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 at a Glance

Page

663

Overview of the Span

666

An Integrated and Interdisciplinary Approach

669

Key Themes of ELA/Literacy and ELD Instruction

672

Meaning Making

675

Meaning Making with Complex Text

681

Language Development

683

Vocabulary

684

Syntax

685

Effective Expression

685

Writing

690

Discussing

694

Presenting

695

Using Language Conventions

698

Content Knowledge

698

Understanding Disciplinary Literacy

702

Engaging with Literature and Informational Texts

710

Engaging in Research

712

Planning for Wide Reading

712

Foundational Skills

713

Foundational Skills for English Learners

715

Supporting Students Strategically

718

English Language Development in High School

720

723

Integrated and Designated English Language Development

Grades Nine and Ten

723

Key Themes of ELA/Literacy and ELD Instruction in Grades Nine and Ten

724

Meaning Making

726

Language Development

728

Effective Expression

728

Writing

730

Discussing

Grades 9 to 12

C h ap ter 7 | 6 6 1

Chapter 7

Content and Pedagogy:

Grades Nine Through Twelve

Chapter at a Glance (cont.)

Page

732

Presenting

733

Using Language Conventions

734

Content Knowledge

737

Foundational Skills

737

English Language Development in Grades Nine and Ten

741

ELA/Literacy and ELD in Action in Grades Nine and Ten

744

ELA/Literacy and ELD Vignettes

767

768

Conclusion

Grades Eleven and Twelve

768

Key Themes of ELA/Literacy and ELD Instruction in Grades Eleven and Twelve

769

Meaning Making

772

Language Development

773

Effective Expression

773

Writing

778

Discussing

781

Presenting

783

Using Language Conventions

783

Content Knowledge

787

Foundational Skills

787

English Language Development in Grades Eleven and Twelve

789

ELA/Literacy and ELD in Action in Grades Eleven and Twelve

792

ELA/Literacy and ELD Vignettes

812

813

Conclusion

Works Cited

6 6 2 | C h ap ter 7

Grades 9 to 12

Overview of the Span

A

s stu den ts en ter g rade n i n e th ey em b ark on th e

Students¡¯ progress through the

l ast p h ase of th ei r j ou rn ey th rou g h el em en tary an d

high school years sees many

sec on dary edu c ati on . S tu den ts¡¯ p rog ress th rou g h

cognitive, physical, emotional,

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

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

emerging adults contemplate

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

their future and their place in

an d b ec om e m ore p ow erf u l ev ery day ( Gal v an 20 13 ) .

the world around them.

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

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.

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

Although they feign

c ri ti c al f or al l stu den ts¡ª ev en m ore so f or stu den ts w h o f eel

nonchalance, students in

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

high school are particularly

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

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

sensitive to teacher attitudes

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

and dispositions toward

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

students; disparaging

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

comments and bias regarding

bias regarding group affiliation or student intelligence are

group affiliation or student

deep l y f el t. ( S ee c h ap ter 2 of th i s ELA/ELD Framework f or

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

intelligence are deeply felt.

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

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

Creating awareness of the

to f ac i l i tate stu den t c ol l ab orati on ac ross c i ty , state, an d

multiple literacies that adults

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

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

and young people use in

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

their daily lives and that

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

scientists, historians, artists,

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

novelists, playwrights, poets,

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

mathematicians, and others

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,

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

use to create knowledge and

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

other works builds a shared

v i si on of l i terac y .

vision of literacy.

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 ¡ª 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

A goal of this framework,

pursue a path of lifelong fulfillment and informed citizenry.

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

life, takes on special meaning

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

as high school students make

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 .

tangible moves to apply for

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

college or technical school

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

or start a career search and,

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

1

L i sten i n g , an d L an g u ag e b y th e en d of g rade tw el v e. ( S ee

as their eighteenth birthday

c h ap ter 1 of th i s ELA/ELD Framework f or th e l i st of an c h or

arrives, to register to vote.

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

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¨C12.6); sources (RI.9¨C12.7); 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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