INTENSIVE ENGLISH LITERACY
(IE Pre-Secondary 11-year-old-Secondary)
ESSENTIAL UNIT 1 (E01)
(Newcomer)
(July 2014)
Unit Statement: The student will acquire basic communication skills required for
functioning in the general classroom setting. The student will practice giving personal
information and making introductions. The student will also start developing reading and
writing skills.
Unit Emphasis:
Communicative Focus: basic greetings, follow directions, respond to questions, make
introductions
Vocabulary Focus: greetings and polite words, numbers, family members
Grammar Focus: simple sentences with basic grammar patterns
Writing Focus: use introduced vocabulary and grammar patterns to write about oneself
Phonemic Awareness/Reading Focus: English alphabet, short ‘a’ and ‘i’, read books and
demonstrate comprehension
Essential Outcomes: (must be assessed for mastery)
Listening/Speaking:
1. The Student Will respond to basic greetings.
2. TSW follow basic directions and instructions.
3. TSW respond to basic questions (e.g.: What is your name? How old are you? Where
are you from?)
4. TSW give personal information and make introductions.
Vocabulary:
5. TSW recognize basic vocabulary including greetings and polite words, numbers 1
through 1 million, and family members.
Grammar:
6. TSW form simple sentences using basic grammar patterns (I am/He is/She is
_______. This is _______. I have ________. I live in ________. )
Writing:
7. TSW write about himself/herself using introduced vocabulary and grammar patterns
(see TSW 5 and 6).
Phonemic Awareness/Reading:
8. TSW recognize and name all upper and lower case letters of the English alphabet.
9. TSW blend and decode words with short “a” and “i”.
10. TSW read and demonstrate comprehension of books at a guided reading levels A
through C (See Fountas and Pinnell Benchmark Assessments).
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QSI IE LITERACY PRE-SEC E01
Copyright © 1988-2014
Introduced Outcomes: (taught, not assessed)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The Student Will start using complete sentences when speaking and writing.
TSW apply capitalization and punctuation rules when writing sentences.
TSW spell focus vocabulary words and focus phonemic patterns words correctly.
TSW recognize and apply basic vocabulary including classroom objects, feelings,
action verbs, and adjectives.
TSW recognize days of the week, months and seasons.
TSW write a variety of lists.
TSW match letters to the corresponding sounds to decode words.
TSW read high frequency words starting with Pre-Primer Dolch word list (see the
Guidelines).
TSW answer simple questions about a text.
TSW learn and follow class rules and procedures.
Key Terms and Concepts:
letter
sound
alphabet
upper case
lower case
sentence
Suggested Professional Materials for Teachers: (provided by school)
Inside the U.S.A. Teacher’s Edition (pp. T1a-T33a, T1La-T29La)
Inside the U.S.A. Language CD 1
Inside the U.S.A. Vocabulary Picture Cards
Inside the U.S.A. Sound/Spelling Cards
Inside the U.S.A. Phonics Picture Cards
Inside the U.S.A. Phonics and Decoding Transparencies
Inside the U.S.A. World Builder CD-ROM
Inside Phonics Kit (National Geographic)
Phonics, Level B, Teacher Resource Guide, Modern Curriculum Press
Suggested Read Alouds:
ABC books, e. g. Dr. Seuss's ABC;
Wild Animals ABC: an alphabet book, Dahl, Michael;
The wildlife A-B-C: a nature alphabet book, Thornhill, Jan.
T is for Teacher: a school alphabet, Layne, Steven L.
No, David, Shannon, David
Counting books
Books with patterns
Suggested Guided Readings:
A to Z leveled books, Fountas and Pinnell Benchmark Assessments (levels C and D)
Other leveled books (see the Correlation Chart in the Guidelines)
Rigby Leveled Books
Suggested Student Materials: (provided by school)
Inside the U.S.A. Student Book (Unit 1)
Inside the U.S.A. Practice Book
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QSI IE LITERACY PRE-SEC E01
Copyright © 1988-2014
Inside the U.S.A. Theme Book “From Cuba to the United States”
Phonics, Level B, Modern Curriculum Press
Additional Resources: (may not be provided by school)
Pictionary
Dictionary
Any Appropriate Teacher-created or Teacher-Selected Materials
Technology Links:
www.USA.InsideNG.com
Destiny Webpath Express (Use this search engine to find age-appropriate websites that
align with your unit.) found in school library
Raz-kids.com
Starfall.com
Suggested Assessment Tools and Strategies:
1.
2.
3.
4.
Attached Rubric or teacher generated rubric that assesses ALL essential outcomes (TSWs).
Part One in the Phonemic Awareness Assessment
Inside the U.S.A. Assessment Handbook pp. 3-7, pp. 58-60
Produce a creative visual to introduce yourself (e. g. a cover for a book about me, a
page from a magazine about me, a poster about me, etc.)
RUBRIC FOUND ON FOLLOWING PAGE……………………
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QSI IE LITERACY PRE-SEC E01
Copyright © 1988-2014
Intensive English Literacy Pre-Secondary Rubric (E01)
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 on 5 of the 7 ‘A’s available and ‘B’ level
mastery on all remaining TSW’s.
TSW
SUMMARY
‘A’ LEVEL
TSW respond to basic greetings.
2
TSW follow basic directions and
instructions.
3
TSW respond to basic questions
(e.g.: What is your name? How old
are you? Where are you from?)
The student responds
to basic questions in
complete sentences.
The student
responds to basic
greetings.
The student follows
basic directions and
instructions.
The student
responds to basic
questions.
4
TSW give personal information
and make introductions.
5
TSW recognize basic vocabulary
including greetings and polite
words, numbers 1 through 1
million, and family members.
TSW form simple sentences using
basic grammar patterns (I am/He
is/She is _______. This is
_______. I have ________. I live
in ________. )
TSW write about himself/herself
using introduced vocabulary and
grammar patterns (see TSW 5 and
6).
The student gives
personal information
and makes
introductions without
prompting.
The student recognizes
and applies basic
vocabulary.
The student gives
personal
information and
makes introductions
with prompting.
The student
recognizes basic
vocabulary.
The student
consistently applies
basic grammar patterns
to form simple
sentences.
The student
independently writes
several sentences on a
topic following
capitalization and
punctuation rules.
The student forms
simple sentences
using basic
grammar patterns
with prompting.
The student needs
prompting to write
simple sentences.
6
7
8
TSW recognize and name all
upper and lower case letters of the
English alphabet.
9
TSW blend and decode words
with short “a” and “i”.
10
TSW read and demonstrate
comprehension of books at a
guided reading levels A through C
(See Fountas and Pinnell
Benchmark Assessments).
The student responds
to and initiates basic
greetings.
‘B’ LEVEL
1
The student
consistently decodes
simple words.
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QSI IE LITERACY PRE-SEC E01
Copyright © 1988-2014
The student
recognizes and
names all upper and
lower case letters.
The student decodes
simple words with
some prompting.
The student reads
and comprehends
books at level A
through C.
‘P’ - Comments