English Language Arts/ English Language Development Framework

Chapter Seven

English Language Arts/ English Language Development

Framework

Adopted by the California State Board of Education, July 2014 Published by the California Department of Education Sacramento, CA

Chapter 7

Content and Pedagogy: Grades Nine Through Twelve

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Chapter at a Glance Overview of the Span

An Integrated and Interdisciplinary Approach Key Themes of ELA/Literacy and ELD Instruction

Meaning Making Meaning Making with Complex Text

Language Development Vocabulary Syntax

Effective Expression Writing Discussing Presenting Using Language Conventions

Content Knowledge Understanding Disciplinary Literacy Engaging with Literature and Informational Texts Engaging in Research Planning for Wide Reading

Foundational Skills Foundational Skills for English Learners

Supporting Students Strategically English Language Development in High School

Integrated and Designated English Language Development Grades Nine and Ten

Key Themes of ELA/Literacy and ELD Instruction in Grades Nine and Ten Meaning Making Language Development Effective Expression Writing Discussing

Grades 9 to 12

C h ap ter 7 | 6 6 1

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Chapter at a Glance (cont.) Presenting Using Language Conventions Content Knowledge Foundational Skills English Language Development in Grades Nine and Ten ELA/Literacy and ELD in Action in Grades Nine and Ten ELA/Literacy and ELD Vignettes Conclusion Grades Eleven and Twelve Key Themes of ELA/Literacy and ELD Instruction in Grades Eleven and Twelve Meaning Making Language Development Effective Expression Writing Discussing Presenting Using Language Conventions Content Knowledge Foundational Skills English Language Development in Grades Eleven and Twelve ELA/Literacy and ELD in Action in Grades Eleven and Twelve ELA/Literacy and ELD Vignettes Conclusion Works Cited

6 6 2 | C h ap ter 7

Grades 9 to 12

Overview of the Span

As stu den ts en ter g rade n i n e th ey em b ark on th e l ast p h ase of th ei r j ou rn ey th rou g h el em en tary an d sec on dary edu c ati on . S tu den ts' p rog ress th rou g h th e h i g h sc h ool y ears sees m an y c og n i ti v e, p h y si c al , em oti on al , an d soc i al c h an g es as th ese em erg i n g adu l ts c on tem p l ate th ei r

Students' progress through the high school years sees many cognitive, physical, emotional, and social changes as these

f u tu re an d th ei r p l ac e i n th e w orl d arou n d th em . A dol esc en t b rai n dev el op m en t c on ti n u es ap ac e, an d teen b rai n s c h an g e an d b ec om e m ore p ow erf u l ev ery day ( Gal v an 20 13 ) .

W h i l e i n tel l ec tu al f u n c ti on i n g n ears adu l t l ev el s i n ol der

emerging adults contemplate their future and their place in the world around them.

adol esc en ts, h i g h er- l ev el c og n i ti v e or ex ec u ti v e f u n c ti on i n g ,

su c h as p l an n i n g ah ead, w ei g h i n g ri sk s an d rew ards, an d m ak i n g c om p l i c ated dec i si on s, dev el op s

m ore sl ow l y . T h i s i s th e resu l t of c h an g es i n b rai n stru c tu re ( m y el i n ati on i n th e p ref ron tal c ortex )

th at of ten are n ot c om p l ete u n ti l earl y adu l th ood ( S tei n b erg 20 12) . B rai n sy stem s th at su p p ort

sel f - reg u l ati on an d em oti on al c on trol ( n etw ork i n g of m u l ti p l e b rai n reg i on s) al so dev el op du ri n g

adol esc en c e an d i n to adu l th ood. Gal v an ' s researc h ( 20 13 ) al so sh ow s adol esc en ts h av e h ei g h ten ed

sen si ti v i ty to an ti c i p ated rew ards th at m ay l ead to i m p u l si v e or ri sk y b eh av i or. S h e arg u es, h ow ev er,

that this sensitivity also primes young adults for independence, exploration, novelty, and flexibility.

T h i s c on stel l ati on of dev el op m en tal f ac tors m ak es th ese stu den ts ri p e f or n ew i n tel l ec tu al adv en tu res

an d ready to ex erc i se th ei r l an g u ag e an d l i terac y m u sc l es b y en g ag i n g w i th i n teresti n g i n q u i ri es,

i n sp i rati on al l i teratu re, an d th e deep q u esti on s of h u m an i ty . T h ese adol esc en ts are set to tu rn th ei r

dev el op i n g c om p eten c i es to task s th at en g ag e w i th real i ssu es of th e day ( an d y esterday ) . T h ey are

m oti v ated b y teac h ers, setti n g s, an d task s th at ex p ec t adol esc en ts to c h al l en g e th ei r ow n an d oth ers'

th i n k i n g an d th at h on or th ei r em erg i n g stan c es an d arg u m en ts.

