will focus on Verb study and use them in writing. He/she will write a Thank You Letter applying five steps of the Writing Process. The student will also continue developing his/her reading skills. Please use Reach B Volume 1 ‘To Your Front Door’ unit.

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

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

Unit Emphasis:

Communicative Focus: Express needs and wants, make a request, ask for help, ask questions, engage in discussion

Vocabulary Focus: community places, fables, poems, social studies article, fact sheet

Grammar Focus: verbs (to be), action verbs (to have), present-tense verbs: subject-verb agreement

Reading Strategies/Skills: ask questions, categorize, headings, details, rhyming, intonation, accuracy and rate

Word Study: consonant variants and digraphs

Writing Focus: writing fluency, personal response, short sentences, questions, describe actions using verbs, rhyme poem, thank-you letter

Essential Outcomes: (must be assessed for mastery)

Listening/Speaking:

1.The Student Willexplore and apply the concept of Wants versus Needs orally (e.g. I want an _____. I need a new _____*).

2.TSW describe a neighborhood. ( There are a lot of _____ in my neighborhood*.).

3.TSW apply target language skills to plan and participate in a field trip (e.g.: supermarket, market, shopping mall, etc…)

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

Vocabulary:

4.TSW identify and use vocabulary related to places and people in a neighborhood.

*See Key Terms and Concepts in this document for word lists.

Grammar:

5.TSW identify action verbs and use them in writing.

6.TSW identify helping verbs and use them in writing.

7.TSW identify Subject-Verb agreement to form sentences.

Reading:

8.TSW identify and use the strategy of making text-to-text connections while reading.

9.TSW identify the concept of fact and opinion in a variety of texts (e.g.: articles, advertisements, billboards, etc…)

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

Writing:

11.TSW show acquisition of unit vocabulary and writing skills by writing sentences about neighborhoods and businesses*, asking questions about texts, retelling a story, and personal responses within his/her daily journal. (See Teacher’s Guide pages PD53-PD57 for writing routines: power writing, modeled writing, interactive writing, independent writing). *For sentence suggestions, see “Sentence Frames” in this document.

12.TSW apply the 5 steps of the writing process to write a Thank You Letter about a special gift received. See Teacher’s Guide T196i-T196, T197a-T197g, T197.

Introduced Outcomes: (taught, not assessed)

1.The Student Willuse writing rubrics to evaluate their own and peer’s writing. (Reach B Practice Book p. 3.20)

2.TSW identify and apply editing and proofreading marks.

3.TSW identify and apply speech patterns with would and could.

Practiced/Ongoing Outcomes:

1.The Student Will apply basic vocabulary and grammar patterns introduced in E01-E08.

2.TSW blend and decode words with phonemic patterns introduced in E01-E08.

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-E08.

7.TSW retell and/or summarize texts at their independent reading level.

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

9.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
Action Verbs
Helping Verbs
Subject-Verb Agreement
Text-to-Text Connections
Fact and Opinion
Consonant Digraphs
Thank You Letter
Writing Process: Prewriting, Drafting, Revising, Editing, Publishing
Persuasive Presentation / buydeliveryfood
factorymoneyneighborhood
marketshipshop
bringsellcount
businessearngoods
servicejobworker needshair salonwants hardware storeLaundromat pharmacyshoe store movie theater clothing store flower shop
Sentence frames
*Also see Reach Teacher’s Edition pages R4-R35.
places in a neighborhood / ●What do I know about a market? I know that markets ____.
●I do many things. I ____.
●I go to a store. I want a _____.
●What do people do at the market? They _____ at the market?
●What do I know about how to get the food I need? I know that ____.
●Why do people go to markets? People go to markets to ____.
●What do you buy at the market? I buy ____ at the market.
●Where can I go in my neighborhood to get what I need? I can go to _____.
●What can a delivery bring? A delivery can bring ____.
●What do you think was the most important delivery in “Delivery?” I think the most important delivery was _____.
●What did you learn about how we get what we need? I have learned ____.
want versus need / ●What did you learn about how to get what you need and want? I learned that _____.
●Name something that you have. I have a _____.
●What are some different ways that people get what they need? People _____. They also _____.
●What things can we buy? We can buy _____.
●Tell about a friend. My friend is ______. My friend has ______.
ideas / ●I have many things. I am a ____.
●What did you learn about the ideas that you read? How does this help you? I learned how to _____. This helps me ____.
●Why do you ask questions when you read? I ask questions because _____.

Suggested Professional Materials for Teachers:

Reach, National Geographic, level B

●Teacher’s Edition, volume 1, Unit 3

●Reach into Phonics Kit

●Big Books

●Sing With Me Language Songs, Big Book of Songs

●Practice Masters, Unit 3

●Language Builder Picture Cards

●Language and Literacy Teamwork Activities, Unit 3

●Assessment Handbook, Unit 3

Suggested Guided Readings:

A to Z leveled books (J level and up)

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

Suggested Student Materials: (provided by school)

Phonics, Level A, Unit 5, Lessons 131-139, Modern Curriculum Press

Reach B, National Geographic, Student Anthology, volume 1

Reach B, National Geographic, Fiction Library/ Nonfiction Library

Reach B, National Geographic, Practice Book

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 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 it’s 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)

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.Create a Mall Map.

3.The Writing Rubric in Reach Assessment Book, Level B, p.260.

Intensive English Introductory Elementary Rubric (E13)

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 Willexplore and apply the concept of Wants and Needs. / The student participates in the discussion of Wants and Needs. / The student differentiates Wants and Needs.
2 / TSW describe a neighborhood. / The student independently describes a neighborhood. / The student follows models to describe a neighborhood.
3 / TSW apply target language skills to plan and participate in a field trip (e.g.: supermarket, market, shopping mall, etc…) / The student consistently applies target language skills to plan and participate in a field trip. / The student applies target language skills to plan or participate in a field trip.
4 / TSW identify and use vocabulary related to places and people in a neighborhood. / The student recognizes and applies selected vocabulary. / The student recognizes selected vocabulary.
5 / TSW identify action verbs and use them in writing. / The student identifies action verbs and consistently uses them in writing. / The student identifies action verbs.
6 / TSW identify helping verbs and use them in writing. / The student identifies helping verbs and consistently uses them in writing. / The student identifies helping verbs.
7 / TSW identify Subject-Verb agreement to form sentences. / The student identifies Subject-Verb agreement and forms sentences correctly. / The student identifies Subject-Verb agreement.
8 / TSW identify and use the strategy of Making Text-to-Text Connections while reading. / The student consistently makes Text-to-Text Connections while reading. / The student identifies the strategy of Making Text-to-Text Connections.
9 / TSW identify the concept of Fact and Opinion in a variety of texts. / The student identifies the concept of Fact and Opinion in a variety of texts. / The student identifies the concept of Fact and Opinion.
10 / TSW read and comprehend books at levels H-I. / The student reads and comprehends books at levels H-I.
11 / TSW show acquisition of unit vocabulary and writing skills by writing sentencesabout neighborhoods and businesses*, asking questions about a text, 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 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.

QSI IE LITERACY EL INTRO E13