INTENSIVE ENGLISH LITERACY
(IE Pre-Secondary 11-year-old-Secondary)
ESSENTIAL UNIT 5 (E05)
(Lunch Time)
(July 2014)
Unit Statement: The student will describe and discuss food. The student will plan and write
a recipe. The student will also identify the concept of main idea and details and apply it at
his/her independent reading level.
Unit Emphasis:
Communicative Focus: ask and answer questions about food and its price, express
preferences, describe and discuss food
Vocabulary Focus: words related to food and money
Grammar Focus: singular and plural nouns, sentences with ‘do/does’
Writing Focus: use introduced vocabulary and grammar patterns to write about food, write
a recipe, capitalization and punctuation rules
Phonemic Awareness/Reading Focus: r-controlled vowels, vowel digraphs and diphthongs, read
and identify main idea and details
Essential Outcomes: (must be assessed for mastery)
Listening/Speaking:
1. The Student Will ask and answer questions about food and its price. (e.g.: How much _____?)
2. TSW ask and answer questions about one’s preferences. (e.g.: Do you like
________?)
3. TSW describe and discuss food.
Vocabulary:
4. TSW recognize basic vocabulary including selected food and money words.
Grammar:
5. TSW recognize singular and plural nouns and form plural nouns.
6. TSW recognize and form statements and questions with the patterns “This is
______.That is ______.These are ______. Those are ______.”
7. TSW form negative statements and questions with “do/does”.
Writing:
8. TSW write about food using introduced vocabulary and grammar patterns (see TSW 4-7).
9. TSW use a model to plan and write a recipe.
Phonemic Awareness/Reading:
10. TSW blend and decode words with r-controlled vowels, vowel digraphs, and diphthongs.
11. TSW read and demonstrate comprehension of books at a guided reading levels H
through K (See Fountas and Pinnell Benchmark Assessments).
12. TSW identify the concept of main idea and details and apply it when reading.
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QSI IE LITERACY PRE-SEC E05
Copyright © 1988-2014
Introduced Outcomes: (taught, not assessed)
1. The Student Will read high frequency words including Third Grade Dolch word list
(see the Guidelines).
2. TSW relate meals to time of day.
3. TSW recognize and apply numerals, articles, and pronoun “some”.
4. TSW write a response to literature.
Practiced/Ongoing Outcomes: (not assessed)
1. The Student Will use complete sentences when speaking and writing.
2. TSW apply basic vocabulary and grammar patterns introduced in E01-E04.
3. TSW spell focus vocabulary words and words with focus phonemic patterns
correctly.
4. TSW apply capitalization and punctuation rules when writing a variety of texts
including lists, journal entries, interviews, and simple descriptions.
5. TSW blend and decode words with short and long vowels, consonant blends and digraphs.
6. TSW demonstrate comprehension by answering questions, filling in graphic
organizers, and retelling a text in sequence.
7. TSW follow class rules and procedures.
Key Terms and Concepts:
singular nouns
plural nouns
r-controlled vowels
vowel digraphs
diphthongs
main idea and details
Suggested Professional Materials for Teachers: (provided by school)
Inside the U.S.A. Teacher’s Edition (pp. T141b-T171a)
Phonics, Level B Teacher Resource Guide, Modern Curriculum Press (Unit 4, pp. 131136, Unit 6)
Inside the U.S.A. Language CD 2
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
Suggested Read Alouds:
Books about food
Good Morning, Let’s Eat! Badt, Karin Luisa
Suggested Guided Readings:
A to Z leveled books, Fountas and Pinnell Benchmark Assessments (level K and L)
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 5)
Inside the U.S.A. Practice Book
Inside the U.S.A. Theme Book “Lunch Around the World”
Phonics B, Modern Curriculum Press (Unit 4, pp 131-136, Unit 6)
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QSI IE LITERACY PRE-SEC E05
Copyright © 1988-2014
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. Attached Rubric or teacher generated rubric that assesses ALL essential outcomes (TSWs).
2. Inside the U.S.A. Assessment Handbook pp. 23-27
3. Publish a class book of recipes.
RUBRIC FOUND ON FOLLOWING PAGE……………………
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QSI IE LITERACY PRE-SEC E05
Copyright © 1988-2014
Intensive English Literacy Pre-Secondary Rubric (E05)
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 9 of the 11 ‘A’s available and ‘B’ level
mastery on all remaining TSW’s.
TSW
1
SUMMARY
TSW ask and answer questions
about food and its price.
2
TSW ask and answer questions
about one’s preferences.
3
TSW describe and discuss food.
4
TSW recognize basic vocabulary
including selected food and
money words.
TSW recognize singular and
plural nouns and form plural
nouns.
5
6
7
TSW recognize and form
statements and questions with the
patterns “This is ______.That is
______.These are ______. Those
are ______.”
TSW form negative statements
and questions with “do/does”.
8
TSW write about food using
introduced vocabulary and
grammar patterns.
9
TSW use a model to plan and
write a recipe.
10
TSW blend and decode words
with r-controlled vowels, vowel
digraphs and diphthongs.
TSW read books at a guided
reading levels H through K (See
Fountas and Pinnell Benchmark
Assessments).
11
12
TSW identify the concept of main
idea and details and apply it when
reading.
‘A’ LEVEL
The student initiates
questions and gives
complete sentences when
responding.
The student initiates
questions and gives
complete sentences when
responding.
The student initiates a
discussion and actively
participates in the
conversation.
The student recognizes
and applies basic
vocabulary.
The student recognizes
and applies singular and
plural nouns when
speaking and writing.
The student consistently
recognizes and applies the
grammar patterns.
‘B’ LEVEL
The student asks and
answers questions with
prompting.
The student consistently
forms negative statements
and questions with
“do/does”.
The student writes about
food using introduced
vocabulary and grammar
patterns independently.
The student uses a model
to plan and write a recipe
independently. The
student consistently
follows capitalization and
punctuation rules.
The student consistently
decodes words.
The student needs some
prompting to form negative
statements and questions
with “do/does”.
The student needs some
prompting to write about
food.
The student needs
prompting to participate in
a discussion.
The student recognizes
basic vocabulary.
The student recognizes
singular and plural nouns.
The student recognizes
the grammar patterns.
The student needs some
prompting to plan and
write a recipe.
The student decodes words
with some prompting.
The student reads and
comprehends books at
level H through K.
The student consistently
identifies the concept of
main idea and details and
applies it when reading.
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QSI IE LITERACY PRE-SEC E05
Copyright © 1988-2014
The student asks and
answers questions with
prompting.
The student identifies the
concept of main idea and
details.
‘P’ - Comments