H i g h sc h ool stu den ts are al so m oti v ated b y p eer g rou p s an d si g n al s of th ei r i n c reasi n g deg rees of

i n dep en den c e. E arn i n g a dri v er' s l i c en se, dati n g , an d p arti c i p ati n g i n sp orts an d c l u b s al l p oi n t to n ew -

f ou n d f reedom s an d i den ti ti es. T een s' ex p ec tati on s f or ac c ep tan c e an d ac adem i c an d ex trac u rri c u l ar

su c c ess c an som eti m es l ead to di sap p oi n tm en ts an d sh arp l y f el t em oti on s. A t th e sam e ti m e th ese

y ou n g adu l ts are p l an n i n g f or c ol l eg e an d oth er p ostsec on dary trai n i n g an d attem p ti n g to m ak e

th e ri g h t c h oi c es ab ou t m aj ors, sc h ool s, j ob s, an d m ore.

Although they feign nonchalance, students in high school are particularly

M ai n tai n i n g stu den ts' p osi ti v e en g ag em en t w i th sc h ool i s c ri ti c al f or al l stu den ts-- ev en m ore so f or stu den ts w h o f eel al i en ated or u n su c c essf u l . H el p i n g stu den ts dev el op a growth mind-set, i n w h i c h th ey b el i ev e th at th rou g h ef f ort an d

sensitive to teacher attitudes and dispositions toward students; disparaging comments and bias regarding group affiliation or student

i n stru c ti on th ei r i n tel l ec tu al ab i l i ty c an g row ( D w ec k 20 10 ) , i s essen ti al as w el l . A l th ou g h th ey f ei g n n on c h al an c e, stu den ts i n h i g h sc h ool are p arti c u l arl y sen si ti v e to teac h er atti tu des an d di sp osi ti on s tow ard stu den ts; di sp arag i n g c om m en ts an d bias regarding group affiliation or student intelligence are deep l y f el t. ( S ee c h ap ter 2 of th i s ELA/ELD Framework f or

intelligence are deeply felt.

su g g esti on s reg ardi n g stu den t m oti v ati on an d en g ag em en t

an d c u l tu ral l y an d l i n g u i sti c al l y resp on si v e ap p roac h es. )

N av i g ati n g th e h i g h s an d l ow s of adol esc en c e, th ou g h tf u l an d p erc ep ti v e teac h ers h el p stu den ts

expand their world views beyond the confines of the school and community. Introducing students

to literature that reflects their lives and their languages and speaks to their personal struggles can

be affirming and motivating. Whether contemporary or canonical, literature can bring forth themes

th at reson ate w i th y ou n g adu l ts an d i n v i te n ew p ersp ec ti v es. I n addi ti on , i n q u i ry - b ased u n i ts,

i n terdi sc i p l i n ary p roj ec ts, serv i c e l earn i n g op p ortu n i ti es, an d m u l ti - m odal p roj ec ts ( e. g . , v i deo,

Grades 9 to 12

C h ap ter 7 | 6 6 3

p h otog rap h y , W eb si te dev el op m en t, th eater) are w ay s to

Creating awareness of the multiple literacies that adults

en g ag e stu den ts ac ti v el y i n th ei r l earn i n g . U si n g tec h n ol og y to f ac i l i tate stu den t c ol l ab orati on ac ross c i ty , state, an d n ati on al b ou n dari es i s an ex c i ti n g w ay f or stu den ts to

and young people use in

i n terac t w i th oth ers. B u i l di n g b ri dg es b etw een l i terac i es th at

their daily lives and that scientists, historians, artists, novelists, playwrights, poets, mathematicians, and others

y ou n g adu l ts em p l oy ou tsi de of sc h ool on a reg u l ar b asi s an d l i terac i es i n sc h ool c an b e ac c om p l i sh ed b y sen si ti v el y i n c orp orati n g th em i n to i n stru c ti on . C reati n g aw aren ess of th e m u l ti p l e l i terac i es th at adu l ts an d y ou n g p eop l e u se i n th ei r dai l y l i v es an d th at sc i en ti sts, h i stori an s, arti sts,

use to create knowledge and

n ov el i sts, p l ay w ri g h ts, p oets, m ath em ati c i an s, an d oth ers

other works builds a shared vision of literacy.

u se to c reate k n ow l edg e an d oth er w ork s b u i l ds a sh ared v i si on of l i terac y .

