The reading instruction framework for middle school grades 6-8 focuses on developing students' comprehension, study skills, writing abilities, and vocabulary. For comprehension, the framework emphasizes active reading strategies, identifying theme and evidence in texts at students' reading levels. Study skills development includes note-taking strategies, identifying essential terms, and organizing materials. The writing component addresses writing for different genres, audiences, and purposes with daily writing practice. Finally, the vocabulary section enhances students' skills in determining word meanings and relationships through multiple instructional strategies and technology-based tools. The overarching goals are to build independent literacy skills and prepare students for high school and college level work.
The reading instruction framework for middle school grades 6-8 focuses on developing students' comprehension, study skills, writing abilities, and vocabulary. For comprehension, the framework emphasizes active reading strategies, identifying theme and evidence in texts at students' reading levels. Study skills development includes note-taking strategies, identifying essential terms, and organizing materials. The writing component addresses writing for different genres, audiences, and purposes with daily writing practice. Finally, the vocabulary section enhances students' skills in determining word meanings and relationships through multiple instructional strategies and technology-based tools. The overarching goals are to build independent literacy skills and prepare students for high school and college level work.
The reading instruction framework for middle school grades 6-8 focuses on developing students' comprehension, study skills, writing abilities, and vocabulary. For comprehension, the framework emphasizes active reading strategies, identifying theme and evidence in texts at students' reading levels. Study skills development includes note-taking strategies, identifying essential terms, and organizing materials. The writing component addresses writing for different genres, audiences, and purposes with daily writing practice. Finally, the vocabulary section enhances students' skills in determining word meanings and relationships through multiple instructional strategies and technology-based tools. The overarching goals are to build independent literacy skills and prepare students for high school and college level work.
The reading instruction framework for middle school grades 6-8 focuses on developing students' comprehension, study skills, writing abilities, and vocabulary. For comprehension, the framework emphasizes active reading strategies, identifying theme and evidence in texts at students' reading levels. Study skills development includes note-taking strategies, identifying essential terms, and organizing materials. The writing component addresses writing for different genres, audiences, and purposes with daily writing practice. Finally, the vocabulary section enhances students' skills in determining word meanings and relationships through multiple instructional strategies and technology-based tools. The overarching goals are to build independent literacy skills and prepare students for high school and college level work.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 7
Reading Instruction Framework Middle School Grades 6-8
Common Core Standards
Comprehension
Study Skills
Writing
Vocabulary
CCSS.ELA-LITERACY.RI.7.1
CCSS.ELA-LITERACY.RI.7.10
CCSS.ELA-LITERACY.W.7.4
CCSS.ELA-LITERACY.L.7.4
Cite several pieces of
textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
By the end of the year, read
and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Produce clear and coherent
writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.RL.7.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
CCSS.ELA-LITERACY.L.7.6 CCSS.ELA-LITERACY.W.7.6
Use technology, including the
Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
Acquire and use accurately
grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Reading Instruction Framework Middle School Grades 6-8
Essential Elements
-Active reading strategies
-Independent and Instructional level text -Identify theme of text -Summarize text
-Note-taking strategies -Locating essential terms to use in notes
-Writing for variety of
audiences: Informative, Narrative, Argumentative -Writing for a variety of genres: expository, argumentative/opinion, narrative -Organizing ideas using graphic organizers/charts
-Domain specific terms
-Multiple meaning words -Clarify meanings of new vocabulary
Strategies
-Read a loud -Think aloud -Anticipation Guide -Graphic Organizers -Stop and Draw -KIS (Key idea, Inference, Support) -Somebody, Wanted, But, So -Reciprocal Teaching -Daily Independent Reading
-Check Lists -Daily agenda check -Flash Cards -Organizational tools (binders, color coding, preparedness) -STAR (Set up your paper, Take notes, Add to your notes, Review your notes) -Reflection -Destress (break time) -Prioritize
-Graphic Organizers (Thinking Maps, boxes and bullets) -Brainstorming -Add a line -Collaboration -Peer editing -Authors Chair -Tell-Show strategy -Draw-Label-Caption -RAFT (Persuasive) -What-Why-How
-Note-Taking Apps (Evernote, OneNote) -Review games (Jeopardy, Kahoot) -Electronic grading system for students to self-monitor -Digitally share class notes (Google Classroom, class website) -Quizlet (online flashcards) -Class Dojo -YouTube, TeacherTube, Safari Montage
Reading Instruction Framework Middle School Grades 6-8
