Intensive English Literacy

INTENSIVE ENGLISH LITERACY

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

ESSENTIAL UNIT 14 (E14)

(Opinion - Responding to Text)

Reading: Text Features

Writing: Reader Response

(July 2014)

Unit Statement: In this unit the student will learn text features that will help him/her respond to text. The student will learn sequencing; text and graphic features; main idea and details; cause and effect; and ask a variety of questions. The student will also respond to text by writing response paragraphs.

Unit E12 is currently engaged, and teachers should refer to it for continued practice of routines, strategies, skills, etc.

Unit Emphasis (Focus Wall):

Reading Strategy/Skills: question, summarize, sequence of events, text and graphic, conclusion, cause and effect, main ideas and details

Developing Vocabulary: adjective suffixes

Writing Genre: responding to text, opinion

Trait Focus: use the 6+1 writing traits in conjunction with the writing process

Grammar Focus: verbs, verb tenses, using commas, abstract nouns, pronouns and antecedents

Essential Outcomes: (reading and writing must be assessed separately for mastery)

IE Reading Literacy (E14): (Text Features)

Using the student’s instructional guided reading level text (level Q through T, Fountas and Pinnell Benchmark Assessments):

1. The Student Will analyze suffixes to determine the meaning of adjectives. (JTE 2.6)

2. TSW sequence events from fiction and nonfiction text. (JTE 2.6)

3. TSW explain how text and graphic features enhance information in a nonfiction book. (JTE 2.7)

4. TSW ask and answer questions in order to understand the main idea in fiction and non-fiction. (JTE 2.6)

5. TSW differentiate between yes and no questions and open ended questions. (JTE 2.6)

6. TSW create discussion points about his/her own opinions and share them in a group or partner setting. (JTE 2.6-10)

7. TSW report on a topic or text, tell a story, and/or recount an experience while speaking clearly at an understandable pace. (JTE 2.8)

IE Writing Literacy (E14): (Reader Response: Opinion)

1. The Student Will demonstrate the use of verbs, verb tenses, using commas, abstract nouns, pronouns and antecedents. (JTE 2.6 - 2.10)

2. TSW evaluate the difference between a fact and an opinion. (JTE 2.7)

3. TSW introduce the topic, state an opinion, and support his/her opinion about a book or article. (JTE 2.9 - 2.10)

4. TSW construct various opinion paragraphs responding to different kinds of text using the writing process (JTE 2.6 - 2.10)

5. TSW use glossaries or dictionaries, both print and digital, to determine or clarify meanings of words and phrases. (JTE 2.10)

Introduced Outcomes: (taught, not assessed)

1. The Student Will discuss possible themes of fiction text

2. TSW analyze (building vocabulary) suffixes and prefixes to determine the meaning of selected words. (JTE 3.11, 3.14)

3. TSW demonstrate the use of plural nouns, writing quotations, subject verb agreements, pronoun-verb agreement, verb tenses.

Practiced/Ongoing Outcomes: (ongoing development, but not assessed)

1. The Student Will acquire and use new vocabulary in reading, writing, and speaking.

2. TSW demonstrate proper course level-appropriate spelling in his/her writing.

3. TSW practice proper handwriting techniques.

4. TSW review previously learned prefixes, roots, and suffixes.

Key Terms and Concepts:

Reading
text features open ended
graphic features fact
main idea opinion
thick/thin questions / Writing
dictionary adjective
glossary expression
noun stress
pronoun intonation

Suggested Materials for Teachers: (provided by school)

*See Essential Unit 12

Suggested Professional Materials for Teachers: (provided by school)

*See Essential Unit 12

Suggested Exemplar Texts (read alouds):

Cause and Effect

If You Give a Moose a Muffin, by Laura Numeroff

If You Give a Mouse a Cookie, by Laura Numeroff

If you Give a Pig a Pancake, by Laura Numeroff

Alexander and the Terrible, Horrible, No Good, Very Bad Day, by Judith Viorst

Cloudy With a Chance of Meatballs, by Judi Barrett

The Giving Tree, by Shel Silverstein

Jimmy’s Boa and the Big Birthday Bash, by Trinka Hakes Noble

Runaway Bunny, by Margaret Wise Brown

A Bad Case of Stripes, by David Shannon

Across the Stream, by Mirra Ginsburg

*For a more comprehensive list of titles by skill and strategy, go to the following website:

http://kgcs.k12.va.us/instruction/books_compr_skills.pdf

Additional Resources: (may not be provided by school)

*See Essential Unit 12

Technology Links:

*See Essential Unit 12

Destiny Webpath Express (found in school library)

Suggested Activities and Strategies

Anchor Charts

Literature Circles

Focus Wall

Jig-saw activities that show part-whole relationships for sentences, paragraphs, essays etc...

other activities (TSWs)

Suggested Assessment Tools:

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 writing with final judgment by the teacher.

