INTENSIVE ENGLISH LITERACY
(Elementary 6-10-year-old)
ESSENTIAL UNIT 19 (E19)
(Descriptive Words)
Reading: Fictional Stories
Writing: Descriptive Writing
(July 2014)
Unit Statement: This unit is designed to continue making inferences, predictions, and
visualizations, while reading, and using descriptive language. The student will be focusing
on character traits and how those traits aid the character to respond to different events. This
unit also focuses on synonyms and antonyms to aid in vocabulary development. The student
will continue to work on comparing texts with the same topic to prepare them for the
upcoming research unit. In writing, the emphasis is on story (narrative) paragraphs, which
will allow a student to create fictional stories. In order to make the stories more interesting,
the narrative writing will focus on characterization through voice.
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, sequence of events, understanding characters
Foundation Skill: synonyms/antonyms, long i, long e
Writing Genre: story paragraphs, fictional story
Trait Focus: voice
Grammar Focus: pronouns, subject/verb agreement, ‘be’ verb, commas, synonyms/antonyms
Essential Outcomes: (reading and writing must be assessed separately for mastery)
IE Reading Literacy (E19): (Fictional Stories)
Using course-level appropriate fiction and nonfiction texts:
1. The Student Will choose synonyms and antonyms to develop new vocabulary. (JTE
4.17, JTE 4.19, WSSE 253, 426-427)
2. TSW predict how characters in a story will respond to major events and challenges.
(JTE 4.17, JTE 4.18, JTE 4.19)
3. TSW select descriptive words from texts that determine character traits. (JTE 4.16,
JTE 4.17, JTE 4.18, JTE 4.20)
4. TSW write the events of the story in sequential order. (JTE 4.18)
5. TSW identify words with long i, and long e (sound for y). (JTE 4.17, JTE 4.18)
6. TSW recognize and read endings -ed, -ing and doubling consonants when
appropriate. (JTE 4.16)
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IE Writing Literacy (E19): (Descriptive Writing)
1. The Student Will identify the characteristics of a good narrative paragraph. (JTE 4.16,
4.17, 4.18)
2. TSW write narrative paragraphs by using the writing process. ( JTE 4.16, 4.17, 4.18)
3. TSW identify the characteristics of a fictional story. (JTE 4.19)
4. TSW write a fictional story by using the writing process. (JTE 4.19, 4.20, LC 1.2, 1.3,
WSSE 70 - 89, LLG 362, 363)
5. TSW demonstrate the use of the writing trait, voice, in dialog and writing fictional
narratives. (JTE 4.17, WSSE 366, 367, and LLG p. 336)
6. TSW correctly use pronouns, subject/verb agreement, the ‘be’ verb, and commas for
dates, places and series in fictional stories. (JTE 4.16 - 4.20, WSSE 320 - 323,
328, 330, 331, 386 - 389, 342, 343)
Introduced Outcomes: (taught, but not assessed)
1. The Student Will compare homographs/homophones and determine meanings. (JTE
4.16, WSSE 419 - 425)
2. TSW determine the qualities of the genre, realistic fiction. (JTE 4.16, 4.17)
3. TSW correctly change y to i (JTE 4.18)
Practiced/Ongoing Outcomes: (ongoing development, but not assessed)
1.
2.
3.
4.
5.
6.
7.
The Student Will acquire and use new vocabulary in reading, writing, and speaking.
TSW demonstrate age appropriate spelling in their writing.
TSW practice properly formed handwriting techniques.
TSW compare and contrast two texts on the same topic. (JTE 4.16-20)
TSW use illustrations to enhance meaning. (JTE 4.19)
TSW practice using dictionaries and glossaries to edit informative writing.
TSW use the word-processor for informative writing pieces.
