INTENSIVE ENGLISH LITERACY
(Elementary 6-10-year-old)
ESSENTIAL UNIT 7 (E07)
(Wind, Rain, and Snow)
(July 2014)
Unit Statement: What happens in each season? The student will talk, listen, read, and write
about seasons and weather. The student will create poems and keep a daily journal related to
weather. He/she will continue to develop their phonemic awareness, grammar, and
vocabulary skills. Please use Reach A Volume 2 ‘Wind, Rain, and Snow’ unit 5.
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, skills, etc.
Unit Emphasis:
Communicative Focus: give information, give commands, express likes, express opinions
Vocabulary Focus: seasons, seasonal weather, clothes, and activities
Grammar Focus: statements, exclamations, commands, questions, object pronouns,
adjectives with -y suffix
Reading Strategies/Skills: interpret visuals, make connections, compare, classify, reading level D-F
Writing Focus: sentences, using graphic organizers, write a poem, writing fluency
Essential Outcomes: (must be assessed for mastery)
Listening/Speaking:
1. The Student Will ask and answer questions about weather (e.g.: Which season do you
like? I like _____. * ).
2. TSW describe seasonal clothing and activities (I wear ______ on a ______ day.* ).
3. TSW discuss one’s favorite season (My favorite season is _______.* ).
(*For more examples and suggestions, see “Sentence Frames” in this document.)
Vocabulary:
4. TSW recognize selected vocabulary including seasons, seasonal weather, clothes, and
activities. *See Key Terms and Concepts in this document for word lists.
Grammar:
5. TSW form simple sentences using object pronouns (e.g.: me, you, him, her, it, them, us).
6. TSW identify and form adjectives with –y suffix (e.g.: windy, rainy, snowy.)
Reading:
7. TSW compare and contrast ideas in a text using a Venn Diagram.
8. TSW read and demonstrate comprehension of books at guided reading levels D-F.
(see Fountas and Pinnell Benchmark Assessments)
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Writing:
9. TSW show acquisition of unit vocabulary and writing skills by writing sentences about
seasons*, seasonal clothing and weather, retelling a story, and writing 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).
10. TSW apply the 5 steps of the writing process to write A Poem about a season. See
Teacher’s Guide T61, T65, T69, T73, T77).
*For sentence suggestions, see “Sentence Frames” in this document.
Introduced Outcomes: (taught, not assessed)
1.
2.
3.
4.
5.
6.
The Student Will recognize selected prepositions.
TSW identify different types of sentences and use correct punctuation.
TSW make personal connections with a text.
TSW recognize high frequency words from the Primer Dolch list (see Appendix).
TSW read books at independent level with expression and fluency.
TSW develop handwriting skills.
Practiced/Ongoing Outcomes:
1. The Student Will apply basic vocabulary and grammar patterns introduced in E02-E04.
2. TSW follow classroom routines and procedures.
3. TSW provide an evidence to demonstrate daily reading on independent level (e.g.: a
reading log, reading chart, etc…)
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
Object pronouns
Suffix
Venn Diagram/Cycle Diagram
Long Vowels
opinion
commands
preposition
visuals
photo essay
nonfiction features (captions, illustrations,
idea webs, etc…
Boots
Hat
Jacket
Pants
Sandals
Scarf
Shirt
shorts
raincoat
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fall
summer
spring
winter
rainy
snowy
sunny
windy
season
hear
see
smell
taste
touch
umbrella
clothing
weather
Sentence Frames
*Also see Reach Teacher’s Editions pages R4-R35.
questions about
weather
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What colors do you see in _____? I see _____ in _____.
What colors do you see in ____ ? I see _____ in ______?
Which weather do you like best? I like _____ days. I can ______.
What did you learn from “Winter Weather Calendar”? I learned that _____ is
______ in winter.
● What can you (see/hear/taste/touch/smell) on a _____ day? I can _____
_____ on a _____ day.
● How does a (weather word) day make you feel? I feeel _____ on a ____ day.
● What can you (smell; see) in ______? I can ____ ____ in _____.
seasonal
clothing and
activities
●
●
●
●
I wear ____ on a ___ day.
What do you wear in _____? I wear ______in _______.
My _____ is ______. My ______ are ______.
It is ______. Put on _____.
questions about
seasons
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Which season do you like? I like _____.
What can you do in each season? I can _____ in ______.
My favorite season is ________.
It is (season). I need _____.
What season is it now? What season comes next? Now it is _______. Next comes
_____.
What did you read about clothing and seasons? I read that we wear ____ in _____.
What did you learn about (season) ______ is _____. I can _____ in ______.
