Vignette 6.2. Analyzing Language to Understand Complex Texts
Designated ELD in Grade Six (cont.)Next Steps
During ELA with the whole class the next day, Ms. Valenti facilitates a similar discussion
about how Feynman’s memoir is structured, delving deeper into analyzing the language
resources he used, and helping students notice how he constructed his paragraphs and
sentences as well as his dialogue. During designated ELD, Ms. Valenti uses the CA ELD
Standards as a guide to help her focus more intensively on the language learning needs of her
ELs and to target challenging language in the texts students are reading during ELA and in
other content areas so that they can better comprehend them.Resource
Feynman, Richard. 1995. “The Making of a Scientist,” Cricket. 23 (2).Source
This lesson was adapted from
Student Achievement Partners. 2013a. “Close Reading Model Lessons: ‘The Making of a Scientist’ by Richard
Feynman.” Achieve the Core.Additional Information
To read more about engaging students in discussions about language and how it makes meaning, see
Gibbons, Pauline. 2008. “‘It Was Taught Good and I Learned a Lot’: Intellectual Practices and ESL Learners in the
Middle Years.” Australian Journal of Language and Literacy 31 (2): 155–173.
Schleppegrell, Mary J. 2013. “Language and Meaning in Complex Texts.” Perspectives on Language and Literacy,
Summer: 37-40.Conclusion
The information and ideas in this grade-level section are provided to guide teachers in their
instructional planning. Recognizing California’s richly diverse student population is critical for
instructional and program planning and delivery. Teachers are responsible for educating a variety
of learners, including advanced learners, students with disabilities, ELs at different
English language proficiency levels, standard English learners, and other culturally and
linguistically diverse learners, as well as students experiencing difficulties with one or more
of the themes of ELA/literacy and ELD instruction (Meaning Making, Effective Expression, Language
Development, Content Knowledge, and Foundational Skills).
It is beyond the scope of a curriculum framework to provide guidance on meeting the learning
needs of every student because each student comes to teachers with unique dispositions, skills,
histories, and circumstances. Teachers need to know their students well through appropriate
assessment practices and other methods in order to design effective instruction for them and adapt
and refine instruction as appropriate for individual learners. For example, a teacher might anticipate
before a lesson is taught—or observe during a lesson—that a student or a group of students will need
some additional or more intensive instruction in a particular area. Based on this evaluation of student
needs, the teacher might provide individual or small group instruction or adapt the main lesson in
particular ways. Information about meeting the needs of diverse learners, scaffolding, and modifying
or adapting instruction is provided in chapters 2 and 9. Importantly, students will not receive
the excellent education called for in this framework without genuine collaborations among those
responsible for educating California’ children and youth. (See figure 6.16).
580 | Chapter 6 Grade 6