to convey and organize meaning. Examples of specific language resources are text connectives to
create cohesion (e.g., for example, however); long noun phrases to expand and and enrich ideas
in sentences (e.g., the bird that is on the wire, the man with the gigantic smile plastered across his
face); and complex grammatical structures using academic vocabulary to establish relationships
between ideas and convey meanings in precise ways (e.g., Instead of charging into the forest, the
wolf decided to patiently await the arrival of his meal). Providing students with opportunities to
discuss the language of the complex texts they read enhances their comprehension of the texts while
also developing their language awareness. An added benefit of language analysis is that it provides
students with models for using language that they can adopt and adapt for their own writing and
speaking.
Reading informational texts in content areas (e.g., science, social studies, the visual and
performing arts) is essential for full language and literacy development as the content, text
organization and structure, vocabulary, and types of grammatical structures vary by content area. For
example, closely reading informational texts in science and participating in collaborative conversations
about the readings help students think about science concepts in new ways as they are simultaneously
learning the language of science. The science texts students read should be embedded in rich science
instruction, as students’ engagement with science practices and concepts enhance their ability to
interact meaningfully with science texts. Conversely, students’ careful readings of science informational
texts expand their understandings of science content and practices.
When planning lessons, teachers should enact the principles and practices discussed in this
chapter and throughout this ELA/ELD Framework. Lesson planning should anticipate year-end and unit
goals, respond to students’ needs, and incorporate the framing questions in figure 4.31.
Figure 4.31. Framing Questions for Lesson Planning
Framing Questions for All Students Add for English Learners- What are the big ideas and culminating performance
tasks of the larger unit of study, and how does this
lesson build toward them? - What are the learning targets for this lesson, and what
should students be able to do at the end of the lesson? - Which clusters of CA CCSS for ELA/Literacy does this
lesson address? - What background knowledge, skills, and experiences do
my students have related to this lesson? - How complex are the texts and tasks?
- How will students make meaning, express themselves
effectively, develop language, and learn content? How
will they apply or learn foundational skills? - What types of scaffolding, accommodations, or
modifications will individual students need for effectively
engaging in the lesson tasks? - How will my students and I monitor learning during and
after the lesson, and how will that inform instruction?- What are the English language
proficiency levels of my
students? - Which CA ELD Standards
amplify the CA CCSS for
ELA/Literacy at students’
English language proficiency
levels? - What language might be new
for students and/or present
challenges? - How will students interact in
meaningful ways and learn
about how English works in
collaborative, interpretive,
and/or productive modes?
- What are the English language
376 | Chapter 4 Grade 3