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7 th Grade Literacy

7 th Grade Literacy. Ms. Coleman Mrs. Fanning 2010/2011. Workshop Model -opportunity to engage in literacy- based activities in various situations and groupings, using text at student’s instructional level Whole group, Small group, Individual

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7 th Grade Literacy

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  1. 7th Grade Literacy Ms. Coleman Mrs. Fanning 2010/2011

  2. Workshop Model -opportunity to engage in literacy- based activities in various situations and groupings, using text at student’s instructional level • Whole group, Small group, Individual • Lots of opportunity for individualized teacher guidance and feedback Format of the Class

  3. Reading, Writing, Listening, Speaking • READING • Read aloud/Think aloud/Teacher modeling • Independent Reading: student choice, 30 min/night • Shared Reading: novels, short stories, articles, poetry--small group, instructional level • Guided Reading: use of reading strategies, skill-building • Word Study: roots and affixes, academic vocabulary, SAT words Format of the Class

  4. WRITING • Informal: journal reflections, creative prompts • Write aloud/Think aloud/Teacher modeling • Use of mentor texts as writing exemplars • LOTS of in-class practice • Guided Writing: small group skill-building in areas of writer’s craft or grammar/mechanics • Teacher/Student conferences: one-on-one feedback Format of the Class

  5. LISTENING AND SPEAKING • Importance of group work • Student-led discussions • Teacher as an observer, offering feedback, coaching • Fostering students’ sense of personal responsibility; high level of individual and interpersonal work habits Format of the Class

  6. Differentiation: using different leveled texts and assignments to meet the same standards • Standards-based rubrics and assessments; project-based • Whole class lesson, small group learning-center rotations • Building RESPECT & RESPONSIBILITY; natural consequences Philosophy of the Class

  7. Many research studies point to positive correlation between time spent reading and reading achievement. • Practice builds fluency and automaticity. • The amount of free reading done outside of school has consistently been found to relate to achievement in vocabulary, reading comprehension, verbal fluency, and general information. Students’ reading achievement correlates with success in school and the amount of independent reading they do (Anderson, Wilson, and Fielding 1988; Guthrie and Greaney 1991; Krashen 1993; Cunningham and Stanovich 1991; Stanovich and Cunningham 1993). • Numerous surveys show that many students do not choose to read great quantities, nor do they choose to read often (Morrow and Weinstein 1986; Greaney 1980; Anderson, Fielding, and Wilson 1988). • Common features of effective programs designed to promote reading in schools, homes, and libraries include access to varied material that appeals to all ages and tastes, active parent involvement, partnerships among community institutions, and collaboration among significant adults in students’ lives. • 1st Trimester—Reading Logs, signed and turned in weekly • Thematic units—most students will have to do 30 min/day to keep up with group discussions The importance of reading at least 30 minutes/day

  8. Texts include: Freak the Mighty by Rodman Philbrick Petey by Ben Mikaelsen Joey Pigza Swallowed the Key by Jack Gantos A Mango Shaped Space by Wendy Mass Rules by Cynthia Lord Flowers for Algernon by Daniel Keyes My Thirteenth Winter by Samantha Abeel Various nonfiction chapters and articles on disabilities Guest speakers Projects include: Nonfiction Text page, Response to Literature, possible service project Thematic Units of StudyABILITY AWARENESS

  9. Texts include: The Outsiders by S.E. Hinton The Giver by Lois Lowry Hidden Talents by Jack David Lubar Lord of the Flies by William Golding Touching Spirit Bear by Ben Mikaelsen Monster by Walter Dean Myers The Uglies by Scott Westerfeld Various author biographies, music/film, articles to build cultural background knowledge, and literary criticism to supplement novel studies Projects include: Writing personal narratives, Response to Literature, Building a Utopian Society, Writing an allegory, creating a thematic soundtrack Thematic Units of StudyOUTSIDERS

  10. Texts include: Touching Spirit Bear by Ben Mikaelsen The Juvie Three by Gordon Korman Big Mouth & Ugly Girl by Joyce Carol Oates Handbook for Boys by Walter Dean Myers Whirligig by Paul Fleischman Buddha Boy by KatheKoja Nothing But the Truth by Avi Nonfiction titles such as Freedom Writers Diary, text from juvenile judge Tom Jacobs, and text dealing with the 1st Amendment in schools, and school violence/the media Projects include: Mock trial, film study of 12 Angry Men, possible service project, Research paper on the Bill of Rights Thematic Units of StudySOCIAL JUSTICE

  11. Texts include: And Then There Were None by Agatha Christie Brand new, award-winning titles written specifically for middle school audiences Projects include:Forensic crime-solving, deductive reasoning puzzles, Murder Mystery Game Day Thematic Units of StudyMYSTERIES

  12. We are using a Rubric Grading Scale M=Meeting the Standard (“3” on rubric) P=Progressing toward Standard (“2”) NM=Not Meeting the Standard (“1”) A=Advanced Achievement (“4”) • Parent viewer will be open September 20th • Tonight, Take 10 teachers will distribute confidential letter on how to access your child’s information • We strongly encourage you to visit the site on a regular basis with your child • This year you will be able to access and print your child’s report card via the parent viewer; an e-mail will be sent when final grades are available • Additional information available on Web site http://www.d41.org/curriculum/parents/sbrc/sbrc.htm • D41 grading practices were sent home in Welcome Back letter Standards Based Report Card (SBRC)/Pinnacle

  13. Teacher reads day’s announcements to class • Students who need to go to office can do so at this time • Students who are involved in extra-curricular activities may leave at this time • Students’ “home base”; fire drills, team-building days • Student team-building days=lg. and sm. group activities to promote cooperation, communication, teamwork, and positive relationships • Please take your letter with your Pinnacle login and password!  TAKE 10

  14. Visit my Web site for homework info and other helpful information http://kcoleman.d41teachers.org • Monthly Scholastic Tab book orders—new online system; Please take a letter to learn more! www.scholastic.com/bookclubs • Anthologies of Personal Narratives • Guest Speakers—can you or someone you know offer information to supplement our thematic units? • Appropriate Reading; Please take a letter to learn more! Some Cool Stuff…

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