As stated in previous chapters, the relationship among
English language arts and literacy, English language
development, and the content areas or disciplines is
one of interdependence. Content knowledge grows
from students’ knowledge of language and ability to use
vocabulary, grammatical structures, and discourse practices
to accomplish their disciplinary goals; just as literacy
and language proficiency grow from increased content
knowledge. All students are provided rich instruction, with
appropriate pedagogy, in the content areas. Those needing
additional support in language or literacy development
should not miss opportunities to participate in content area
courses. In other words, additional assistance is provided at
a time that does not prevent 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 ELA/ELD 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 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.
Within stories exist 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 consider the range of 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. The
curriculum modules offered by the Expository
Reading and Writing Course developed by the
California State University is another source. In
addition, teachers and others 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 ELA/ELD
Framework—although critically
important—about literacy in
the other disciplines.... teachers and others 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.
702 | Chapter 7 Grades 9 to 12