INTENSIVE ENGLISH LITERACY
(IE Pre-Secondary 11-year-old-Secondary)
ESSENTIAL UNIT 15 (E15)
(Informational Text)
Reading: Non-fiction
Writing: Explanatory Essay
(July 2014)
Unit Statement: In this unit the student will read and further develop his/her understanding
of informational texts. The student will visualize the sequence of events in a nonfiction text
to help evaluate what the author wants the reader to understand. The student will apply the
writing process to prewriting, drafting, revising, and editing an explanatory essay. This unit
can be integrated with a science or cultural studies unit.
Unit E12 is currently engaged, and teachers should refer to it for continued practice of
routines, strategies, skills, etc.
Unit Emphasis (Focus Wall):
Reading Strategies/Skills: question, visualize, infer, theme, sequence of events, compare and
contrast, author’s purpose, making connections, determining
importance, and understanding character
Building Vocabulary: suffixes (-less, -ful, -ous) prefixes (in-,im-)
Writing Genres: explanatory
Trait Focus: use the 6+1 writing traits in conjunction with the writing process
Grammar Focus: plural nouns, writing quotations, subject verb agreements, pronoun-verb
agreement, verb tenses
Essential Outcomes: (reading and writing must be assessed separately for mastery)
IE Reading Literacy (E15): (Nonfiction)
Using the student’s instructional guided reading level text (level Q through T, Fountas and
Pinnell Benchmark Assessments):
1. The Student Will analyze building vocabulary suffixes and prefixes to determine the
meaning of words. (JTE 3.11, 3.14)
2. TSW visualize characters, setting, and events in biographical nonfiction text to help
determine theme. (JTE 3.12)
3. TSW make connections to a variety of nonfiction text. (JTE 3.11 - 3.15)
4. TSW use biographical nonfiction details to compare a character’s actions, personality
traits, and strategies for solving problems. (JTE 3.13)
5. TSW summarize the important parts to help determine the author’s purpose. (JTE 3.14)
6. TSW record what a character in biographical non-fiction says and does, in order to
make inferences about the traits (personality), motivation, and feelings of that
character. (JTE 3.15)
7. TSW sift important details that strengthen comprehension from non important details
that distract the reader (determining importance).
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IE Writing Literacy (E16): (Explanatory Essay)
1. The Student Will demonstrate the use of plural nouns, writing quotations, subject
verb agreements, pronoun-verb agreement, verb tenses. (JTE 3.11 - 3.15)
2. TSW identify the characteristics of an informative paragraph (topic sentence; related
facts, details, definitions and examples; concluding statement) and write one
independently. (JTE 3.13)
3. TSW write a compare and contrast paragraph that introduces the topic, tells what is similar,
what is different, and ends with a concluding summary statement. (JTE 3.12)
4. TSW use linking words and phrases to connect ideas. (JTE 3.11 - 3.15)
5. TSW plan and write an explanatory essay using a variety of sentence structures and
length. (JTE 3.14 - 3.15)
6. TSW write a concluding statement for the explanatory essay. (JTE 3.15)
Introduced Outcomes: (taught, not assessed)
1. The Student Will begin to self-monitor and clarify for comprehension.
2. TSW analyze how the how the suffix (-ly) and prefixes (pre-, re-, bi-) change the
meaning of root words.
3. TSW demonstrate the use of adjectives and articles, adjectives that compare, the verb
‘be’/helping verbs, irregular verbs, and adverbs.
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 their writing.
3. TSW practice proper handwriting techniques.
Key Terms and Concepts:
Reading
explanatory texts
idiom?
biography
Writing
traits
domain-specific vocabulary
thesaurus
autobiography
phrasing
quotation
Suggested Materials for Teachers: (provided by school)
*See Essential Unit 12
Suggested Professional Materials for Teachers: (provided by school)
*See Essential Unit 12
Additional Anchor/ Mentor/Exemplar Texts:
Write Source
Bethany Hamilton: Follow your dreams, by Michael Sandler
If I Only Had A Horn: Louis Armstrong, by Roxanne Orgill
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America’s Champion Swimmer: Gertrude Ederle, by David Adler
A Picture Book Of Amelia Earhart, by David Adler
Kate Shelley and the Midnight Express, by Margaret K. Wetterer
Author: A True Story, by Helen Lester
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
Explanatory Hunt - Have students bring in samples of explanatory writing (manuals,
recipe books, kitset instructions, book reviews etc...) and talk about which ones were
more effective than others.