Key Terms and Concepts:
Reading
realistic fiction
traits (character)
descriptive/sensory
Writing
problem
solution
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
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QSI IE LITERACY EL E19
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Suggested Exemplar Texts (read alouds):
Scaredy Squirrel Series by Melanie Watt (Character Traits TSW 2-3)
Lily’s Purple Plastic Purse by Kevin Henkes (Character Traits TSW 2-3)
Hurricane by Jonathan London
Fireflies by Julie Brinckloe
The Boy Who Loved Words by Roni Schotter
Additional Resources: (may not be provided by school)
*see Essential Unit 14
Rigby Books: The Elves and the Shoemakers by Jeanne Willis, Is the Wise Owl Wise? by
Shoo Rayner (Sequencing TSW 4)
Technology Links:
*See Essential Unit 14
Destiny Webpath Express (found in school library)
http://www.scaredysquirrel.com/default2.html Character traits of Scaredy Squirrel (TSW #2-3)
http://www.readworks.org/lessons/grade2/character/lesson-1 Character traits lesson (TSW #2-3)
http://www.brainpop.com/educators/community/bp-jr-topic/synonyms-and-antonyms/
BrainPop subscription (if provided at your school)
http://www.scholastic.com/teachers/top-teaching/2012/11/teaching-character-traits-readers-workshop
Suggested Activities and Strategies:
1. Make a poster about a classmate that shows adjectives that would describe them as a
character in a story.
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.
(*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)
8. MPG (MAP for Primary Grades): Early Literacy Screening and Skills Checklists
(*See QSI Literacy User’s Guide)
RUBRIC FOUND ON FOLLOWING PAGE………………………
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IE LITERACY EL Reading: Fictional Story Rubric (E19)
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. choose
synonyms and
antonyms to
develop new
vocabulary.
I can choose multiple
synonyms and antonyms
for the same word, using
vocabulary above my
grade level.
2. predict how
characters in a
story will respond
to major events
and challenges.
3. select
descriptive words
from texts that
determine
character traits.
‘B’ Level
I can choose a synonym
and an antonym to show
my understanding of
new words.
I can predict how a
character will respond to
a problem in my story.
I can select sensory words
or descriptive words that
infer what a characters
personality traits and/or
feelings are in the story.
I can select descriptive
words that tell me about
a character.
4. write the events
of the story in
sequential order.
I can put the story in
order starting with the
beginning, middle, and
going to the end.
5. identify words
with long i, and
long e (sound for
y).
I can identify words with
long i and long e sounds
and pronounce these
correctly while reading.
7. recognize and
read endings -ed, ing and doubling
consonants when
appropriate.
I can recognize words
ending in -ed, and -ing
and properly double the
consonants when
needed.
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‘P’-Notes
IE LITERACY EL Writing: Descriptive Writing Rubric (E19)
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 the
characteristics of a
good narrative
paragraph.
2. Write narrative
paragraphs by using
the writing process.
‘B’ Level
I understand that a good
narrative paragraph needs an
interesting topic sentence with
several details and a closing
sentence.
I used descriptive
words to make my
paragraphs
interesting and
allowed my
personality to show
in my writing. My
paragraphs are
organized well.
3. Identify the
characteristics in a
fictional story.
My paragraphs have a good
beginning, some details and a
problem and solution. I can
follow the steps in the writing
process to produce narrative
paragraphs.
I understand what the problem
and solution are in fictional
stories.
4. Write a fictional
story by using the
writing process.
My story has good
organization and
focuses on one topic.
I used descriptive
words and many
details to make my
story more
interesting. My story
connects with
readers in a unique
way.
5. Demonstrate the use
of the writing trait,
voice, in dialogue and
writing fictional
narratives.
I used many
My writing sounds like I am
expressions in my
talking to someone.
writing that shows
my personality.
I used a more mature
writing style.
6. Correctly use
pronouns, subject/verb
agreement, the ‘be’
verb and commas for
dates, places and series
in fictional stories.
I can write a fictional story with
good organization and stick to
one topic. My story has a
problem and a solution.
I can show the correct use of the
‘be’ verb, commas and
pronouns in my paragraphs and
stories. Most of my sentences
have subject/verb agreement.
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QSI IE LITERACY EL E19
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‘P’ - Notes