How are summer and winter different? Summer/Winter is _____. In
summer/winter I can _____.
What can you (sense) in each season? I can _____ ____ in _____.
What do you know about seasons? Now I know _____.
●
●
●
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●
●
Which season do you like? I like ___ .
I like to wear ___ .
It is ____ . Give him ____ and ____ .
We see ___ in _____ .
It is ___ outside .
It is _____ . I wear ___ . I see ___ . I like ____ .
●
●
●
models for
writing
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Suggested Professional Materials for Teachers:
Reach, National Geographic, level A
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Teacher’s Edition, volume 2, Unit 5
Reach into Phonics Kit
Big Books (Every Season).
Sing With Me Language Song Book
High Frequency Word Books
Genre Books, Read Together Books, Talk Together Books
Practice Masters, Unit 5
Vocabulary Builder and Manipulatives
Teamwork Activities, Unit 5
Assessment Handbook, Unit 5
Suggested Read Alouds:
Books about weather and seasons
Thomas’ Snowsuit by Robert Munsch
What’s the Weather Like Today? by Rozanne Lanczak Williams
Seasons of the Year by Jilly Attwood
Suggested Guided Readings:
A to Z leveled books (E and F levels)
Other leveled books (see the Correlation Chart in the Appendix)
Suggested Student Materials: (provided by school)
Phonics, Level K, Unit 4 (Lessons 106 and 107), Modern Curriculum Press
Reach A, National Geographic, Student Anthology, volume 2,
Reach A, National Geographic, Fiction Library/ Nonfiction Library
Literature Big Books
Big Book of Songs
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).
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).
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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
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.)
Make a weather book
Create a daily calendar routine that includes weather (may also include days, months,
year, ordinals, counting, writing the date, etc.)
Read alouds
Big books
Repeated and choral readings
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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. National Geographic’s Reach unit assessments
4. Fountas and Pinnell Benchmark Assessment/DRA
5. QSI Reading and Writing Behaviors Checklists (*See QSI Literacy User’s Guide)
6. Make an informational presentation about every season.
7. Create a poem about weather or seasons.
RUBRIC FOUND ON FOLLOWING PAGE…………………………..
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Intensive English Literacy Introductory Elementary Rubric (E07)
Name: __________________ Date: _______________ Grade: ___________
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TSW
1
2
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
SUMMARY
The Student Will ask and
answer questions about
weather.
TSW describe seasonal
clothing and activities.
3
TSW discuss one’s favorite
season.
4
TSW recognize selected
vocabulary including
seasons, seasonal weather,
clothes, and activities
TSW form simple sentences
using object pronouns (e.g.:
me, you, him, her, it, them,
us).
TSW identify and form
adjectives with –y suffix
(e.g.: windy, rainy, snowy,
etc…)
TSW compare and contrast
ideas in a text using a Venn
Diagram.
5
6
7
8
9
10
TSW read and demonstrate
comprehension of books at
guided reading levels D-F.
(see Fountas and Pinnell
Benchmark Assessments)
TSW show acquisition of
unit vocabulary and writing
skills by writing sentences,
using graphic organizers, and
personal responses in a daily
journal.
TSW apply the 5 steps of the
writing process to write a
poem.
‘A’ LEVEL
‘B’ LEVEL
The student asks and answers
questions about weather
independently.
The student gives a detailed
description of seasonal clothing
and activities.
The student initiates and
actively participates in class
discussions of favorite seasons.
The student recognizes and
applies selected vocabulary
including seasons, seasonal
weather, clothes, and activities.
The student independently
forms simple sentences using
object pronouns.
The student asks and answers
questions about weather with
some prompting.
The student describes
seasonal clothing and
activities.
The student participates in
class discussions of favorite
seasons.
The student recognizes
selected vocabulary including
seasons, seasonal weather,
clothes, and activities.
The student follows models
to form simple sentences
using object pronouns.
The student identifies and forms
adjectives with –y suffix.
The student recognizes
adjectives with –y suffix.
The student independently
compares and contrasts ideas in
a text using a Venn Diagram.
The student compares and
contrasts ideas in a text using
a Venn Diagram with
prompting.
The student reads and
comprehends books at levels
D-F.
The student uses most unit
vocabulary in his/her journal.
She/he writes a variety of simple
sentences and adds details.
The student uses some unit
vocabulary in his/her journal.
She/he writes words and
simple sentences.
The student writes a variety of
simple and more complex
sentences in his/her poem. A
few grammar errors may be
present.
The student writes words and
simple sentences in his/her
poem. Some grammar errors
may be present.
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