Question Detail

Routines/Engagement in a Middle School Reading Intervention Class

Jan 3, 2016 4:01pm

I'm teaching a class called Ramp Up- it's kind of a reading strategies/intervention type ELA class. I am unable to use the given curriculum as it is not really written to accomodate 42 min classes every other day. I'm halfway through the year, and still looking to find bellwork/opening routines that work to get kids focused and settled. What have other 7th Grade ELA teachers used for bellwork? Ideally for me, bellwork is anticipatory, however, it seems lots of teachers use grammar worksheets, vocab or a journal. I'm also struggling to make the work meaningful because it's not students' core ELA class--it's extra. The classes are loaded, too, with up to 28 in one section, which makes it difficult for me to know how to best differentiate to meet the reading needs of so many. Any other intervention teachers out there?

  • English Language Arts
  • 7
  • Behavior / Engagement


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    • Feb 13, 2016 9:23am

      All ELA teachers in our middle school use Judith Holbrook's Daily Reading Passage and Mentor Sentences as the daily bell ringer. We create one handout for each student that is used for a whole week. The reading selection is on the front, and the mentor sentence activity is on the back. Different skills are practiced daily using the same passage and the same sentence. Copy and paste the following links to get more information:

      • Mar 16, 2016 3:08pm

        Thanks for the feedback, everyone! I didn't get a chance to log into the site for a while.

        E. Coleman- I like that idea.

        Erick- thanks for your response. I'm going to check out this resource and get back to you. I try not to assign pointless, throwaway bellwork and I really like when it ties in directly with what students are going to be doing that day. Right...I said bellwork and routines. The "routine" is that students come in, grab their notebook and folder from the class bin, look at the board and do whatever is bellwork (journal, vocab, etc). They just don't do it, no matter how much I prompt or assign consequences. It's like they want to come into class and play (particularly my 7th grade intervention group). This means they don't see what I have planned as meaningful. Sometimes, even I think it is doable, they totally ignore it and say they "don't get it" until I prompt them to re-read the directions. It's not all students, but it's frustrating.