INTENSIVE ENGLISH LITERACY
(Elementary 6-10-year-old)
ESSENTIAL UNIT 12 (E12)
(Little Scientists)
(July 2014)
Unit Statement: What makes something a living thing? What do living things need? The
students will use media to build language and gather information about living and nonliving
things. They will also discuss the structures of living things. Please use Reach B, Volume 1,
Unit 2 ‘Shoot for the Sun’.
The Phonics unit is currently engaged, and teachers should refer to it for continued practice
of routines, strategies, and skills.
The Foundations unit is currently engaged, and teachers should refer to it for continued
practice of routines, strategies, and skills.
Unit Emphasis:
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
Grammar Focus: adjectives that describe, number adjectives, number words
Reading Strategies/Skills: monitor, fairy tale, song, facts, rhythm and rhyme, diagram, text
features, folk tale, plot, phrasing, accuracy and rate
Writing Focus: personal response, sentences about living things, writer’s craft: song lyrics,
how-to sentences, writer’s craft: action words
Essential Outcomes: (must be assessed for mastery)
Listening/Speaking:
1. The Student Will discuss living and non-living things (e.g. I know that living things __.*).
2. TSW respond to a media (video, article, power point presentation) (I learned that __.*).
3. TSW present factual information in a creative way (riddles, games, puzzles).
(* See “Sentence Frames” in this document for more examples.)
Vocabulary:
4. TSW acquire and use level appropriate academic vocabulary (e.g.: create key words
lists, cards, word journals, etc...). *See Key Terms and Concepts in this
document for word lists.
Grammar:
5. TSW identify and use in writing adjectives that describe (A ___ is alive. I bought a
green bike with black wheels.*).
6. TSW identify and use in writing adjectives/number words that tell how much (How
many __ are there? There are ___.*).
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7. TSW use correct adjectives with countable and uncountable nouns (many leaves, much
water).
Reading:
8. TSW use a variety of strategies to monitor comprehension.
● Stop and think if it makes sense.
● Use picture and text clues.
● Reread to problem solve.
9. TSW read and demonstrate comprehension of books at guided reading levels G-I.
(see Fountas and Pinnell Benchmark Assessments)
Writing:
10. TSW show acquisition of unit vocabulary and writing skills by writing captions,
sentences about living and nonliving things*, song lyrics, and how-to sentences
within his/her daily journal. (See Teacher’s Guide pages PD53-PD57 for
writing routines: power writing, modeled writing, interactive writing,
independent writing). *For sentence suggestions, see “Sentence Frames” in
this document.
11. TSW apply the 5 steps of the writing process to write an article about How-To Make Something
using parts of a plant. See Teacher’s Guide T128i-T128, T129a-T129g, T129.
Introduced Outcomes: (taught, not assessed)
1. The Student Will use writing rubrics to evaluate their own and peer’s writing. (Reach B
Practice Book p. 2.20)
2. TSW identify and apply editing and proofreading marks.
Practiced/Ongoing Outcomes:
1. The Student Will apply basic vocabulary and grammar patterns introduced in E01-E08.
2. TSW read books at independent level with expression and fluency.
3. TSW provide an evidence to demonstrate daily reading on independent level (e.g.: a
reading log, reading chart, etc…)
4. TSW read high frequency words from the 2nd Grade Dolch list (see Appendix).
5. TSW demonstrate comprehension through a variety of strategies introduced in E01-E08.
6. TSW retell and/or summarize texts at their independent reading level.
7. TSW continue to develop handwriting skills.
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Key Terms and Concepts:
Students should be exposed to the following academic language (teachers should use them,
but students will not be expected to master the use of them). Students will learn, practice,
and be able to use the unit specific vocabulary.
