Middle Grades English/Language Arts

In SFUSD, we value the love of reading and expect that students will be reading widely both fiction and nonfiction titles of their choosing.  SFUSD Libraries has compiled a list of Recommended Titles for Middle Schoolers.  

We highly encourage students to use Hoopla or to visit the public library to select these texts and others from their expansive collections.

A comprehensive literacy model provides numerous and varied literacy opportunities for all students. SFUSD's approach encourages teachers to be strategic about when to work as a whole class, with a small group, or one-on-one; identify the instructional needs of each student based on the task at hand; and offer specific learning experiences based on these needs.

To ensure that we are meeting the needs of all students, we must incorporate many approaches to teaching literacy within E/LA classrooms in middle school. The research based components outlined in the SFUSD Comprehensive Approach to Literacy (CAL) model provide a rigorous reading and writing focus in the secondary classroom. These components are in alignment with the CA Common Core Standards for Literacy and encourage teachers to increase the opportunities for students to access reading, writing, speaking and listening within the English/language arts class. The components provide a framework for the reading and writing process to advance the development of proficient readers and writers throughout our district as they prepare for college and career. Read more in the Introduction to the Comprehensive Approach to Literacy Components

CAL Resources: 

• SFUSD's Comprehensive Approach to Literacy: Workshop Lesson Plan Terms & Synonyms
• Opportunities for Integrated ELD within SFUSD's Comprehensive Approach to Literacy
• Secondary English/Language Arts Workshop Lesson Plan Template
• Secondary English/Language Arts Minilesson Plan Template

The workshop approach to the teaching of reading and writing is a student centered approach, one where the students are active participants in their learning.  

Educators implementing the workshop approach hold the belief that students learn to read and write by actively and purposefully engaging in those behaviors. 

(Atwell, 1998; Rief, 1992)

Amy Bloodgood

Secondary E/LA Teacher on Special Assignment, 6-12

Bloodgooda@sfusd.edu

Erin O'Brien

Secondary E/LA Teacher on Special Assignment, Accelerated Literacy Network Coach, 6-8

OBrienE@sfusd.edu