Building a Culture of Literacy in Grades 7-8 Reading Class
Weeks 1-2: August 1-12
The first two weeks in our secondary reading classes are critical to building a strong foundation for our students’ literacy experiences. As we know, a majority of the students who are assigned a secondary reading class, may have had negative past experiences with reading. Our goal within the first two weeks is to begin to build a culture of literacy with our students that sets them up for success in their interactions with texts.
An important note is that the majority of concepts in the first two weeks are not standards-based, but instead focus on good reading skills and habits. Additionally, these concepts are taught early in the year so they become habitual in nature as the year progresses.
Another key tent of the reading classes this year will be the use of small-group reading instruction, known as guided reading. While the introduction of a new concept will come in the teacher-directed reading instruction, the application will take place during the guided reading instruction with instructional level texts.
- This means that the activities students complete during the first two weeks should be executed in small groups as often as possible to help students acclimate to this structure.
- Additionally, students should practice working on these activities independently prior to switching activities, another hallmark of guided reading.
- During this time, the teacher should spend 5-10 minutes with every group individually to listen to their thinking during the activity and ask extension questions. This will help students become accustomed to the support they can expect during guided reading.
During week 2 specifically, we will introduce students to the idea of literature circles, which will be one of the expected tasks students engage in while they are not involved in guided reading.
Pacing for Weeks 1 and 2
Goals and Outcomes for Week 1:- Get to Know Students’ Reading Styles
- Review Book Genres
- Procedure for Choosing a Book to Read
- Explain Independent Reading Procedure
- Discuss Purpose for Reading
- Previewing a Text
- Listen to each student read aloud
- Classroom Procedures and Routines
- Getting to Know You Activities
- General Classroom structure information
- Reading Style Inventory (see resource document)
- Review Genres
- Introduce Previewing a Text
- Choosing a Book to Read
- Select Independent Reading books
- Explain Independent Reading Procedure
- Begin Independent Reading (at least 5-10 minutes)
- Brainstorm “Reasons we Read” with students
- Introduce Reading Reasons mini-lesson (see resource document)
- Create visual representations of “Reasons we Read”
- Discuss the term “Purpose for Reading” and its importance(see resource document for lesson ideas)
- Independent Reading
Goals and Outcomes for Week 2:
- Introduce Literature Circles and Roles
- Practice Collaborative Reading
- Practice Literature Circles
- Capturing list of Reading Strategies
- Guided Reading “Trial Run” during Literature circles
- Independent Reading and Literature Circle Rotations
- Introduce Thinking Stems and Think Alouds
- Introduce Literature Circle concept and roles
- Assign very short article and have students all read with “a purpose for reading” as assigned by their role.
- Model how to share out after literature circle
- Check-in with students on how they comfortable they feel with the literature circle roles
- Independent Reading
- Review literature circle process from previous day (roles and procedure)
- Model use of thinking stems to encourage students’ active thinking and discussion of reading (think aloud)
- Practice use of thinking stems together (short text)
- Explain division of activities (half of class will read independently and half will complete literature circle) with same purpose for reading
- Purpose for Reading: Use of thinking stems to track thinking and think aloud
- Group 1: Independently read and use thinking stems. Stop to collaborate with partners and think aloud.
- Group 2: Read an article in literature circles with every student taking on a different role. Use thinking stems to think aloud.
- Switch groups
- Explain that now we will add in a third group that is reading and discussing the article with the teacher.
- Model how to capture the list of strategies used when reading by thinking aloud what is happening in your mind as you read.
- Group Rotations
- Group 1: Read article with teacher and practice identifying what strategies are used during reading to help increase comprehension.
- Group 2: Independently read and again capture the list of strategies used when practicing independent reading.
- Group 3: Literature circle rotation. Read article again with every student taking on their specific role to increase overall comprehension.
- Switch groups until all have experienced each rotation.
Building a Culture of Literacy in Grades 7-8 Reading- Resource Document
Seventh and Eighth Grade ReadingUnit 1: Building a Culture of Literacy
- Dates: August 1- August 12, 2016
- How can reading positively impact our lives, both current and future?
- Why is it important to document our thinking during reading?
- How can it be beneficial to discuss our reading with peers?
Concepts covered in this unit:
- Get to Know Students’ Reading Styles
- Review Book Genres
- Procedure for Choosing a Book to Read
- Explain Independent Reading Procedure
- Discuss Purpose for Reading
- Previewing a Text
- Listen to each student read aloud
- Introduce Literature Circles and Roles
- Practice Collaborative Reading
- Practice Literature Circles
- Capturing list of Reading Strategies
- Guided Reading “Trial Run” during Literature circles
- Independent Reading and Literature Circle Rotations
- Introduce Thinking Stems and Think Alouds
Suggested Articles to use for Literature Circle Work- Week 2 (NewsELA and ThinkCerca both require a free account)
- “These days, seems some kids are born with a smartphone in their hand”-
- “They tweet and text, but students still prefer paging through yearbooks”-
- “Professor Says Teens’ Social Media Lingo Hurts Writing Skills”-
- “Police Shut Down Texas Girls’ Lemonade Stand”-
- “Bats in School: A Bad Idea” -
- “First Lady Announces Plan to Help Millions of Girls Go to School”-
Teacher Resources to Support Concepts
Week 1 Resources:
Reading Styles Inventory
- Reading Interest Survey- Option 2
- Reading Interest Survey- Additional Option
- Literary Genres Practice and HW
How to choose a book to read
- Tips for Choosing a Just Right Book
- Book Pass Activity to Preview Books for Interest
Setting a Purpose for Reading
- Notes for Setting a Purpose for Reading
Previewing the text
- Guided Notes- Previewing the Text
- Previewing an article
Week 2 Resources:
Literature Circle Resources
- Literature Circle Job Descriptions
- Literature Circle Job Worksheets
Thinking Stems
- Thinking Stems to Use when reading
Think Aloud Resources
Capturing a Reading Strategies List
- How to Capture Reading Strategies Worksheet
ELA Websites for Continual Use:
(must register)
DOE Resources
A Look Ahead to Week 3:
- By August 5, you will receive the pacing documents for the remainder of the quarter. You will also receive an accompanying document that contains suggested resources.
- All concepts and strategies will be aligned and foundational to the current English/Language Arts Quarter 1 standards.
- Remember, the structure moving forward will consist of mini-lessons on concepts and strategies during Teacher-Directed Reading Instruction and the application will occur during guided reading, independent reading, and literature circles.
Instructional Framework for 7th-8th Grade Reading Block ~ 45 minutes (beginning week 3)
Component of Instruction / Time Spent on ComponentInteractive Read Aloud/
Teacher-Directed Reading Instruction
- Alternating days
- Read Aloud: 2-3 times/week
- Should focus on the same concept introduced during teacher-directed reading instruction/mini-lessons
- Teacher-Directed Reading Instruction: 2/3 week
- Concepts applied during guided reading rotations and independent reading are introduced during this time through mini-lessons
Guided Reading Group Rotations
- Teacher meets with 1-2 groups/day depending upon the students’ level and needs
- The remaining groups conduct independent reading or literature circles during this time
Word Study
- Explicit instruction on various vocabulary strategies to help students build strategies to determine the meaning of unfamiliar words.
- Instruction should be embedded within texts that are currently being read.