Academic Language
Unit Specific Vocabulary
Adjectives
Countable/Uncountable nouns
Monitor Comprehension
Writing Process: Prewriting, Drafting,
Revising, Editing, Publishing
Breathe
Drink
Living
Nonliving
Move
Alive
Energy
Exercise
Health
Food
bud
flower
leaf
petal
seed
sun
height
length
project
ready
corn
fall activity
rake leaves
flagpole
flower shop
fruit stand
spring activity
plant seeds
Sentence frames
*Also see Reach Teacher’s Edition pages R4-R35.
living and nonliving things
● What do I know about living things? I know that living things
______.
● How do I know that I am alive? I know that I am alive because I can
_____.
● How much exercise do you get? What do you do? I get _____
exercise. I _____ and _____.
● When is something alive? Something is alive when it _____.
● What do living things need for good health? Living things need
_____.
● Some things are living. Some things are not. ____ is living, but ____
is not.
● What did you learn about living and nonliving things? I learned that
_____.
● What did you learn about living things? I have learned _____.
places
● What does your favorite place look like? My favorite place is
______. It has _____.
growing and
changing
●
●
●
●
●
What do I know about how a flower grows? I know that ____.
What does the sun do? The sun _____.
What does a seed need to grow into a flower? A seed needs ______.
What can you see grow? I can see _____ grow.
What helps a seed get ready to be a flower? ______ helps a seed get
ready to be a flower.
● A flower needs light to be healthy. What do you need to be healthy?
I need ______.
● What happened in “The Daisy?” The little seed _____. Then _____.
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Suggested Professional Materials for Teachers:
Reach, National Geographic, level B
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Teacher’s Edition, volume 1, Unit 2
Reach into Phonics Kit
Big Books
Sing With Me Language Songs, Big Book of Songs
Practice Masters, Unit 2
Language Builder Picture Cards
Language and Literacy Teamwork Activities, Unit 2
Assessment Handbook, Unit 2
Suggested Read Alouds:
Books about living and non-living things
Rookie Read-About Science Series by Allan Fowler
More than one by Miriam Schlein; pictures by Donald Crews
Living and Nonliving: Rain Forest by Cassie Mayer (Heinmann Library)
Living and Nonliving: Polar Region by Cassie Mayer (Heinmann Library)
Living and Nonliving: Prairie by Cassie Mayer (Heinmann Library)
Suggested Guided Readings:
A to Z leveled books (J level and up)
Other leveled books (see the Correlation Chart in the Appendix)
Suggested Student Materials: (provided by school)
Reach B, National Geographic, Student Anthology, volume 1
Reach B, National Geographic, Fiction Library/ Nonfiction Library
Reach B, National Geographic, Practice Book
Pictionaries
Dictionaries
Additional Resources: (may not be provided by school)
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).
Evan-Moor Everyday Literacy Listening and Speaking Teacher’s Edition and Student
Books (develops oral and receptive language with 15-20 minute daily activities).
Technology Links:
Destiny Webpath Express (found in school library)
Use this search engine to find age-appropriate websites that align with your unit.
Raz-kids.com
An online, on-level reading program that students can access anywhere to work on
fluency, listening, accuracy, and build vocabulary (teachers are able to monitor progress
as well)
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Starfall.com
An online resource that helps to teach reading with phonics
http://www.brainpopesl.com
lessons, videos, pictures, activities for a variety of ESL topics
http://www.eslgamesplus.com
A resource for anything ESL (from games to printables, ipad and apps)
esl-kids.com
ESL flashcards, worksheets, classroom games and children's song lyrics
mes-games.com
ESL games and online flashcards
eslgamesworld.com
ESL games for all levels
http://www.eslpartyland.com
ESL games, lessons, quizzes and more
http://differentiationdaily.com
A resource with creative ways to reach students of all ability levels in all subjects
http://www.rong-chang.com/kids.htm
Hundreds of short stories for beginner ESL students.
http://www.really-learn-english.com/english-short-stories-for-complete-beginners.html
English short stories for complete beginners.
Suggested Activities and Strategies:
Anchor Charts: Create and reference anchor charts when modeling procedures, modeling
thinking strategies, and teaching concepts. Students will reference these charts when its
their turn to work independently.
