COURSE OUTCOMES
INTENSIVE ENGLISH LITERACY
(Elementary 6-10-year-old)
(July 2014)
The Intensive English Literacy (Elementary 6-10YO) course is designed primarily for
students who are not native English speakers and are beginning their English language
studies. It is a foundational English language course for building communication skills
incorporating speaking, listening, reading and writing. The course has a strong emphasis
on building oral literacy and academic language (Academic language is the language used
in textbooks, in classrooms, and on tests. It is different in structure and vocabulary from
the everyday spoken English of social interactions). The goal is to prepare the students for
a smooth transition to their mainstream classroom and foster a love of reading and writing.
This course is designed to meet between 10-20 periods a week, with a period being a
minimum of 45 minutes. Students will progress through these units at different rates
depending on speed of language acquisition in listening, speaking, reading, and writing.
Instruction is designed to move students from guided to independent learning through the
use of a workshop approach. Workshop practices will include a combination of minilessons and large group instruction, small group work and individual activities.
An Intensive English student needs to be assessed and placed into the program based on
results of three separate assessments:
● IDEAS Proficiency Test (IPT Oral): a formal oral assessment (will be
administered at enrollment and each spring thereafter until the student exits the
IE program).
● Fountas and Pinnell Benchmark Assessment System (or DRA): oral reading
fluency and comprehension assessment (will be administered at enrollment and at
least three times a year).
● The QSI Intensive English Writing Placement Prompt (will be administered at
enrollment--prompt available at the end of this document).
For more detailed information about student placement in Intensive English refer to
Intensive English Guidelines.
The essential units must be taught in order, although units may be skipped if a student’s
English acquisition progresses quickly. It is strongly recommended that a student be
carefully assessed for placement if units are going to be skipped. E01 is a phonics unit
designed to be opened and taught in conjunction with other units until the skills are
mastered. E06 is a comprehensive unit designed to be opened after completion of E02E05 and taught in conjunction with other units until the skills are mastered. E02-E13 are
intensive introductory units which focus on building oral literacy competence.
At QSI, we know that best literacy practices work for all students regardless of language
ability. Therefore, the Intensive English Literacy units E14 to E38 have been designed to
combine elementary reading and writing instruction, providing students with the necessary
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skills to become independent readers and competent, creative writers. While these units
focus more on reading and writing, the oral skills still need to be developed daily.
The oral component involves using: oral sentence frames, structured dialogue, oral
fluency practice, listening practice, grammar and vocabulary development, opportunities
to engage in conversations with other English speakers, rehearse academic language
structures, and employ higher order thinking skills.
A strategic listener and speaker must continually practice and take ownership of his or
her own use of the strategies listed below.
● Metacognitive Awareness: (self-correction, asking for help when needed,
monitoring and clarifying, making mental images, and checking for
understanding.)
● Social-Effective Language Strategies: (seeking out conversation partners, taking
risks, practicing English when alone, combating inhibition by having a positive
attitude, and mimicking native speakers.)
The reading component includes a wide exposure to a variety of genres and texts
while practicing: reading strategies, self-monitoring strategies, reading and
comprehension skills (ex: phonics, chunking, critical questioning, etc.), fluency practice,
vocabulary skills, daily reading practice, listening practice, and responding to literature.
A strategic reader must continually practice and notice his or her own use and
implementation of the reading strategies listed below.
● Metacognitive Awareness (making connections, creating mental images,
predicting, inferring, asking questions, determining importance, synthesizing)
● Monitoring Comprehension (re-reading, reading on, using context clues, using
visuals, word attack, etc.)
The writing component involves using: writer’s workshop routines, daily journaling, the
6+1 writing traits, and the steps of the writing process to develop many types of narrative,
opinion, and informative texts, and daily writing routines (power writing, modeled
writing, interactive writing, independent writing). Spelling, grammar, vocabulary, and
handwriting are integrated into the context of authentic written and oral language
experiences that are audience/purpose specific.
