INTENSIVE ENGLISH LITERACY
(IE Pre-Secondary 11-year-old-Secondary)
ESSENTIAL UNIT 3 (E03)
(A School Day)
(July 2014)
Unit Statement: The student will talk about time and schedule, people and places in school.
The student will write a journal entry. The student will also read texts at his/her independent
reading level and demonstrate comprehension by filling in a variety of graphic organizers.
Unit Emphasis:
Communicative Focus: ask and answer questions about time and schedule, people and
places in school, describe one’s day or week
Vocabulary Focus: time and days of the week, school subjects, school places and workers
Grammar Focus: Present Simple Tense forms of “to be”, question words, prepositions
Writing Focus: use introduced vocabulary and grammar patterns to write a journal entry,
capitalization and punctuation rules
Phonemic Awareness/Reading Focus: long vowels, read books and fill in graphic organizers
Essential Outcomes: (must be assessed for mastery)
Listening/Speaking:
1. The Student Will ask and answer questions about time and schedule (e.g.: When is
________? What time/day is it?)
2. TSW ask and answer questions about people and places in school (e.g.: Where is
________? Who is ________?)
3. TSW describe one’s daily and weekly schedule.
Vocabulary:
4. TSW recognize basic vocabulary including time and days of the week, school
subjects, school places and workers.
Grammar:
5. TSW form statements and questions using Present Simple Tense forms of “to be”.
6. TSW recognize and use question words (who, what, when, where, why).
7. TSW recognize and use prepositions at and in to tell about time and places.
Writing:
8. TSW write a journal entry about his/her day at school using introduced vocabulary
and grammar patterns (see TSW 4-7).
9. TSW apply capitalization and punctuation rules when writing about time and places.
Phonemic Awareness/Reading:
10. TSW blend and decode words with long vowels.
11. TSW read and demonstrate comprehension of books at a guided reading levels F and
G (See Fountas and Pinnell Benchmark Assessments).
12. TSW demonstrates comprehension by filling in a variety of graphic organizers (e. g.
web, chart, etc.)
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QSI IE LITERACY PRE-SEC E03
Copyright © 1988-2014
Introduced Outcomes: (taught, not assessed)
1.
2.
3.
4.
The Student Will recognize and use personal pronouns.
TSW recognize and use selected contractions (‘s).
TSW read high frequency words including First Grade Dolch word list (see the Guidelines).
TSW follow a model to 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-E02.
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 and simple descriptions.
5. TSW blend and decode words with short vowels.
6. TSW answer simple questions about a text.
7. TSW give simple descriptions of places, and things.
8. TSW follow class rules and procedures.
Key Terms and Concepts:
Present Simple Tense
question words
prepositions
journal entry
long vowels
graphic organizer
Suggested Professional Materials for Teachers: (provided by school)
Inside the U.S.A. Teacher’s Edition (pp. T71b-T107a)
Phonics, Level B Teacher Resource Guide, Modern Curriculum Press (Unit 3)
Inside the U.S.A. Language CD 1
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 school, time, days of the week
Diary of a Worm, Cronin, Doreen
Today is Monday, Carle, Eric
Suggested Guided Readings:
A to Z leveled books, Fountas and Pinnell Benchmark Assessments (level G, H and I)
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 3)
Inside the U.S.A. Practice Book
Inside the U.S.A. Theme Book “Alexei’s Week”
Phonics B, Modern Curriculum Press (Unit 3)
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QSI IE LITERACY PRE-SEC E03
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. 13-17
3. Create a brochure about places and people in your school.
RUBRIC FOUND ON FOLLOWING PAGE……………………
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QSI IE LITERACY PRE-SEC E03
Copyright © 1988-2014
Intensive English Literacy Pre-Secondary Rubric (E03)
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 5 of the 7 ‘A’s available and ‘B’ level
mastery on all remaining TSW’s.
TSW
SUMMARY
‘A’ LEVEL
‘B’ LEVEL
1-2
TSW ask and answer
questions about time,
schedule, people and
places in school
TSW describes one’s daily
and weekly schedule.
The student initiates
questions and gives
complete sentences
when responding.
The student gives a
detailed description of
one’s daily and weekly
schedule without
prompting.
The student
consistently recognizes
and applies basic
vocabulary.
The student asks and
answers questions with
prompting.
The student forms
statements and
questions using Present
Simple Tense forms of
“to be” independently.
The student
consistently recognizes
and applies special
question words.
The student forms
statements and
questions using Present
Simple Tense forms of
“to be” with prompting.
The student recognizes
special question words.
3
4
5
TSW recognize basic
vocabulary including time
and days of the week,
school subjects, school
places and workers.
TSW form statements and
questions using Present
Simple Tense forms of “to
be”.
6
TSW recognize and use
special question words.
7
TSW recognize and use
prepositions at and in to
tell about time and places.
TSW write a journal entry
about his/her day at school
using introduced
vocabulary and grammar
patterns.
8-9
10
11-12
TSW blend and decode
words with long vowels.
The student uses
several details when
writing about his/her
day at school. The
student consistently
follows capitalization
and punctuation rules.
The student
consistently decodes
words.
TSW books at a guided
reading levels F and G
(See Fountas and Pinnell
Benchmark Assessments).
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QSI IE LITERACY PRE-SEC E03
Copyright © 1988-2014
The student tells about
one’s daily and weekly
schedule with
prompting.
The student recognizes
basic vocabulary.
The student recognizes
and applies
prepositions at and in.
The student writes
about his/her day at
school following
capitalization and
punctuation rules.
The student decodes
words with some
prompting.
The student reads
books at a guided
reading levels F and G
and demonstrates
comprehension by
filling in a variety of
graphic organizers.
‘P’ - Comments