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    Intensive English Course Overview

    Unit Statement: The teacher will use this unit to establish language and literacy routines using best practices the Daily 5, an interactive Readers and Writers Workshop which includes Phonics Instruction.

     Students must be active participants.  A student cannot learn a language without actively using it.  Vocabulary instruction involves engaging students with talk that will promote their thought, language, and reading skills, foster critical thinking, develop verbal reasoning skills, and build background knowledge. We will practice speaking English language daily in class. 

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    E 07 Wind, Rain, and Snow

    What happens in each season? The student will talk, listen, read, and write about seasons and weather. The student will create poems and keep a daily journal related to weather. He/she will continue to develop their phonemic awareness, grammar, and vocabulary skills.

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    E 09 On the Job

    The student will explore a variety of jobs, the importance of jobs and a "day on the job." 

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    Block Two- E 08 IT's Our Town

    INTENSIVE ENGLISH LITERACY

    (Elementary 6-10-year-old)

     

    ESSENTIAL UNIT 8 (E08)

     

    (It’s Our Town)

    (July 2014)

     

    Unit Statement: How are communities different?  The student will listen, speak, read, and write about community places in town. The student will create shopping lists and write a thank you letter. He/she will identify the concept of the past simple verb tense and explore literary elements.  Please use Reach A, Volume 2, Unit 6 ‘It’s Our Town’.

     

    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:  give commands, explain, ask for and give directions and information

    Vocabulary Focus: community places, shopping list items, safety rules, positions (prepositions)

    Grammar Focus:  simple sentences with position words, regular past tense, irregular past tense

    Reading Strategies/Skills:  compare characters, organize ideas, make connections, primer Dolch list, reading levels D-F

    Writing Focus:  sentence fluency, Venn diagram, lists, write a letter

     

    Essential Outcomes(must be assessed for mastery)

     

    Listening/Speaking:

     

    1.      The Student Will ask and answer questions about community places (e.g.: Where is the ___ ? It is on the table*).

    2.      TSW compare places in a town (I read that you can get ___ at ___ .*) .

    3.      TSW talk about shopping (Get some ___ at the ___, please!* ).

    4.      TSW discuss safety rules in town. (What do you do at the crosswalk?  First I ___ . Then I __.*)

    (*For more examples and suggestions, see “Sentence Frames” in this document.)

     

    Vocabulary:

     

    5.      TSW recognize selected vocabulary related to community places and shopping.  *See Key Terms and Concepts in this document for word lists.

     

    Grammar:

     

    6.      TSW form simple sentences using position words (on, under, in, below).

    7.      TSW use regular and irregular past tense to form sentences (What did you do?  I looked out the window.  I gave my pencil to ____.*) 

     *See “Sentence Frames” in this document.

     

    Reading:

     

    8.      TSW identify literary elements (compare characters, recognise setting, plot, problem).

    9.      TSW read high frequency words from the Primer Dolch List (see QSI Literacy User’s Guide).

    10.     TSW read and demonstrate comprehension of books at a guided reading levels D-F. (see Fountas and Pinnell Benchmark Assessments)

     

    Writing:

     

    11.     TSW show acquisition of unit vocabulary and writing skills by writing sentences about shopping and community places*, creating a Venn diagram, extending a story, a dialogue script, and writing personal responses within his/her daily journal.  (See Teacher’s Guide pages PD 47 - 49 for writing routines:  power writing, modeled writing, interactive writing, independent writing).

    12.     TSW apply the 5 steps of the writing process to write A Thank You Letter.  See Teacher’s Guide T153, T157, T161, T165, T169).

     *For sentence suggestions, see “Sentence Frames” in this document.

     

    Introduced Outcomes: (taught, not assessed)

     

    1.      The Student Will use the concept of literary elements to retell a story.

    2.      TSW identify selected irregular Past Simple Tense verb forms.

    3.      TSW recognize high frequency words from the 1st Grade Dolch list (see QSI Literacy User’s Guide).

    4.      TSW start developing writing fluency (Daily Journal, Writer’s Notebook, etc…)

     

    Practiced/Ongoing Outcomes:

     

    1.      The Student Will apply basic vocabulary and grammar patterns introduced in E01-E05.

    2.      TSW blend and decode words with phonemic patterns introduced in E01-E05.

    3.      TSW read books at independent level with expression and fluency.

    4.      TSW provide an evidence to demonstrate daily reading on independent level (e.g.: a reading log, reading chart, etc…)

    5.      TSW demonstrate comprehension through a variety of strategies introduced in E01-E05.

    6.      TSW continue to develop handwriting skills.

     

    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

    Prepositions of place

    Simple Past Tense

    Regular Past Tense with -ed

    Irregular verbs

    Literary elements

    Explain

    Compare

    Classify

     

    bakery

    grocery store

    library

    post office

    store

    community

    shopping list

    bus stop sign

    crossing light

    crossing sign

    exit sign

    hospital sign

    railroad crossing sign

    stop sign

    traffic sign

    above

    behind

    below

    down

    in

    in front of

    on

    over

    under

    up

    her

    food

    has/have/

    had

    hopped

    looked

    cooked

    walked

    closed

    opened

    danced

    washed

    read

    gave

    get/got

     

     

     

     

    Sentence Frames

    *Also see Reach Teacher’s Edition pages R4-R35.

    Questions about community places

    ●       What place do you like?   I like___ .

    ●       What can you get at the store?  I can get ___ at the store.

    ●       Which place do you think the best?  I like ___ .

    ●       Where does your family go?  We go to the ___ . We ___ there.

    ●       Where do you want to go?  Let’s go to the __ .

    ●       Where is the _____ ?  It is ____ the ____ .

    ●       Where can I get ____ ?  You can get ____ at the ____ .

    ●       Can I get ____ at the ____?  No. Go to the ____ .

    ●       What do you know about communities?  Now I know ____ .

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    E 11 Family Fun

    What makes a Family? Students  iwll explore families in different cultures. Continued practice for TSW's from Unit 3 My Family and Me.

    Use the writing process to write a photo essay, or journal entry's about your family. Describe a special day. TSW 3