English Language Development

interacting with texts; however, this requires effective teaching. Teachers select texts that are appropriately challenging, yet ...

Figure 2.8. Qualitative Dimensions of Text Complexity Levels of Meaning (literary texts) or Purpose (informational texts) Singl ...

Quantitative dimensions refer to those aspects of text complexity, such as word length or frequency, sentence length, and text c ...

Reader characteristics and task demands also need to be considered in determining the complexity of a text for a group of learne ...

Figure 2.10. Strategies for Supporting Learners’ Engagement with Complex Text Strategies understanding of complex text by.. .Tea ...

Strategies understanding of complex text by.. .Teachers support all students’ Additional, amplified, or differentiated support f ...

connections, and evaluate their credibility and effects on the reader. Such sophisticated analyses begin at the earliest grades ...

During instruction, teachers model how to read text closely by thinking aloud for students, highlighting the literal and inferen ...

In reading, children (RL/RI.K–12.4) move from identifying unknown words and phrases in text in kindergarten and first grade to i ...

Figure 2.12. Academic Language Academic language broadly refers to the language used in school to help students develop content ...

Vocabulary Over the past several decades, vocabulary knowledge has been repeatedly identified as a critical and powerful factor ...

Recent research with ELs in kindergarten through grade twelve demonstrates the positive effects of focusing on domain-specific a ...

Figure 2.14. Understanding Register Register refers to the ways in which grammatical and lexical resources are combined to meet ...

Effective Expression Reading, writing, speaking, listening, and language are tools for effective communication across the discip ...

rhetorical stance in writing and speaking. Students become effective in their expression when they are able to make linguistic a ...

Figure 2.15. Structures for Engaging All Students in Academic Conversations Rather than posing a question and taking immediate r ...

Opinion Formation Cards Students build their opinion on a topic as they listen to the ideas of others. Students have evidence ca ...

speak (SL.K–5, Standards 1–3), and present ideas and information (SL.K–5, Standards 4–6). They engage in research to build and s ...

the topics, and that sentences may be patterned in ways unique to particular fields. Developing metalinguistic awareness of the ...

each grade level for students whose first language is English, and chapter 9 provides guidance for serving students who experien ...