INTENSIVE ENGLISH LITERACY
(Elementary 6-10-year-old)
ESSENTIAL UNIT 8 (E08)
(It’s Our Town)
(July 2014)
Unit Statement: How are communities different? The student will listen, speak, read, and
write about community places in town. The student will create shopping lists and write a
thank you letter. He/she will identify the concept of the past simple verb tense and explore
literary elements. Please use Reach A, Volume 2, Unit 6 ‘It’s Our Town’.
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, and skills.
Unit Emphasis:
Communicative Focus: give commands, explain, ask for and give directions and
information
Vocabulary Focus: community places, shopping list items, safety rules, positions
(prepositions)
Grammar Focus: simple sentences with position words, regular past tense, irregular past
tense
Reading Strategies/Skills: compare characters, organize ideas, make connections, primer
Dolch list, reading levels D-F
Writing Focus: sentence fluency, Venn diagram, lists, write a letter
Essential Outcomes: (must be assessed for mastery)
Listening/Speaking:
1. The Student Will ask and answer questions about community places (e.g.: Where is
the ___ ? It is on the table*).
2. TSW compare places in a town (I read that you can get ___ at ___ .*) .
3. TSW talk about shopping (Get some ___ at the ___, please!* ).
4. TSW discuss safety rules in town. (What do you do at the crosswalk? First I ___ . Then I
__.*)
(*For more examples and suggestions, see “Sentence Frames” in this document.)
Vocabulary:
5. TSW recognize selected vocabulary related to community places and shopping. *See
Key Terms and Concepts in this document for word lists.
Grammar:
6. TSW form simple sentences using position words (on, under, in, below).
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7. TSW use regular and irregular past tense to form sentences (What did you do? I
looked out the window. I gave my pencil to ____.*)
*See “Sentence Frames” in this document.
Reading:
8. TSW identify literary elements (compare characters, recognise setting, plot, problem).
9. TSW read high frequency words from the Primer Dolch List (see QSI Literacy User’s
Guide).
10. TSW read and demonstrate comprehension of books at a guided reading levels D-F.
(see Fountas and Pinnell Benchmark Assessments)
Writing:
11. TSW show acquisition of unit vocabulary and writing skills by writing sentences
about shopping and community places*, creating a Venn diagram, extending a
story, a dialogue script, and writing personal responses within his/her daily
journal. (See Teacher’s Guide pages PD 47 - 49 for writing routines: power
writing, modeled writing, interactive writing, independent writing).
12. TSW apply the 5 steps of the writing process to write A Thank You Letter. See
Teacher’s Guide T153, T157, T161, T165, T169).
*For sentence suggestions, see “Sentence Frames” in this document.
Introduced Outcomes: (taught, not assessed)
1. The Student Will use the concept of literary elements to retell a story.
2. TSW identify selected irregular Past Simple Tense verb forms.
3. TSW recognize high frequency words from the 1st Grade Dolch list (see QSI Literacy
User’s Guide).
4. TSW start developing writing fluency (Daily Journal, Writer’s Notebook, etc…)
Practiced/Ongoing Outcomes:
1. The Student Will apply basic vocabulary and grammar patterns introduced in E01E05.
2. TSW blend and decode words with phonemic patterns introduced in E01-E05.
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 demonstrate comprehension through a variety of strategies introduced in E01E05.
6. 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.
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Academic Language
Prepositions of place
Simple Past Tense
Regular Past Tense with -ed
Irregular verbs
Literary elements
Explain
Compare
Classify
Unit Specific Vocabulary
bakery
grocery store
library
post office
store
community
shopping list
bus stop sign
crossing light
crossing sign
exit sign
hospital sign
railroad
crossing sign
stop sign
traffic sign
above
behind
below
down
in
in front of
on
over
under
up
her
food
has/have/
had
hopped
looked
cooked
walked
closed
opened
danced
washed
read
gave
get/got
Sentence Frames
*Also see Reach Teacher’s Edition pages R4-R35.
Questions about
community places
●
●
●
●
●
●
●
●
●
comparing places in
town
● I read that you can get ______ at ______.
● I have a ____ in my community.
shopping
●
●
●
●
●
●
safety rules in town
● What do you do at the crosswalk? First I ___ .Then I ____.
