Content knowledge is supported, as are all the themes, by wide reading. Accordingly, teachers
plan a program of independent reading that encompasses literature, literary nonfiction, and nonfiction
to support students’ knowledge acquisition. See the section on wide reading and independent reading
in chapter 2 of this ELA/ELD Framework and in the overview of the span in this chapter.
Foundational Skills
For information on teaching foundational skills to high school
students who need this strategic support, see the Foundational
Skills section in the overview of this chapter, as well as chapter
9, Access and Equity, in this framework.
English Language Development in
Grades Nine and Ten
In grades nine and ten, ELs learn English, learn content
knowledge through English, and learn about how English works.
English language development occurs throughout the day
across the disciplines (integrated ELD) and also during a time
specifically designated for developing English based on ELs’
language learning needs (designated ELD). In integrated ELD, ninth- and tenth-grade teachers use
the CA ELD Standards to augment the ELA or other content instruction they provide. For example,
to help ELs at the Emerging level of English language proficiency to write an argumentative essay,
teachers might offer substantial support by providing a graphic organizer that structures the essay
into the stages of the text type (e.g., position statement with issue and appeal, argument with points
and elaboration, reiteration of appeal). They guide their students to analyze model essays as mentor
texts, highlighting the rhetorical moves that are typical of arguments (e.g., discussed as ethos, pathos,
and logos) and particular language features that are expected in arguments (e.g., use of particular
vocabulary and phrasing to persuade the reader or text connectives to create cohesion).
Teachers might explicitly teach select general academic vocabulary words (for example, determine,
consequences) or particular grammatical structures (modal verbs to temper statements, such as
should, might, could) so that the students feel confident
in using them in their own writing. Teachers also provide
sentence or paragraph frames for key phases of the
essay, and they might also provide bilingual dictionaries
and thesauruses so the students can include precise
vocabulary related to the topic and text structure. Students
at the Expanding and Bridging levels of English language
proficiency likely do not need this level of linguistic support.
However, all EL students need varying levels of scaffolding
depending on the task, the text, and their familiarity with
the content and the language required to understand and
engage in discussion. Figure 7.20 presents a section of the
CA ELD Standards (ELD.PII.9–10.1) teachers can use, in
tandem with the CA CCSS for ELA/Literacy and other content
standards, to plan instructional support differentiated by
proficiency level and need for scaffolding.
Teachers might explicitly
teach select general
academic vocabulary words
(for example, determine,
consequences) or particular
grammatical structures (modal
verbs to temper statements,
such as should, might, could) so
that the students feel confident
in using them in their own
writing.Grades 9 and 10 Chapter 7 | 737