Content Word Walls: Create and reference words walls when working on a unit of
vocabulary. It is important to add visuals to your word wall and keep the definitions
student-friendly. It is also important to add to and change your word wall often.
Interactive Word Walls: Create words walls and do daily (5 to 10 minute) interactive
activities with the students. Interaction includes cheers and chants for the new words of
the week, activities that expand the students' understanding of how words work and the
use of the word wall during writing as a primary resource for spelling.
*See appendix for a more detailed explanation
Sentence strips: Create and reference sentence strips (using the sentence frames taught
in class) and expect students to respond using those sentence frames.
Pictures, visuals, and realia (real items)
Read alouds
Big books
Repeated and choral readings
Speaking activities: Turn and talk, think-pair-share, etc.
Suggested Assessment Tools and Strategies:
1. Attached Rubric or teacher generated rubric that assesses ALL essential outcomes (TSWs).
2. Create a class Book of Riddles.
3. The Writing Rubric in Reach Assessment Book, Level B, p.260.
RUBRIC FOUND ON FOLLOWING PAGE…………………………..
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Intensive English Literacy Introductory Elementary Rubric (E12)
Name: __________________ Date: _______________ Grade: ___________
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TSW
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 in 7 out of 10 available ‘A’ level
TSW’s and ‘B’ level mastery on all of the remaining TSW’s.
SUMMARY
1
The Student Will explore
living and non-living things.
2
TSW discuss a media (video,
article, power point
presentation, etc…)
TSW present factual
information in a creative way
(riddles, games, puzzles,
etc...)
TSW acquire and use level
appropriate academic
vocabulary (e.g.: create key
words lists, cards, word
journals, etc...)
TSW identify and use in
writing adjectives that
describe.
3
4
5
6
TSW identify and use in
writing adjectives/number
words that tell how much.
7
TSW use correct adjectives
with countable and
uncountable nouns (e.g.: many
leaves, much water).
TSW use a variety of
strategies to monitor
comprehension.
TSW read and demonstrate
comprehension of books at
guided reading levels G-I. (see
Fountas and Pinnell
Benchmark Assessments)
TSW show acquisition of unit
vocabulary and writing skills
by writing captions, sentences
about living and nonliving
things*, song lyrics, and howto sentences within his/her
daily journal.
TSW apply the 5 steps of the
writing process to write an
article about how to make
something using parts of a
plant.
8
9
10
11
‘A’ LEVEL
‘B’ LEVEL
The student discusses living
and non-living things and
supports ideas with examples.
The student actively
participates in a class
discussion of a media.
The student presents factual
information in a creative way.
The project exceeds
expectations.
The student acquires and uses
level appropriate academic
vocabulary. The student is able
to teach academic vocabulary
to others.
The student identifies
adjectives that describe and
consistently uses them in
writing.
The student identifies
adjectives/number words that
tell how much and consistently
uses them in writing.
The student consistently uses
correct adjectives with
countable and uncountable
nouns.
The student uses a variety of
strategies to monitor
comprehension.
The student differentiates living
and non-living things.
The student presents factual
information in a creative way.
The student recognizes level
appropriate academic
vocabulary.
The student identifies adjectives
that describe.
The student identifies
adjectives/number words that
tell how much.
The student uses correct
adjectives with countable and
uncountable nouns within a
familiar context.
The student uses some strategies
to monitor comprehension.
The student reads and
comprehends books at levels GI.
The student uses most unit
vocabulary in his/her journal.
She/he writes a variety of
sentences and elaborates with
details.
The student uses some unit
vocabulary in his/her journal.
She/he writes words and
complete sentences.
The student writes a variety of
more complex sentences in
his/her article. A few grammar
errors may be present.
The student writes complete
sentences in his/her article.
Some grammar errors may be
present.
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The student participates in a
class discussion of a media.
‘P’
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