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

-Graphic Organizers
(Frayer Models,
Semantic Maps, )
-Visual examples
-Act it out
-Flash cards
-Games (Matching,
Taboo, Password)
-KIM (Keyword,
information, Memory
cue)
-Morphology

Reading Instruction Framework Middle School Grades 6-8

Assessment

- Double Entry Journals

-Study Buddy
-Index It (Dont
understand? Use index
cards to notate and come
back to it later)
-Mnemonics
-Audio and Visual
supplements

(Expository & Persuasive)

-Action-Feeling-Setting
Strategy (Narrative)
-Five Big Questions
-Invisible Writing

-Word walls
-Spelling Patterns
instruction
-Associations

-Exit slip
-Observation
-Discussion
-Literal, inferential
questions
-Fountas & Pinnell
(running records)
-MAZE assessment -

-Exit slip
-Observation
-Discussion
-Progress monitoring
-Binder rubrics
-Notetaking rubrics
-Parent/teacher signature
in agenda

-Exit slip
-Observation
-Discussion
-Pre and Post On Demand
Writing Prompts
-Portfolios
-Peer Editing

-Words Their Way

-Exit slip
-Observation
-Discussion
-Apply vocabulary in
writing a story, song
lyrics, or informational
piece.

Reading Instruction Framework Middle School Grades 6-8

aimsweb
-Checklists
-ReadWorks
Assessments
-Accelerated Reader (AR)
Technology

-Progress Monitoring
tools (MobyMax, MyOn,
FrontRow)
-Leveled Texts
(Scholastic, NewsELA,
Subtext)
-Class Dojo
-Flocabulary
-Interactive Graphic
Organizers

-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

-Google Apps
-Microsoft Office
-Blogs (KidBlog)
-Class Dojo
-Storyboardthat
-ToonDoo
-CoWriter (Word prediction
software)
-Instructional Videos
-Webfolio
-Hyperstudio
-Prezi
-Writing Process Apps

-Word
Relationships/Word
Clouds (Wordle)
-Vocabulary Fieldtrips
(TrackStar)
-Concept/
Picture/Word Sorts
-Word Puzzles
(Crosswords, Word
Search)
-Quizlet
-Vocabulary Builder
-Class Dojo

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.