characteristic of effective middle grades schools (Association
for Middle Level Education 2010). So too are organizational
structures, such as collaboration among teachers and flexible
scheduling, that foster purposeful learning and meaningful
relationships. Teachers in these settings plan and teach in
small interdisciplinary teams and share common planning
time; flexible schedules permit longer and shorter blocks
of time that allow for a range of instructional practices,
including inquiry-based projects, service learning activities,
experimentation in science, and more (McEwin and Greene
2011). The integrated and interdisciplinary approach calls for
the very type of 21st century learning that engages active
and passionate middle grades students—learning that fosters
creativity, collaboration, communication, and critical thinking,
is globally focused, and utilizes technology in meaningful
ways. (See chapter 10 in this ELA/ELD Framework for more on learning in the 21st century.)
The reciprocal relationship between the language arts and content learning is made explicit in
the CA CCSS for ELA/Literacy as discussed in the preceding section. Indeed, literacy expectations are
found throughout all of California’s subject matter content standards as shown in the examples below
from a variety of California content areas in grades six through eight.
- Construct an argument supported by empirical evidence that changes to physical or biological
components of an ecosystem affect populations. (California Middle School Next Generation
Science Standard, MS-LS2-4) - Describe situations in which opposite quantities combine to make 0. For example, a hydrogen
atom has 0 charge because its two constituents are oppositely charged. (California Grade Seven
CCSS for Mathematics Standard 7.NS.2a) - Explain the significance of Greek mythology to everyday life and how Greek literature continues
to permeate our literature and language today, drawing from Greek mythology and epics, such
as Homer’s Iliad and Odyssey, and from Aesop’s Fables. (California Grade Six History–Social
Science Content Standard 6.4.4) - Explain the variety of roles dance plays among different socioeconomic groups in selected
countries (e.g., royalty and peasants). (California Grade Eight Visual and Performing Arts Dance
Content Standard 3.2) - Practice effective communication skills to prevent and avoid risky situations. (California Grade
Six Health Education Standard 4.1.S)
Similarly, the components of the CA ELD Standards—“Interacting in Meaningful Ways,” “Learning
About How English Works,” and “Using Foundational Literacy Skills”—are integrated throughout the
curriculum in classrooms with ELs, rather than being addressed exclusively during designated ELD
time. Snapshots and longer vignettes presented in the grade-level sections of this chapter illustrate
how the CA CCSS for ELA/Literacy strands, the CA ELD Standards, and content-area instruction can
be integrated to create an intellectually-rich and engaging literacy program. This integration of the
development of English as an additional language in ELA and all academic content courses also
necessitates collaboration among ELD and content area instructors. Given these interrelationships,
all teachers become teachers of language—the language needed to understand, engage with, and
communicate about written texts, digital formats, and oral discourse in each discipline.
This integrated and
interdisciplinary approach
holds special promise for
students in the middle grades.
Curricula that are challenging,
exploratory, integrative,
and relevant is identified as
an essential characteristic
of effective middle grades
schools.Grades 6 to 8 Chapter 6 | 509