7th Grade LiteracyMs. ColemanMrs. Fanning

2010/2011

Format of the Class

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, IndividualLots of opportunity for individualized

teacher guidance and feedback

Format of the Class

Reading, Writing, Listening, SpeakingREADING

◦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

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

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

Philosophy of the Class

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

The importance of reading at least 30 minutes/day

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

Thematic Units of StudyABILITY AWARENESS

Texts include:Freak the Mighty by Rodman PhilbrickPetey by Ben MikaelsenJoey Pigza Swallowed the Key by Jack GantosA Mango Shaped Space by Wendy MassRules by Cynthia LordFlowers for Algernon by Daniel KeyesMy Thirteenth Winter by Samantha AbeelVarious nonfiction chapters and articles on disabilitiesGuest speakers

Projects include: Nonfiction Text page, Response to Literature, possible service project

Thematic Units of StudyOUTSIDERS

Texts include:The Outsiders by S.E. HintonThe Giver by Lois LowryHidden Talents by Jack David LubarLord of the Flies by William GoldingTouching Spirit Bear by Ben MikaelsenMonster by Walter Dean MyersThe Uglies by Scott WesterfeldVarious 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 StudySOCIAL JUSTICE

Texts include:Touching Spirit Bear by Ben MikaelsenThe Juvie Three by Gordon KormanBig Mouth & Ugly Girl by Joyce Carol OatesHandbook for Boys by Walter Dean MyersWhirligig by Paul FleischmanBuddha Boy by Kathe KojaNothing But the Truth by AviNonfiction 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 StudyMYSTERIES

Texts include:And Then There Were None by Agatha ChristieBrand new, award-winning titles written

specificallyfor middle school audiencesProjects include: Forensic crime-solving,

deductive reasoning puzzles, Murder Mystery Game Day

Standards Based Report Card (SBRC)/Pinnacle

We are using a Rubric Grading ScaleM=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

TAKE 10

Teacher reads day’s announcements to classStudents who need to go to office can do so at this

timeStudents who are involved in extra-curricular

activities may leave at this timeStudents’ “home base”; fire drills, team-building daysStudent 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!

Some Cool Stuff…

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 NarrativesGuest Speakers—can you or someone you know

offer information to supplement our thematic units?Appropriate Reading; Please take a letter to learn

more!