What does Early Literacy Look Like in Middle School? CREATE Presentation by Nancy Nadel.

What does Early Literacy Look Like in Middle School?

CREATE Presentation

by Nancy Nadel

Picture books

High-interest Leveled Readers with picture supported glossary

Early Reader Chapter Books

Frog and Toad

Definition of Early Literacyat WIDA Levels 1 & 2

Early Literacy classes are

so-called to distinguish from classes with students who have a written language in their culture.

We needed to teach reading starting at the concept of print level in middle school.

Hunt Middle School ESL Curricula

• Additional classes were needed to serve students who had No Prior Literacy in their native language. (NPL)

• Literate in L1 students include students with interrupted schooling and newcomers who are fully literate L1 and sometimes L2.

Literacy Goals for 6th Grade

• Continue leveled reading program from elementary school to show measurable achievement separate from the WIDA ACCESS test.

• Align selected readings with 6th grade curriculum content.

WIDA Level ESL Classes at HMS

Newcomer Level 1 Level 2 Level 3 Level 4

Newcomer class

Literate in L1

6th grade

No prior literacy

6th grade

No prior literacy

7/8 grade

Mixed class

6th grade Most

Literate in L1

7/8 grade

Mixed Class

7/8 grade

Most literate in L1

Math Concepts 6th & 7th grade NPL

Sheltered Instruction Social Studies

6th gr. NPL

Sheltered Instruction Soc. Stud. 7/8th NPL

Curriculum Map: See Handout

WIDA Standard 1: ELL’s communicate for Social and Instructional purposes within the school setting.

WIDA Standard 2:ELL’s communicate information, ideas and concepts necessary for academic success in the content area of Language Arts

Themes and Essential Questions

Examples:

Standard 1: What do I need to do to succeed in middle school?

Standard 2: How do I get to be a better reader?

Grade Expectations: Grade 1R1:3 Applies word identification/decoding skills and strategies ( leading to automaticity) by…•Reading grade-appropriate, high-frequency words ( including irregularly

spelled words, contractions, etc.)

•Identifying sound-symbol correspondences: consonants, two-letter blends

•(e.g., bl, gr ), basic consonant and vowel digraphs (e.g., th, ee, ay) short vowels and long vowels affected by silent e.

•Reading regularly spelled one-and two-syllable words ( e.g., “kitten”, “doghouse”) by using knowledge of sounds and letter patterns ( including common endings -s, -ed, -ly , -ing)

Grade Expectations: Grade 2

R2:3 Applies word identification/decoding skills and strategies by…•Reading grade-level -appropriate, words with automaticity

•Reading grade-appropriate, high-frequency words

( including irregularly spelled words)

•Identifying regularly spelled multisyllabic words ( e.g., “happiness,” “shower,” “sunshine”), by using knowledge

of sounds, syllable types or word patterns ( including common spellings for consonants and vowel sounds , e.g., “knot”, “catch,” “float,” “fight,” or common suffixes)

Grade Expectations: Grade 6

R6:3 Applies word identification/decoding skills and strategies by…•Identifying multisyllabic words by using knowledge of sounds, six syllable types/syllable division, and word

patterns ( including prefixes and suffixes)

Formative Assessment

• Reading Group Oral Discussion

• Group Book DiscussionGuide for interns to lead oral discussion

Summative Assessment

• Student listener/Student speaker• Oral Retell roles help students work

cooperatively. • Fountas and Pinnell Assessment

Running record, comprehension questions, vocabulary and NECAP- aligned writing sample.

Sample Sequence of Teaching Points

Word/Language Study_- Functions and Patterns ____________parts of words

____________word endings ____________ contractions

____________question formation (wh) ____________sentence structure

Novels and Chapter Books

Thank you interns!

Come back!