English Language Development

resources (e.g., videos, multimedia presentations, photographs) on topics related to the reading,
to expand students’ knowledge and to support comprehension as well as discussion of high-level
concepts. Integrating technology reflects students’ lived experiences, which typically involves
immersion in various types of media.

Importantly, for all students, and especially ELs, teachers explicitly draw attention to the language
of texts, including how different types of texts are organized and how writers use particular language
resources (e.g., text connectives, long noun phrases, types of verbs, general academic and domain-
specific vocabulary) to achieve specific purposes (e.g., to persuade, to explain). Examples of specific
language resources students can learn to identify and use deliberately are text connectives to create
cohesion (e.g., for example, unexpectedly, in the end); long noun phrases to expand and enrich
ideas in sentences (e.g., “the ability to legislate behavior in areas not specifically set forth in the
Constitution.” [NGA/CCSSO 2010b: Appendix B, 132]); complex sentences to establish relationships
between ideas (e.g., “I think I should indicate why I am here in Birmingham, since you have been
influenced by the view which argues against ‘outsiders coming in’” [NGA/CCSSO 2010b: Appendix B,
127]); and figurative language to evoke images and emotions (e.g., “The streets were ruptured veins.
Blood streamed till it was dried on the road, and the bodies were stuck there, like driftwood after
the flood” [NGA/CCSSO 2010b: Appendix B, 109]). Providing students with many opportunities to
discuss language choices made by writers and how the choices convey meanings enhances students’
comprehension of complex texts, offers them options for writing, and develops their metalinguistic
awareness.

Lesson planning should anticipate year-end and unit goals and incorporate framing questions, such
as those provided in figure 7.21.

Figure 7.21. 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?
  
  
  
  

Grades 9 and 10 Chapter 7 | 743