A strategic writer must continually practice and notice his or her own use and
implementation of the writing strategies listed below:
● 6+1 Writing Traits (Ideas, Organization, Word Choice, Voice, Conventions,
Sentence Fluency, and Presentation)
● The Writing Process (Prewriting, Drafting, Editing, Revising, Publishing)
The Intensive English Literacy curriculum requires that teachers explicitly teach and
guide students in listening, speaking, reading and writing strategy instruction. When
teachers gradually release responsibility with the strategies taught, students receive
modeling, direct instruction, guided practice, group practice, and independent practice.
Each Essential Unit in this course is divided into Essential Outcomes (which must be
assessed for mastery) and Introduced/Practiced Outcomes (which do not need to be
mastered but can be assessed during the course of the unit).
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This course supports and is aligned to the success orientations, competencies, and
knowledge noted in the QSI English Program.
Following is an outline of the Essential and Selective Units found in this course:
E01 - Phonics Skills (This unit is designed to be open for a longer period of time and can
be kept open until mastered.)
E02 – Newcomer Reach A (Unit 1)
Communicative Focus:
Vocabulary Focus:
Grammar Focus:
Reading:
Writing Focus:
basic communication skills (describe objects, ask
and answer questions, give personal information
and make introductions
greetings, numbers, colors, classroom objects
simple present tense, singular and plural nouns,
action verbs
concepts of print, reading levels Fountas &
Pinnell A-C
upper and lower case letters, labels, captions,
story map, sentences
E03 – My Family and Me Reach A (Unit 2)
Communicative Focus:
Vocabulary Focus:
Grammar Focus:
Reading:
Writing Focus:
ask for help, ask and answer questions, express
feelings, introduce family members, and engage
in discussions
family members, feelings, foods, action words,
main ideas, details
simple sentences and questions, adjectives,
personal pronouns
beginning letter/sound relationships, reading
texts with pictures and language patterns,
reading levels Fountas & Pinnell A-C.
simple sentences about family, write an
invitation
E04 -Visit the Farm Reach A (Unit 3)
Communicative Focus:
Vocabulary Focus:
Grammar Focus:
Reading:
Writing Focus:
describe, express likes, ask for and give
information, ask and answer questions
selected vocabulary including farm animals,
farm animal babies, and animals’ body parts
action verbs, verbs of be and have
concept of print, sequence, classify, visualize,
read and comprehend books reading levels A-C,
pre-primer Dolch list
captions, sentences, sequence chain,
informational sentences, writing fluency
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E05 - All Kinds of Plants Reach A (Unit 4)
Communicative Focus:
Vocabulary Focus:
Grammar Focus:
Reading:
Writing Focus:
express needs, describe, express ideas, give and
carry out commands, participate in discussions,
speak clearly
plants, fruits, vegetables, and verbs related to
gardening
pronouns
cause and effect, classify, make inferences,
compare fairytales, main idea and details,
Fountas and Pinnell reading levels D-F
captions, sentences, cause and effect, write a
story, writing fluency
E06 - Foundations of Reading and Writing (This unit is open until the end of the school
year.)
E07 - Wind, Rain, and Snow Reach A (Unit 5)
Communicative Focus:
Vocabulary Focus:
Grammar Focus:
Reading:
Writing Focus:
give information, give commands, express likes,
express opinions
seasons, seasonal weather, clothes, and activities
statements, exclamations, commands, questions,
object pronouns, adjectives with -y suffix
interpret visuals, make connections, compare,
classify, reading level D-F
sentences, using graphic organizers, write a
poem, writing fluency
E08 - It’s Our Town Reach A (Unit 6)
Communicative Focus:
Vocabulary Focus:
Grammar Focus:
Reading:
Writing Focus:
give commands, explain, ask for and give
directions and information
community places, shopping list items, safety
rules, positions (prepositions)
simple sentences with position words, regular
past tense, irregular past tense
compare characters, organize ideas, make
connections, primer Dolch list, reading levels DF
sentence fluency, Venn diagram, lists, write a
letter
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E09 - On the Job Reach A (Unit 7)
Communicative Focus:
Vocabulary Focus:
Grammar Focus:
Reading:
Writing Focus:
describe actions, express ideas, express feelings,
express wants
types of jobs, importance of jobs, places of work,
money, job actions
future tense with ‘will’, future tense with
‘am/is/are/going to’
classify jobs, ask questions, make predictions,
compare media, organize ideas
captions, sentence fluency, T-charts, create a
Fact Book.