Text Features Chart - Create a class chart where students can put the examples of each
text feature they find.
Root Wall - Have a wall or chart where students can put the words they find that contain
focus root words.
KWL chart/ or Fact, Question, and Inference chart (FQI)
Environmental literature- Used as a sources of motivation for taking on a real issue that
affects their life in some way, research it and write a persuasive essay or letter to draw
attention to it.
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………………………
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IE LITERACY PS Reading: Nonfiction Rubric (E15)
Student 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 5 of 6 available and ‘B’ level
mastery on all remaining TSW’s
TSW
‘A’ Level Mastery
‘B’ Level Mastery
1. Analyze (building vocabulary)
suffixes and prefixes to determine
the meaning of age appropriate
words.
I can analyze (building
vocabulary) suffixes and
prefixes to determine the
meaning of words.
2. Visualize characters, setting,
and events in biographical
nonfiction text to help determine
theme.
I can vividly visualize
characters, setting
and events in
nonfiction books to
help me determine
the theme.
I can visualize characters,
setting, and events in
nonfiction books to help me
decide on the theme.
3. Make connections to a variety
of nonfiction text.
I can explain the
connections I made to
a variety of
nonfiction text.
I can make connections to a
variety of nonfiction text.
4. Use biographical nonfiction
details to compare a character’s
actions, personality traits, and
strategies for solving problems.
I can use nonfiction
details to compare a
characters actions,
personality traits, and
strategies by
independently using a
graphic organizer.
I can use biographical
nonfiction details to
compare a character’s
actions, personality traits,
and strategies for solving
problems.
5. Summarize the important parts
to help determine the author’s
purpose.
I can summarize
succinctly the
important parts which
help me realize
author’s purpose.
I can summarize the
important parts to help me
realize the author’s
purpose.
6. Record what a character in
biographical non-fiction says and
does in order to make inferences
about the traits (personality),
motivation and feelings of that
character.
I can explain the
actions/dialogue of a
character before
independently making
inferences about their
personality traits,
feelings and motives.
I can record the actions and
dialogue of a character
before making inferences
about their personality
traits, feelings and motives.
7. Sift important details from nonimportant details in order to
strengthen comprehension
(determining importance).
I can efficiently sift
important details
from non-important
details and explain
how this helps me
understand the text
effectively.
I can sift important details
from non-important details
and this helps me
understand the text better.
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‘P’- Notes
IE PS LITERACY Writing: Explanatory Essay Rubric (E15)
Student 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 4 of 5 available and ‘B’ level
mastery on all remaining TSW’s.
‘A’ Level
TSW
1. Demonstrate the use
of plural nouns, writing
quotations, subject verb
agreements, pronounverb agreement, and
verb tenses.
‘B’ Level
I can demonstrate the
use of plural nouns,
writing quotations,
subject verb
agreements, pronounverb agreement, and
verb tenses.
2. Identify
characteristics of an
informative paragraph
(topic sentence; related
facts, details,
definitions and
examples; concluding
statement) and write
independently.
I can explain the
characteristics of a
variety of informative
paragraphs and write a
variety of my own.
I can identify
characteristics of and
write an informative
paragraph.
3. Write a compare and
contrast paragraph that
introduces the topic,
tells what is similar,
what is different, and
ends with a summary
concluding statement.
I can write a vivid
compare and contrast
paragraph that is
strongly linked to my
concluding statement.
I can write a compare
and contrast paragraph
that introduces my
topic, tells what is
similar, and what is
different and ends with
a summary concluding
statement.
4. Use linking words
and phrases to connect
ideas.
I can use a variety of
linking words and
phrases to smoothly
connect my ideas in
each paragraph.
I can develop my
paragraph topic using
linking words and
phrases to connect
ideas.
5. Plan and write an
explanatory essay using
a variety of sentence
structures and length.
I can use the write trait
sentence fluency to plan
and write an
explanatory essay. My
essay will flow
seamlessly from one
sentence to another.
I can plan and write an
explanatory essay using
a variety of sentences.
6. Write a concluding
statement for the
explanatory essay.
I can write a strong
concluding statement
for my explanatory
essay.
I can write a concluding
statement for my
explanatory essay.
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QSI IE LITERACY PS E15
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‘P’- Notes