INTENSIVE ENGLISH LITERACY
(Elementary 6-10-year-old)
ESSENTIAL UNIT 18 (E18)
(Story Elements)
Reading: Realistic Fiction
Writing: True Story Narrative
(July 2014)
Unit Statement: The focus of this unit is knowledge of story structure in both reading and
writing. Each student will review comprehension strategies and writing skills practiced in the
previous year. The student will create narratives and responses using the writing process and
writing traits. The student will participate in classroom and small group discussions, as well
as, teacher-student conferences.
Unit 14 is currently engaged, and teachers should refer to it for continued practice of
routines, strategies, skills, etc.
Unit Emphasis:
Reading Strategies/Skills: predict, compare & contrast, author’s purpose, story structure
Foundation Skills: short/long vowels a,e,i,o,u; sounds for g, c
Writing Genre: narrative
Trait Focus: ideas, sentence fluency
Grammar Focus: simple sentences, types of sentences, common nouns, plural nouns, and
subject/predicates
Essential Outcomes: (reading and writing must be assessed separately for mastery)
IE Reading Literacy (E18): (Realistic Fiction)
Using course-level appropriate fiction and nonfiction texts:
1. The Student Will predict what will happen next, using clues from the story. (Journeys
Teacher Edition, JTE 1.1)
2. TSW compare and contrast between two different texts on the same topic. (JTE 1.1-4)
3. TSW apply information gained from illustrations and words in texts to demonstrate
understanding of its characters, setting, and plot (problem/solution).(JTE 1.5)
4. TSW determine the meaning of new words or phrases using context clues. (JTE 1.1-5)
5. TSW identify author’s main purpose in a book. (JTE 1.3)
6. TSW practice and apply short and long vowels (a, e, i, o, u) ( Unit 1, lessons 1-4)
7. TSW practice and apply sounds for g,c; and consonant blends with r,l,s. (Unit 1, lessons 3-5)
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IE Writing Literacy (E18): (True Story Narrative)
1. The Student Will identify and write personal sentences using descriptive words. ( JTE
1.1, 1.3, WSSE 52 - 57, and LC 1.1)
2. TSW identify the characteristics of a good personal story narratives. (JTE 1.4)
3. TSW write time-ordered narratives by using the writing process. (JTE 1.1, 1.4, 1.5
and LC 1.1, 1.2, 1.3, WSSE 42 -49, 62 -69, 375)
4. TSW apply the writing traits, ideas and sentence fluency, for narratives and story
responses. (JTE 1.4, LLG 334, LC 1.1, WSSE 352 - 358)
5. TSW demonstrate understanding of subject and predicate in simple sentences. (JTE
1.1, 1.2, WSSE 339 - 343, 430 - 433)
6. TSW identify and use statement, question, command, and exclamatory sentences.
(JTE 1.3, WSSE 345, 381 -385, 434, 435)
7. TSW create sentences by correctly using nouns (singular and plural) in sentences.
(JTE 1.4, 1.5, WSSE 402 - 405, 438 - 441)
Introduced Outcomes: (taught, but not assessed)
1.
2.
3.
4.
The Student Will understand and use glossaries and dictionaries.
TSW break down words into syllables to enhance fluent reading. (JTE 1.3, 1.4, 2.3)
TSW compose thoughtful responses to stories (JTE 1.1- 1.5) .
TSW listen to and build on the talk of others by asking questions for clarification to
gain information.
Practiced/Ongoing Outcomes: (ongoing development, but not assessed)
1.
2.
3.
4.
5.
6.
7.
8.
The Student Will acquire and use new vocabulary in reading, writing, and speaking.
TSW demonstrate age appropriate spelling in his/her writing.
TSW practice properly formed handwriting techniques.
TSW participate in teacher-student writing conferences and peer discussions.
TSW demonstrate proper use of capital letters and punctuation in writing.
TSW use time-order words in writing narratives.
TSW retell a story in order, including events in the beginning, middle, and end.
TSW use graphic organizers to organize ideas in writing.
