7th Grade Literacy
Ms. Coleman
Mrs. Fanning
2010/2011
Workshop Model
-opportunity to engage in literacybased 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
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Format of the Class
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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
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WRITING
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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
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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
Differentiation: using different leveled
texts and assignments to meet the same
standards
 Standards-based rubrics and
assessments; project-based
 Whole class lesson, small group learningcenter rotations
 Building RESPECT & RESPONSIBILITY;
natural consequences
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Philosophy of the Class
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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
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 Study
ABILITY AWARENESS
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 Study
OUTSIDERS
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 Kathe Koja
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 Study
SOCIAL JUSTICE
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 Study
MYSTERIES
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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
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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
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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…