E10 - Day and Night Reach A (Unit 8)
Communicative Focus:
engage in conversation, explain, compare,
describe, express likes/dislikes, speak clearly
Vocabulary Focus:
outer space, calendar, parts of the day, action
verbs
Grammar Focus:
prepositions, correct tense, negative form
statements
Reading:
rhyme and rhythm, categorize, make connections,
infer, predictions, compare lullabies, main idea
and details
Writing Focus:
write a story, captions, sentence fluency, rhyming
words
E11 - Family Fun Reach B (Unit 1)
Communicative Focus:
describe, ask and answer questions, give
information
Vocabulary Focus:
family, extended family, family celebrations
Grammar Focus:
singular and plural nouns, common and proper
nouns
Reading:
preview, set a purpose, predict, text features,
phrasing, intonation, accuracy and rate
Word Study:
Writing Focus:
identify and form regular plural nouns
personal response, study a writer’s craft:
captions, sentences about families, magazine
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article, journal entry, action words, postcard,
photo essay
E12- Little Scientists Reach B (Unit 2)
Communicative Focus:
describe, express likes and dislikes, retell a story,
express intentions.
Vocabulary Focus:
living and non-living things, parts of the plant,
food, exercises
adjectives with countable and uncountable nouns
monitor, fairy tale, song, facts, rhythm and
rhyme, diagram, text features, folk tale, plot,
phrasing, accuracy and rate
personal response, sentences about living things,
writer’s craft: song lyrics, how-to sentences,
writer’s craft: action words
Grammar Focus:
Reading:
Writing Focus:
E13 – My Neighborhood Reach B (Unit 3)
Communicative Focus:
Express needs and wants, make a request, ask
for help, ask questions, engage in discussion
Vocabulary Focus:
community places, fables, poems, social studies
article, fact sheet
Grammar Focus:
verbs (to be), action verbs (to have), presenttense verbs: subject-verb agreement
Reading:
ask questions, categorize, headings, details,
rhyming, intonation, accuracy and rate
Word Study:
Writing Focus:
consonant variants and digraphs
writing fluency, personal response, short
sentences, questions, describe actions using
verbs, rhyme poem, thank-you letter
At this point if a student needs more practice at levels I and J, a teacher can chose
one or more of the selective units. If the student is ready to move on, they can begin
E14 Intensive English Literacy.
S01 – Creature Features Reach B (Units 4 and 5)
Communicative Focus:
compare and contrast, summarize, give
information, evaluate, think and respond
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Vocabulary Focus:
clothing, outdoor activities and sports,
antonyms, synonyms
Grammar Focus:
complete sentences, capitalization, subjectpredicate, subject-verb agreement
Reading:
connections, animal fantasy, characters, main
idea-details, accuracy and expression, text
features, retell a story,
Word Study:
Writing Focus:
decode new words using a variety of strategies
personal response, writer’s craft (describing
words, main idea-details, journal entry), fact
sentences, science article
S02 – Wild Weather Reach B (Unit 6)
Communicative Focus:
explain, express likes and dislikes, express ideas,
engage in conversation
Vocabulary Focus:
selected vocabulary related to calendar and
weather
Present Continuous Tense, Comparative and
Superlative Adjectives, word order of a question
making predictions, Cause and Effect, reading
levels I-J, Benchmark Assessments
compound words
Grammar Focus:
Reading:
Word Study:
Writing Focus:
the Writing Process, write a descriptive report,
write independently on a daily basis
S03 – Then and Now Reach B (Unit 7)
Communicative Focus:
Vocabulary Focus:
Grammar Focus:
Reading:
Word Study/ Phonemic
Awareness:
Writing Focus:
ways of communication, compare and contrast
technology now and in the past, discuss famous
inventors and their inventions
level appropriate academic vocabulary
Present, Past, and Future verb tenses, Irregular
Past Tense verbs
visual elements, visual representations, describe
character’s feelings, reading levels I-J,
Benchmark Assessments
words with common Greek and Latin roots,
words with ‘r’ controlled vowels
the Writing Process, write an informative
paragraph about a famous inventor, an
expository paragraph about an invention
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S04 – Around the World Reach B (Unit 8)
Communicative Focus:
give and follow directions, tell an original story
Vocabulary Focus:
selected vocabulary related to map, location and
directions
adverbs that tell How, When, Where, suffixes,
prefixes
review all reading strategies
English words borrowed from other languages
write a literary response
Grammar Focus:
Reading:
Word Study:
Writing Focus:
In this part of the Intensive English Literacy course, reading and writing are designed
to be taught together. Each unit is integrated as a whole unit of reading and writing,
but reading and writing are assessed separately. If a student finishes the requirements for
the reading portion of the unit, he/she should then focus more carefully on the unit’s
writing portion for the duration of the unit’s time-frame and vice versa.
