- ELA: engaging in Socratic Seminars, SQP2RS (Survey, Question, Predict, Read, Respond,
Summarize), and GIST (Generating Interactions between Schemata and Text) - Science: writing procedures for experiments, summarizing sections of texts, responding to text
from single or multiple sources for the purposes of deep inquiry - Mathematics: constructing viable arguments, writing explanations and justifications, responding
to charts, graphs, patterns, and other data - History: constructing events charts, summarizing using multiple-gist strategy (Shanahan and
Shanahan 2008, 56), and engaging in Questioning the Author (Beck, McKeown, and Kucan
2013)
As stated in previous chapters, the relationship among English language arts and literacy, English
language development, and the content areas or disciplines is interdependent. Content knowledge
grows from students’ knowledge of language and ability to use language effectively to accomplish
their disciplinary goals through reading, writing, speaking, and listening; just as literacy and
language proficiency grow from increased content knowledge (Short, Echevarria, and Richards-Tutor
2011; Echevarria and Short 2010, 250–321). All students should be provided rich instruction, with
appropriate pedagogy, in the content areas. Those needing additional support in language or literacy
development should not miss opportunities to take content area courses. In other words, additional
assistance should be provided at a time that does not preclude enrollment in content courses.
Engaging with Literature and Informational Texts
Literature is at the heart of the content of the English
language arts curriculum, and its power and beauty should
not be overshadowed by the discussions in this framework—
although critically important—about literacy in the other
disciplines. Our collective humanity and wisdom rest in the
words of writers past and present—writers who have created
worlds into which young adolescents gain admittance with the
hope that the encounters will sharpen their minds and feed
their spirits. The CA CCSS for ELA identify three categories
of text within literature: stories, drama, and poetry. Stories
include novels, short stories, and graphic texts, including the
subgenres of adventure, historical fiction, mysteries, myths,
science fiction, realistic fiction, allegories, parodies, satire, and
more. Drama includes the subgenres of one-act and multi-act plays in written form and on film. Poetry
includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads,
and epics. Literary nonfiction includes the subgenres of personal essays, speeches, opinion pieces,
criticism, biographies, memoirs, and literary journalism. All of these forms include classical through
contemporary works representing a broad range of literary periods and cultures.
When selecting literary texts, including literary nonfiction and nonfiction, teachers, teacher
librarians, and school leaders should consider the various resources available to them. The appendix
of this ELA/ELD Framework—“The Role of Literature in the Common Core State Standards and
Book Resources for Teachers”—offers advice about teaching literature and numerous suggestions
for locating high-quality books and texts. In addition, teachers and others should take into account
the cultural and linguistic diversity of their students and choose texts that are appealing to their
students for a variety of reasons, including texts by authors from similar cultural backgrounds or who
address issues that are relevant for high school students, such as racism, poverty, gender identity,
communities, immigration, and other topics that motivate adolescents approaching adulthood to
engage with deep thinking, writing, and rich discussions.
Literature is at the heart of
the content of the English
language arts curriculum, and
its power and beauty should
not be overshadowed by the
discussions in this framework—
although critically important—
about literacy in the other
disciplines.Grades 6 to 8 Chapter 6 | 533