- In ELA and HST, conducting short research projects to answer a question (W/WHST.6–8.7),
generating additional related, focused questions for further research (W.7.7; WHST.6–8.7) or
that allow for multiple avenues of exploration (W.8.7; WHST.6–8.7) - In ELA and HST, gathering relevant information from multiple print and digital sources,
assessing the credibility of sources, quoting or paraphrasing data and conclusions of others,
avoiding plagiarism, providing basic bibliographic information (W.6–8.8/WHST.6–8.8), using
search terms effectively, and following a standard format for citation (W.7–8.8; WHST.6–8.8) - In ELA, evaluating the argument and specific claims in an informational text (RI.6–8.8)
- In HST, distinguishing among facts/opinions, reasoned judgment based on research, and
speculation in a text (RH/RST.6–8.8) - In ELA, comparing and contrasting one author’s presentation with another (RI.6.9) and
analyzing two or more authors writing on the same topic (RI.7.9) or two or more texts providing
conflicting information (RI.8. 9) - In HST, analyzing the relationship between a primary and secondary source on the same
topic (RH.6–8.9); comparing and contrasting information gained from experiments and other
multimedia sources with written sources (RST.6–8.9)
The CA CCSS for ELA/Literacy and the CA ELD Standards call for students to engage with complex
texts to build knowledge across the curriculum. When provided with appropriate scaffolding, ELs can
interact meaningfully with complex informational texts to engage in research, which in turn helps
them to build up academic language and content knowledge. Techniques that support ELs in research
include the following: - Encouraging ELs with strong primary language literacy backgrounds to draw upon this resource
to help them locate, evaluate, and analyze information (e.g., by pairing grade-level texts in their
primary language with texts in English at or above their reading level in English). - Assisting ELs to select reading and drafting strategies appropriate for varied research tasks
(e.g., using different types of notetaking templates for different types of text). - Teaching ELs how not to plagiarize by providing explicit guidance on the conventions of textual
ownership and citations in U.S. academic settings, alongside clear and critical explanations of
the purposes these conventions serve. - Creating opportunities that allow ELs to learn research processes by participating in teacher
guided and collaborative endeavors before attempting research independently.
Planning for Wide Reading
Starting in third grade, and continuing through middle school, extensive reading is an important
source of new vocabulary (Nagy and Anderson 1984), as well as providing students exposure to
a range of text types, information, and ideas. Students in grades six through eight are expected
to be able to read an increasing amount of literature
and informational text, including literary nonfiction and
informational/expository texts across content areas. Students
need to read a wide variety of literature and informational
texts in English language arts, as well as a variety of
informational and technical texts in other content areas. As
indicated previously, genres of literature include short stories,
poetry, drama, and novels; genres of literary nonfiction
include essays, speeches, opinion pieces, biographies,
and journalism; and informational texts include historical,
scientific, or other reports documents. All students need to
Starting in third grade, and
continuing through middle
school, extensive reading
is an important source of
new vocabulary, as well as
providing students exposure
to a range of text types,
information, and ideas.Grades 6 to 8 Chapter 6 | 537