Formative assessment is an ongoing and integral component of instruction. It occurs as teachers
lead discussions about the selections; listen in on students’ conversations about texts; view and
discuss with students’ their annotations, double entry journals, quick writes; and the like.
Students experiencing difficulty likely need greater support—more explicit guidance and scaffolded
practice—as they engage with complex texts. Students who are ELs likely require differentiated
scaffolding, based on their English language proficiency levels, in order to have full access to the
language of complex texts they are reading and to use language to express their ideas about the texts
in speaking and writing. It is critical that all students regularly encounter sufficiently complex texts in
order to advance as readers. However, their interactions with those texts, though challenging, should
be intellectually satisfying and enjoyable experiences.
Language Development
Language development is a central focus of the CA CCSS
for ELA/Literacy, cutting across all strands of the language arts
(Reading, Writing, Speaking and Listening). In addition, it is the
primary focus of the CA ELD Standards. Language development
is dependent on opportunities to experience language. Thus,
students engage in myriad language interactions with peers
and adults for a range of purposes. They also use language by
writing extensively.
Key to language development, especially academic
vocabulary development but also the development of complex
grammatical structures is exposure, and the best source of
exposure is complex texts. Thus, for this and many reasons,
teachers continue to read aloud to students in grade four. And,
students engage in extensive independent reading. Teachers
and teacher librarians provide time and access to a wide range of books and other text materials.
They conference with students about what they are reading. They encourage students to share their
recommendations with their peers and to engage in social interactions about books, such as forming
temporary book clubs.
In addition to engaging with texts, students are provided vocabulary instruction. Words are
targeted for a variety of reasons, including their importance in a unit of study and their wide
applicability. Teachers provide “student-friendly” definitions, that are ones that capture the essence of
a word, include how the word is typically used, and use “everyday” language (Beck, McKeown, and
Kucan 2013). In a comprehensive program of vocabulary instruction teachers do the following:
- Ensure students have extensive experiences with
academic language: They engage students in myriad
collaborative conversations, read aloud to students regularly
from a variety of sources, and most importantly, promote
daily independent reading of a wide range of texts. - Establish a word-conscious environment: Teachers model
a fascination with language and an enthusiasm for words.
They explore word etymologies and play word games. They
foster in students both a cognitive and affective stance
toward words.
Key to language development,
especially academic
vocabulary development
but also the development of
complex grammatical structures
is exposure, and the best source
of exposure is complex texts.Grade 4 Chapter 5 | 427