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Key Terms and Concepts:
Reading
infer
questions
compare/contrast
Writing
prediction
visualize
purpose
subject
predicate
command
exclamatory
Suggested Materials for Teachers: (provided by school)
*See Essential Unit 14
Journeys Language and Literacy Guide (see appropriate lesson)
Suggested Professional Materials for Teachers: (provided by school)
*See Essential Unit 14
Suggested Exemplar Texts (read alouds):
Big Anthony and the Magic Ring by Tomie dePaola
Big Anthony and the Magic Pasta Pot by Tomie dePaola
A Fine, Fine School by Sharon Creech
Fox and His Friends by Edward Marshall
Frog and Toad Together by Arnold Lobel
Dog Breath: The Horrible Trouble with Hally Tosis by Dav Pilkey
Additional Resources: (may not be provided by school)
*See Essential Unit 14
Technology Links:
*See Essential Unit 14
Destiny Webpath Express
http://www.readworks.org/sites/default/files/bundles/lessons-grade2-plot.pdf Lessons with
authentic books and includes graphic organizers.
http://www.pinterest.com/funwithfluff/character-setting-plot-etc/ Graphic organizers, and
poster ideas on Pinterest.
http://www.teach-nology.com Compare/contrast worksheets and author’s purpose worksheets
Suggested Activities and Strategies:
1. Create a vocabulary book with synonyms for new words and a drawing/definition in
their own words (TSW 4)
2. Create a book recommendation poster that includes the characters, setting, and plot
(TSW 3)
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 judgement 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.
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5.
6.
7.
8.
(*See QSI Quick Write Guidelines) Teachers should keep these as evidence of
students’ writing.
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
Fountas and Pinnell Benchmark Assessment / DRA
QSI Reading and Writing Behaviors Checklists (*See QSI Literacy User’s Guide)
MPG (MAP for Primary Grades): Early Literacy Screening and Skills Checklists
(*See QSI Literacy User’s Guide)
RUBRIC FOUND ON FOLLOWING PAGES………………………
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IE LITERACY EL Reading: Realistic Fiction Rubric (E18)
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 ALL available and ‘B’ level
mastery on all remaining TSW’s.
TSW
‘A’ Level
‘B’ Level
1. predict what will happen next,
using clues from the story.
I can predict what will happen
next in my story by using clues
from what I have already read.
2. compare and contrast two
different texts on the same topic.
I can compare and
contrast two different
books and share
thoughtful (themes, plot,
deep character
understanding)
similarities and
differences.
I can compare what is the same
and what is different between
two books on the same topic.
3. apply information gained from
illustrations and words in texts to
demonstrate understanding of a
story’s characters, setting, and
plot (problem/solution).
I can explain my story
including important
events, characters,
setting and
problem/solution in my
own words.
I can write about my story
giving the characters, setting,
problem, and solution.
4. determine the meaning of new
words or phrases using context
clues.
I can figure out what
new vocabulary words
mean by finding a
synonym and inserting it
into the sentence for
clarification.
I can figure out what new
vocabulary words mean by
looking at the sentence and
pictures.
5. identify author’s main purpose
in a book.
I can explain how I
know what the author’s
purpose is by evaluating
the content of a book.
I can identify the author’s
purpose such as entertain,
persuade, or inform in a book.
6. practice and apply short and
long vowels (a, e, i, o, u)
I can recognize and use short
and long vowels when writing
and reading words.
7. practice and apply sounds for
g,c; and consonant blends with
r,l,s
I can recognize sounds for g, c;
and consonant blends with r, l,
and s while reading.
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‘P’ -Notes
IE LITERACY EL Writing: True Story Narrative Rubric (E18)
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 ALL available and ‘B’ level
mastery on all remaining TSW’s.
‘A’ Level
TSW
1. Identify and write
personal sentences
using descriptive
words.
My ideas are expressed
clearly. I used
interesting words.
2. Identify the
characteristics of a
good personal story
narratives.
3.Write narratives that
are ordered by time by
using the writing
process.
‘B’ Level
My sentences are
complete and use
descriptive words.
I understand that a
personal story
narrative tells about
one place or event.
Sense words and exact
words are used.
My narratives follow
one topic and are easy
to read. They are
organized well and
have many details. I
used sense words in my
narratives.
My narratives follow
one topic. The events
in my story are in
order.
4. Apply the writing
traits, ideas and
sentence fluency, for
narratives and story
responses.
I can make a list or
graphic organizer with
my ideas and use them
in my writing. My
sentences begin
differently and the
lengths are varied.
5. Demonstrate
understanding of
subject and predicate
in simple sentences.
I can show that
sentences have
subjects and
predicates.
6. Identify and use
statement, question,
command, and
exclamatory sentences.
I can identify and use
the different types of
sentences and use the
proper punctuation.
7. Create sentences by
correctly using nouns
(singular and plural) in
sentences.
I can correctly use
singular and plural
nouns in my sentences.
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‘P’ - Notes