In each of the following units:
● IE EL Literacy: Reading must be engaged and evaluated.
● IE EL Literacy: Writing must be engaged and evaluated.
Reading Units
Writing Units
To be enrolled in E14-E17, the student should be
reading between a Fountas and Pinnell
Benchmark level F and I.
E14–Foundations of Reading
E15–Elements of Nonfiction Texts
E16–Life Stories
E17–Forming Opinions
E14–Foundations of Writing
E15–Nonfiction Writing
E16–Bringing Narratives to Life
E17–Persuasive Paragraphs
To be enrolled in E18-E22, the student should be
reading at a Fountas and Pinnell Benchmark level
I-M. Students should be tested to ensure that they
are able to read at this level.
E18—Realistic Fiction
E19—Fictional Stories
E20—Understanding Information
E21—Fantasy & Folktales
E22—Author Study
E18—True Story Narrative
E19—Descriptive Writing
E20—Research Writing
E21—Response to Writing
E22—Author Study
To be enrolled in E23-E27, the student should be
reading at a Fountas and Pinnell Benchmark level
M-P. Students should be tested to ensure that they
are able to read at this level.
E23—Story Structure
E24--Nonfiction
E25—Reading Poetry
E26—Novel Study
E27—Reading Fiction
E23—Personal Narrative
E24—Explanatory Essay
E25—Writing Poetry
E26—Script Writing
E27—Writing Fiction
To be enrolled in E28-E32, the student should be
reading at a Fountas and Pinnell Benchmark level
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O-S. Students should be tested to ensure that they
are able to read at this level.
E28—Foundations of Reading
E29—Types of Informative Writing
E30—Nonfiction with Purpose
E31—People Narratives
E32—Reader’s Theater
E28 Foundations of Writing
E29—Informative News/Book Report
E30—Persuasive Letter/Essay
E31—Biography/Friendly Letter
E32—Dialogues & Scripts
To be enrolled in E33-E38, the student should be
reading at a Fountas and Pinnell Benchmark level
Q-U. Students should be tested to ensure that they
are able to read at this level.
E33—Historical Fiction
E34—Nonfiction Persuasive Texts
E35—Realistic vs. Science Fiction
E36—Literary Analysis
E37—Informative Texts
E38 – Reading Poems
E33—Informative Cause and Effect
E34—Persuasive Opinion Writing
E35—Personal Narrative
E36—Response to Literature
E37—Informative: Research &
Information Reports
E38—Poetic Techniques
S05 - Goal Setting Using MAP Data 1
S06 - Goal Setting Using MAP Data 2
Suggested Materials and Resources (provided by the school):
E01-E13 and S01-S04 use the following materials:
Fountas and Pinnell Benchmark Assessment
Reach, National Geographic, level A
● Teacher’s Edition, vol.1, 2
● Read Together Books (16 titles)
● Sing With Me Language Song Book
● Read With Me Big Books (8 titles)
● Talk Together Books: Label Books (8 titles), Wordless Books (8 titles)
● Practice Book, level A
● Practice Masters
● Assessment Handbook
● Vocabulary Builder
● Teamwork Activity Flip Charts
● Alphachant Phonics Kit
Reach, National Geographic, level B
● Teacher’s Edition, vol.1, 2
● Student Anthology, vol.1, 2
● Reach into Phonics Kit
● Big Books
● Sing With Me Language Song Book
● Talk Together Books
● High Frequency Word Books
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●
●
●
●
●
●
Genre Books
Read Together Books
Practice Masters
Vocabulary Builder Picture Cards
Teamwork Activities: Language and Literacy/Cross-Curricular
Assessment Handbook
E14-E38 use the following materials:
Journeys Common Core 2, Houghton Mifflin Harcourt
Literacy and Language Usage TE, Houghton Mifflin Harcourt
Fountas and Pinnell Benchmark Assessment
Units of Study, Lucy Calkins
Write Source 2, Great Source Education Group, 2006
Handwriting Program (choose one: D'nealian, Handwriting Without Tears, Zaner Bloser,
etc.)