Comprehension: Comprehension is a key factor in the middle school curriculum. Students are building on their knowledge of active reading strategies by engaging with text before, during and after reading. Teachers utilize the gradual release model in which students gradually assume a greater degree of responsibility and independence for a targeted learning outcome (Best, pg.23). After teacher modeling of a strategy, students must have opportunities to practice applying the skill. Teachers can use strategies such as Stop and Draw and Somebody Wanted But So to gauge students comprehension of text. The curriculum also includes text at students independent and instructional level. The challenging text is taught in a whole group setting to familiarize students with navigating unknown words while using strategies such as sequencing and plot diagrams to make meaning of the text. Middle school students expand their understanding of text by providing text evidence to support their claims, whether responding orally or within a writing task. The curriculum provides opportunities for students to increase their skills in determining the literal and implied meaning of text evidence. This can be done through teacher read aloud or think aloud. The ultimate goal in building comprehension is to provide students with both the skill and will they need to become motivated and proficient literacy learners (Best, pg.22). The curriculum aims to provide students with active reading strategies and practice with identifying text evidence to support their claim. Study Skills: Specific study skill development is essential for the middle school learner. We will teach our students how to organize their materials, notes, and study space. We will focus on specific reading strategies as well as note taking strategies that are vertically aligned. Students can use these strategies with nonfiction and textbook reading along with writing strategies (note taking, marking up the text,
Reading Instruction Framework Middle School Grades 6-8
annotating, etc.) We will work to help students annotate while they read, with a pencil in hand and make regular notations in the margins of the texts they are reading. (Best, 152). Our program will also focus on helping students identify words they needs to learn to expand their vocabulary because, studies suggest that when students choose words that they need to learn, they learn the word meanings more successfully and retain the meanings longer than when a teacher chooses the word. (Best, 230). Our program will also focus on educating parents in the study skills and organizational tools we will utilize. Afterall, evidence to support the claim that parental involvement is fundamentally important to childrens school success is compelling. (Best, 448). Writing: Writing is a very reflective process. Our curriculum will encompass the essentials of powerful writing. Students will write with a specific purpose and audience in mind keeping in mind the topic of study. It is a goal that students are able to present ideas clearly and logically, elaborating on ideas with embracing language. It is imperative that authors begin with creating leads and compose satisfying endings while crafting an authentic voice. Students will always reread, rethink, and revise their writing; taking responsibility for their production. We will write daily in all subject areas to explore how writing is a hub of communication. Establishing a writing community in the classroom and school is also critical to building a social context and improving student writing. Calling students authors and writers can have a positive effect on how students view themselves,and weather and how they can write(Best ch. 12, pg. 303). As a school we have students write daily. We research, compare, contrast, and refute arguments to become independent thinkers. All students will have the same expectations. Diverse learners will receive support through technology using programs such as Co-writer (word prediction software) and Storyboard That, among other programs. Vocabulary: The vocabulary component of the framework is reflective of what students should already know about the functions and relationships of words by middle school. The learning is structured to enhance and further develop the skills middle school students need in order to make meaning of complex text in all content areas. The vocabulary agenda is an engaging program that will support learners in breaking down the meaning of word parts, building relationships between words, and clarify the meaning of unknown words; all of which
Reading Instruction Framework Middle School Grades 6-8
are essential in their path towards more independent learning in high school and ultimately college. In order to continue to build on students foundational vocabulary skills, the framework has been created to incorporate technology based tools as a means to support students and meet their individual needs. According to Morrow and Gambrell (2011), It is essential that teachers and researchers begin to document what a balanced approach to vocabulary actually looks like in the classroom (Best, pg. 241). This balanced approach includes meeting the needs of a variety of learners, which our framework strives to address. A program such as Wordle aids visual learners in making connections between word meanings. Words Their Way helps kinesthetic learners, and students lacking foundational word knowledge, to manipulate spelling patterns based on their current developmental stage. Applications like Quizlet and Vocabulary Builder assist auditory and English Language learners in learning the pronunciation of words and, in turn, can better understand homophones in context. Lastly, read-write learners will build vocabulary structures with the use of a variety of technologies through the comprehension and writing components of the framework. Overall, the vocabulary portion of the framework is essential to student success in literacy.
