Milton M. Somers Middle School
Departments
Language Arts
Comprehensive Literacy Model
- Strategic Reading
- Students can state purpose for
reading (informed, literary experience, perform a task).
- Students are using before
reading strategies (prior knowledge, previewing, predictions).
- Students are using during
reading strategies (highlighting, note taking, questioning, 3 minute pause,
etc.).
- Students are using after
reading strategies (stance questions, reflection, summarizing).
- Students are engaged in
vocabulary development.
- Students are involved in daily
self assessment to become strategic readers (reflection journals, peer
dialogue).
- Strategic Writing
- Students know the purpose for
writing (inform, persuade, personal expression).
- Students participate in a mini
lesson that models best practices and/or writing process that links to
purpose for writing).
- Students are demonstrating an
understanding of the modeled mini lesson.
- Students are actively involved
in the writing process (prewriting drafting, peer revision, editing,
publishing).
- Students use assessment as
part of improving their writing. (Student reflection, rubrics, scoring keys,
conferencing).
- Self Selected Reading/Writing
- Time should be balanced during
the week between self selected, reading/writing. The purpose of this block
is for students to apply the strategies learned.
- Self Selected Reading
- Students are engaged in read
aloud which includes a variety of text and genre (10 min.)
- Students are reading silently
using their own materials or book boxes based on choice or theme with
materials at their independent or instructional level.
- Students are engaged in
teacher conferencing.
- Students share briefly what
they have read (2 minutes).
- Self Selected Writing
- Students select writing
topics, purposes audiences.
- Students are engaged in a part
of the writing process.
- Students are engaged with teacher's conferencing.
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