A g oal of th i s f ram ew ork , dev el op i n g th e readiness

for colleg e, careers, and civ ic life, tak es on sp ec i al

m ean i n g as h i g h sc h ool stu den ts m ak e tan g i b l e m ov es to ap p l y f or c ol l eg e or tec h n i c al sc h ool or start

a c areer searc h an d, as th ei r ei g h teen th b i rth day arri v es, to reg i ster to v ote. B y th e en d of g rade

tw el v e th e i n ten t i s f or ev ery stu den t to h av e estab l i sh ed h i s or h er ow n literate identity draw i n g on

the knowledge, skills, and confidence developed over thirteen to fourteen years of prior schooling

an d to h av e attai n ed th e sec on d g oal -- th e capacities of literate indiv iduals ( dem on strati n g

i n dep en den c e; b u i l di n g stron g c on ten t k n ow l edg e; resp on di n g to v ary i n g dem an ds of au di en c e, task ,

p u rp ose, an d di sc i p l i n e; c om p reh en di n g as w el l as c ri ti q u i n g ; v al u i n g ev i den c e; u si n g tec h n ol og y an d

di g i tal m edi a strateg i c al l y an d c ap ab l y ; an d c om i n g to u n derstan d oth er p ersp ec ti v es an d c u l tu res) .

S tu den ts' y ears of sc h ool i n g al so c u l m i n ate i n h av i n g ac c om p l i sh ed th e g oal of b ec om i n g broadly

literate, h av i n g read an d v i ew ed w i del y ac ross a ran g e of g en res an d di sc i p l i n es f or b oth p l easu re

an d k n ow l edg e. S o too do stu den ts' i n terac ti on s w i th a ran g e of tec h n ol og y an d di g i tal m edi a,

i n stru c ti on al m odes ( i n c l u di n g i n q u i ry b ased, c ol l ab orati v e, an d di rec t) , an d g l ob al c u l tu res an d

p ersp ec ti v es p rep are th em f or th e g oal of su c c essf u l l y n av i g ati n g l i f e i n th e 21st century. T ak en

tog eth er, al l f ou r g oal s p osi ti on g radu ati n g sen i ors to m eet

th e ri g ors of p ostsec on dary edu c ati on an d f u tu re j ob s an d to pursue a path of lifelong fulfillment and informed citizenry.

A goal of this framework,

F u rth er p rog ress on eac h of th ese g oal s w i l l oc c u r ov er th e

developing the readiness for

c ou rse of g radu ates' l i v es.

college, careers, and civic

T h e C A C C S S f or E L A / L i terac y f or g rades n i n e th rou g h tw el v e rep resen t i n c reasi n g l y sop h i sti c ated ex p ec tati on s f or stu den ts as th ey m ov e f rom m i ddl e sc h ool to h i g h sc h ool . T h e stan dards at th i s g rade sp an p rom p t stu den ts to th i n k an d op erate at l ev el s th at resu l t i n th e ac h i ev em en t of th e

life, takes on special meaning as high school students make tangible moves to apply for college or technical school

C C R A n c h or S tan dards i n R eadi n g , W ri ti n g , S p eak i n g an d

or start a career search and,

L i sten i n g 1, an d L an g u ag e b y th e en d of g rade tw el v e. ( S ee c h ap ter 1 of th i s ELA/ELD Framework f or th e l i st of an c h or stan dards. ) C on si sten t w i th th e g row i n g c og n i ti v e c ap ac i ti es

as their eighteenth birthday arrives, to register to vote.

of adol esc en ts, th ese ex p ec tati on s c h al l en g e stu den ts

to th i n k deep l y an d c ri ti c al l y . F or ex am p l e, stu den ts at g rades n i n e th rou g h tw el v e are ex p ec ted

to analyze, evaluate, and address multiple authors (RH.9?12.6); sources (RI.9?12.7); motivations

1 A s n oted th rou g h ou t th i s f ram ew ork , sp eak i n g an d l i sten i n g sh ou l d b e b roadl y i n terp reted. S p eak i n g an d l i sten i n g sh ou l d i n c l u de deaf an d h ard of h eari n g stu den ts u si n g A m eri c an S i g n L an g u ag e ( A S L ) as th ei r p ri m ary l an g u ag e. S tu den ts w h o are deaf and hard of hearing who do not use ASL as their primary language but use amplification, residual hearing, listening an d sp ok en l an g u ag e, c u ed sp eec h an d si g n su p p orted sp eec h , ac c ess g en eral edu c ati on c u rri c u l u m w i th v ary i n g m odes of c om m u n i c ati on .

6 6 4 | C h ap ter 7

Grades 9 to 12

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