2. Writing Pathways (Units of Study Kit) by Lucy Calkins provides rubrics and checklists for teachers and students.

3. “6+1 Traits” writing rubrics

4. Teachers can have students produce a quick write at the beginning and end of units. (*See QSI Quick Write Guidelines) Teachers should keep these as evidence of students’ writing.

5. Elk Grove Common Core Rubrics for narrative, informative, and opinion writing are found in the QSI Literacy User’s Guide. Scoring on these rubrics should follow QSI mastery grading. (Scores on the 1 and 2 points should be P, scores on the 3 should be at the B level and scores on the 4 should be an A.) Document Source: Elk Grove Unified School District, Elk Grove, CA

6. Fountas and Pinnell Benchmark Assessment / DRA

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

RUBRICS FOUND ON FOLLOWING PAGES………………………

IE LITERACY PS Reading: Text Features Rubric (E14)

Name: ______Date: ______

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 2 of 3 available and ‘B’ level mastery on all remaining TSW’s.

TSW / ‘A’ Level Mastery / ‘B’ Level Mastery / ‘P’- Notes
1. Analyze unit suffixes to determine the meaning of age appropriate words. / I can analyze unit suffixes to determine the meaning of words.
2. Sequence events from fiction and nonfiction text. / I can sequence events from fiction and nonfiction text.
3. Explain how text and graphic features enhance information in a nonfiction book. / I can explain how text and graphic features enhance information in a nonfiction book.
4. Ask and answer questions in order to understand the main idea in fiction and non-fiction. / I can explain how my questions help me understand the text. / I can ask and answer questions in order to understand the main idea in fiction and non-fiction.
5. Differentiate between yes and no questions and open ended questions. / I can identify the difference between types of questions, and can explain why one type of question might be preferable over another. / I can differentiate between yes and no questions and open ended questions.
6. Create discussion points about his/her own opinions and share them in a group or partner setting. / I can create discussion points about his/her own opinions and share them with group or partner setting.
7. Report on a topic or text, tell a story, and/or recount an experience while speaking clearly at an understandable pace. / I can critique my performance of reporting on a topic, telling a story, or recounting an experience and can use that critique to improve future reports. / I can report on a topic or text, tell a story, and/or recount an experience while speaking clearly at an understandable pace.

IE LITERACY PS Writing: Reader Response Rubric (E14)

Name: ______Date: ______

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 3 of 4 available and ‘B’ level mastery on all remaining TSW’s.

TSW / ‘A’ Level Mastery / ‘B’ Level Mastery / ‘P’-Notes
1. Demonstrate the use of verbs, verb tenses, using commas, abstract nouns, pronouns and antecedents. / I can use verbs and abstract nouns to enhance my writing. / I use verbs, verb tenses, using commas, abstract nouns, pronouns and antecedents.
2. Evaluate the difference between a fact and an opinion. / I can explain the difference between fact and opinion using examples from the text. / I can explain the difference between a fact and an opinion.
3. Introduce the topic, states an opinion, and supports his/her opinion about a text. (JTE 2.9-10) / I can defend my opinion using additional evidence from my text and other resources. / I can introduce a topic, state an opinion, and support my opinion about a book or article.
4. Construct various opinion paragraphs responding to different kinds of text using the
process of writing. / I can construct various opinion paragraphs responding to different kinds of text using the
process of writing.
5. Use glossaries or dictionaries, both print and digital, to determine or clarify meanings of words and phrases. / I independently use various resources to determine or clarify meanings of words and phrases. / I can use various resources to determine or clarify meanings of words under the direction of my teacher.

QSI IE LITERACY PS E14