● I ___ at the ___ .
What place do you like? I like___ .
What can you get at the store? I can get ___ at the store.
Which place do you think the best? I like ___ .
Where does your family go? We go to the ___ . We ___ there.
Where do you want to go? Let’s go to the __ .
Where is the _____ ? It is ____ the ____ .
Where can I get ____ ? You can get ____ at the ____ .
Can I get ____ at the ____? No. Go to the ____ .
What do you know about communities? Now I know ____ .
Get some fruit!
Get bread, too!
Get a shopping cart!
Get your shopping list!
Fill the cart with food!
We need some ___ at the ____, please!
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regular and irregular
verbs
● What did you read about places in the community? I read that you
can get ___ at __.
● What did you do? I looked out the window. I gave my pencil to
____.
● What did you read about communities? I read that___.
Suggested Professional Materials for Teachers:
Reach, National Geographic, level A
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●
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Teacher’s Edition, volume 2, Unit 6
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 6
Vocabulary Builder and Manipulatives
Teamwork Activities, Unit 6
Assessment Handbook, Unit 6
Suggested Read Alouds:
Books about community places in town
Something Good by Robert Munsch
A City Park by Jamie Barrow
Where’s Spot? By Eric Hill
Kim’s Trip to Hawaii by Carlie Cohen
The Big City by Rebecca Tree
Suggested Guided Readings:
A to Z leveled books (F and G levels)
Other leveled books (see the Correlation Chart in the Appendix)
Suggested Student Materials: (provided by school)
Phonics, Level K, Unit 4 (Lessons 108-114), 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
Pictionaries
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 Progam themes and the IPT speaking and
listening assessment which encourage vocabulary development and interaction).
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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).
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
Label items in the classroom
Sentence strips: Create and reference sentence strips (using the sentence frames taught
in class) and expect students to respond using those sentence frames.
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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. Have students create, use, describe a map of a town (include places that you have
discussed in class)
3. Writing Station: Make a Class Map of Places
4. National Geographic’s Reach unit assessments
5. Fountas and Pinnell Benchmark Assessment/DRA
6. QSI Reading and Writing Behaviors Checklists (*See QSI Literacy User’s Guide)
RUBRIC FOUND ON FOLLOWING PAGE………………………
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Intensive English Literacy Introductory Elementary Rubric (E08)
Name: __________________ Date: _______________ Grade: ___________
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●
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 7 out of 10 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 community
places.
‘A’ LEVEL
The student asks and answers
questions about community
places independently.
2
TSW describe a place in a town.
3
TSW talk about shopping.
4
TSW discuss safety rules in town.
5
TSW recognize selected
vocabulary related to community
places and shopping.
6
TSW form simple sentences
using position words (on, under,
in, below, etc…)
TSW identify Past Simple verb
forms and use them to form
sentences.
The student gives a detailed
description of a place in a town.
The student initiates and
actively participates in class
discussions about shopping.
The student discusses and
applies safety rules in town.
The student recognizes and
applies selected vocabulary
related to community places
and shopping.
The student independently
forms simple sentences using
position words.
The student identifies Past
Simple verb forms and uses
them to form sentences.
TSW
1
7
8
9
10
11
12
TSW identify literary elements
(e.g.: characters, setting, plot,
problem, and solution).
TSW read high frequency words
from the Primer Dolch List (see
Appendix).
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 about shopping
and community places,a Venn
diagram comparing characters in a
story, personal responses, and
extending a story in his/her daily
journal.
TSW apply the 5 steps of the
writing process to write a thank
you letter.
The student independently
identifies literary elements.
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
words and complete
sentences.
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.
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‘B’ LEVEL
The student asks and
answers questions about
community places with
some prompting.
The student describes a
place in a town.
The student participates in
class discussions about
shopping.
The student recognizes
safety rules in town.
The student recognizes
selected vocabulary related
to community places and
shopping.
The student uses models to
form simple sentences using
position words.
The student identifies Past
Simple verb forms and
follows models to form
sentences.
The student identifies
literary elements with some
prompting.
The student reads high
frequency words from the
Primer Dolch List.
The student reads and
comprehends books at
levels D-F.
P-Comments
.