English Language Development

in informative/explanatory texts, and to link opinions and reasons in arguments (W.4–5, Standards
1–3). However, students also develop grammatical and discourse understandings as they examine text
organization and structure (RL/RI.4–5.5). This reciprocal relationship between reading and writing—in
terms of developing grammatical and discourse understandings—is emphasized in the CA CCSS for
ELA/Literacy and amplified in the CA ELD Standards, particularly in ELD.PII.4–5, Standards 1–7.

Figures 5.4 and 5.5 provide examples of academic vocabulary and complex grammatical structures
typical of complex literary and informational texts. Most students in grades four and five will need at
least some support in understanding and producing this type of language, and ELs at early levels of
English language proficiency will likely require substantial scaffolding and repeated practice with new
language in the context of intellectually rich learning. In addition, academic vocabulary and complex
grammatical structures are rich language resources for students to analyze, evaluate, and use as
models in their own writing and speaking.

Figure 5.4. Selected Academic Language from Where the Mountain Meets the Moon by

Grace Lin

General Academic

Words

Complex Grammatical Structures

impulsive (p. 2)

suited (p. 2)

accompanied (p. 2)

meager (p. 2)

reverence (p. 4)

anguish (p. 4)

enthralled (p. 28)

obedient (p. 31)

• Every time Ba told the story, she couldn’t help thinking how
  wonderful it would be to have the mountain blooming with fruit
  and flowers, bringing richness to their needy village. (p. 8)


• Through the window, Fruitless Mountain stood like a shadow, but
  Minli closed her eyes and imagined the house shimmering with
  gold and the mountain jade green with trees, and smiled. (p. 32)


• When the mother called them for dinner, both refused to move,
  each clinging to their dishes of wet dirt; Minli had to smile at their
  foolishness. (p. 33)

Figure 5.5. Selected Academic Language from We Are the Ship: The Story of Negro

League Baseball by Kadir Nelson

General Academic

Words

Domain-Specific

Words

Complex Grammatical Structures

prohibited (p. 2)

genuine (p. 3)

demanding (p. 5)

equipped (p. 5)

dispute (p. 9)

integrate (p. 9)

rival (p. 9)

shameful (p. 18)

consistent (p. 21)

professional league

(p. 5)

pennant (p. 9)

umpire (p. 17)

majors (p. 17)

infielders (p. 17)

spitters (p. 18)

emery ball (p. 18)

dugout (p. 20)

strike (p. 21)

• When we did play, we got the wrong
  directions from our manager and were
  targets for opposing pitchers and base
  runners, which was a dangerous thing,
  because back in those days, no one
  wore any type of protective gear—not
  even the catcher. (p. 1)


• He wanted to create a league that
  would exhibit a professional level of
  play equal to or better than the majors,
  so that when it came time to integrate
  professional baseball, Negroes would be
  ready. (p. 8)

404 | Chapter 5 Grades 4 and 5