Content Knowledge, and Foundational Skills. Impacting each of these for ELs is learning
English as an additional language, and impacting all students is the context in which learning occurs.
Displayed in the white field of the figure are the characteristics of the context for instruction called for
by this ELA/ELD Framework. Highlighted in figure 5.2 is research on motivation and engagement,
discussed in chapter 2 of this framework. Teachers in the grade span recognize their critical role in
ensuring children’s initial steps on the exciting pathway toward ultimately achieving the overarching
goals of ELA/literacy and ELD instruction (displayed in the outer ring of figure 5.1): students develop
the readiness for college, careers, and civic life; attain the capacities of literate individuals; become
broadly literate; and acquire the skills for living and learning in the 21st century.
Figure 5.1. Circles of Implementation of ELA/Literacy and ELD InstructionFigure 5.2. Motivation and EngagementEducators should keep issues of motivation and engagement at the forefront of their
work to assist students in achieving the CA CCSS for ELA/Literacy and CA ELD Standards. The
panel report Improving Adolescent Literacy: Effective Classroom and Intervention Practices
(Kamil, and others 2008, p. 28–30) makes clear the importance of addressing motivation
and engagement throughout the grade levels and recommends the following practices in
classrooms with older students:- Establish meaningful and engaging content-learning goals around the essential ideas of a
discipline as well as the specific learning processes students use to access those ideas.
- Monitor students’ progress over time as they read for comprehension and develop more
control over their thinking processes relevant to the discipline. - Provide explicit feedback to students about their progress.
- Set learning goals. When students set their own goals, they are more apt to fully engage
in the activities required to achieve them.
396 | Chapter 5 Grades 4 and 5