Rigby
Phonics Program to support Journeys (choose one: Jolly Phonics, Modern Curriculum
Press, Reading A-Z (phonics section), etc.)
Strategies That Work
Reading With Meaning
The Daily Five
Supplementary Materials:
Phonics, Levels K and A, Modern Curriculum Press
Picture dictionaries
Picture cards
Sight word cards
Learning games
Any appropriate teacher-created or teacher-selected materials
Additional Resources: (may not be provided by school)
Ballard & Tighe Carousel of IDEAS (a teacher’s guide, lesson plans, and activities that
correlates with the IPT speaking and listening assessment which encourage vocabulary
development and interaction)
Go English 2! Language Forms and Functions Checklist. These charts (a sample can
be found at http://www.ballard-tighe.com/resources/productResources/eld.asp) are a tool
for guiding explicit instruction in the functions of language as well as a sequence of
grammar structures for each language proficiency level (beginning to advanced levels).
Developmental Reading Assessment (DRA)
Rigby Books
Write Source Books
Language Arts Today
The CAFE Book by Gale Boushey and Joan Moser
The Story of My Thinking by Gretchen Bernabei
Crunchtime by Gretchen Bernabei
The Reviser’s Toolbox by Barry Lane
Hooked on Meaning by Barry Lane
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But How Do I Teach Writing? by Barry Lane
Comprehension Connections: Bridges to Strategic Reading by Tanny McGregor
Making Content Comprehensible for Elementary English Learners: the SIOP model (2nd
Edition) by by Jana Echevarria, MaryEllen Vogt, Deborah J. Short
Making Content Comprehensible for Secondary English Learners: the SIOP model (2nd
Edition) by by Jana Echevarria, MaryEllen Vogt, Deborah J. Short
Making Content Comprehensible for English Learners: the SIOP model (4th Edition) by
by Jana Echevarria, MaryEllen Vogt, Deborah J. Short
Quality Questioning: Research-Based Practice to Engage Every Learner by Jackie Acree
Walsh and Beth Dankert Sattes
Academic Language Accelerator by Judith B. O’Loughlin (Oxford University Press)
Below is the text referencing guide to help you navigate through the curriculum.
TEXT
REFERENCE
NEW MATERIALS
Journeys Teachers Guide
example: JTE 6.4
Lucy Caukins
Units of Study
Literacy and Language Guide (from
Journeys)
OLD MATERIALS
Rigby Teachers Guide
Reader’s Workshop Guide from Rigby
Rigby CQ Quarterly
Write Source Teachers Guide
Write Source Student Edition
Write Traits
This is referencing the unit 6 lesson 4. No
need for page numbers here.
example: LC 3.4
This is referencing unit 3 lesson 4.
example: LLG p. 8
example: RTE p. 23-26
This is referencing Rigby pages 23-26.
example: RW p.5
example: TE CQ5 1:A 3, 17
Teachers edition CQ Quarterly volume 1,
section A, page 3 and page 17
example: WSTE p. 54-60
This is referencing Write Source pages
54-60.
example: WSSE p. 30-33
This is referencing the student edition of
write sources.
example: WT p. 25
AT QUALITY SCHOOLS INTERNATIONAL, ALL TEACHERS ARE INSTRUCTORS OF
INTENSIVE ENGLISH REGARDLESS OF THE COURSE THEY ARE TEACHING. ALL
STUDENTS NEED GUIDANCE & DIRECTION IN THE ACQUISITION OF THE ENGLISH
LANGUAGE REGARDLESS OF THE LEVEL.
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