Chapter 15: English Language Art, Literacy, and English Language Development in Middle School

RL/RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

• Using textual evidence to support analysis is new for students in grade six, as is tracing and evaluating the argument and claims in a text (RI.6.8; SL.6.3). English language arts teachers model and scaffold these processes with a range of text types and content areas. 
• Every student regularly engages with grade-level text with scaffolds (planned and “just-in-time”) provided and adjusted in accordance with the strengths and needs of the learner. 
• Text-dependent questions help students comprehend text at increasing levels of depth, including determining a central idea or theme of a text based on details (RL/RI.6.2); providing a summary distinct from personal opinions (RL/RI.6.2); analyzing how ideas are introduced and elaborated (RI.6.3) and how plots unfold (RL.6.3); and comparing and contrasting genres (RL.6.9) and different authors’ versions of events (RI.6.9). Teachers analyze texts to create text-dependent questions and engage students in developing their own questions based on the text. 
• All students read a range of literary and informational texts both independently and collaboratively with their peers, and they discuss these texts with their peers and teachers. Teachers occasionally read aloud from selected passages of texts the class is studying to illustrate key points or to introduce new genres or beautiful language. On a regular basis, teachers read aloud for a brief time to create a shared classroom experience and to build reading enjoyment. 

RL/RI.6.10 By the end of the year, read and comprehend texts in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• Students read and discuss increasingly complex texts of different types daily, with special attention given to books with appropriate complexity for grade six. Volume of reading contributes to reading development. 
• Teachers support students in meaning making, teaching them how to navigate unfamiliar concepts and vocabulary and complex language structures (RL/RI.6.4; L.6.4-6; ELD.PI.6.8,12.Ex; ELD.PII.6.1-2.Ex). Teachers guide the deconstruction of complex sentences and paragraphs to deepen students’ understanding of language structures and meaning making. 
• Teachers support students as they learn to compare and contrast the experience of reading, viewing, or hearing literary works (RL.6.7; SL.6.2); and to interpret and integrate information presented in different media and formats (RI.6.7; SL.6.2). 
• Teachers create opportunities for all students to select the texts they read for study and enjoyment to capitalize on students’ increasing needs for autonomy and to build motivation. 

W.6.1-3 Write arguments, informative/explanatory texts, and narratives.

• All students write about the texts they read and view; writing helps students consolidate their thinking and arrive at new understandings of the text. Students write personal reactions, interpretations, analyses, summaries, notes, and answers to questions about the text (RL/RI.6.1-3; RI.6.8; W.6.10). 
• Students focus on conveying meaning as they write and learn that the content and form of their writing varies according to their task, purpose, and audience (W.6.4). They write frequently and may combine argumentative, explanatory, or narrative forms according to their purpose, task, and audience (W.6.10). 
• Teachers model and guide the co-construction of increasingly effective text aligned to purpose and audience. 

SL.6.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on other’s ideas and expressing their own clearly.

• Students prepare for discussions, drawing on evidence from the text (SL.6.1a; RL/RI.6.9), making the text the center of their extended conversations. Their engagement with others enhances their understanding of topics and texts. Students ask one another questions and demonstrate understanding of multiple perspectives in their comments and responses (SL.6.1c,d). 
• Teachers create opportunities for students to work in pairs and small groups to engage in discussions in virtual and in-class settings. 
• Students adapt their speech in discussions and presentations as needed to accomplish their purposes and convey meaning to their audience; they use formal English as appropriate to the task (SL.6.4,6). 
• Teachers consider the purpose of the task and the EL students’ proficiency levels and group them heterogeneously with Peers at more advanced levels of English proficiency for core tasks and consider homogeneous groups for identified language needs. 

RL/RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

• Determining connotative and technical meanings, as well as figurative meanings, is new for students in grade six. English language arts teachers model and scaffold (planned and “just-in-time”) this process with a range of text types and content areas (ELD.PI.6.8.Ex). 
• Teachers employ strategies to develop students’ word consciousness and encourage students to be curious about new words and new meanings of known words that they encounter. They also encourage students to be curious about new grammatical and syntactical structures that they encounter in texts; teachers model their own processes for making sense of dense phrases and sentences (L.6.4-6). 
• Teachers leverage all students’ experiences and EL students’ native language where possible (e.g., highlighting cognates) to support vocabulary development. 

RL/RI.6.10 By the end of the year, read and comprehend texts in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• Teachers support students to read complex texts by teaching text vocabulary explicitly, providing rich and engaging, as well as repeated, experiences with new words (L.6.4-6). Teachers select a limited number of words from the text that have high utility for text comprehension and use in other contexts. Teachers also model strategies for independent word learning. 

W.6.1-3 Write arguments, informative/explanatory texts, and narratives.

• All students in grade six use words and phrases in increasingly precise ways to express their meanings in writing (W.6.1c,2d,3d; ELD.PI.6.12a.Ex), and for the first time, students are expected to use words and phrases to clarify relationships among claim(s) and reasons (W.6.1c). Teachers model and scaffold (planned and “just-in-time) this process and support students as they practice. 

SL.6.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on other’s ideas and expressing their own clearly.

• All students have regular opportunities to engage in brief and extended conversations with a range of others in a range of contexts for a range of purposes. These opportunities contribute to language development and are particularly important for EL students. Teachers encourage and support students in using target words in their discussions. 
• Students distinguish between formal and informal discourse and use formal English as appropriate to the task (SL.6.6). 

• Teachers support students in building their metacognitive awareness of their own and others’ language use in speaking and writing. Teachers create an environment that encourages students to experiment with language without being overly concerned with correctness.  
• Teachers model how they analyze complex sentences to understand their meanings, and they engage students in similar practices. Examining these language structures in the context of the texts the class is studying is more valuable than isolated grammar practice. It is helpful to all students, particularly EL students, to analyze or “unpack” complex sentences as examples of effective use of verb types and tenses, noun phrases, and adverbials to add and enrich details, and connect ideas (L.6.1-3; ELD.PII.6.3-6.Ex). 

RL/RI.6.10 By the end of the year, read and comprehend texts in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• All students read daily in virtual and in-class English language arts settings—both independently and collaboratively. 
• Teachers support students to read increasingly complex text and engage students in examining passages that represent samples of effective expression. Students and their teachers work to uncover what makes passages effective or complex, considering the choice of words and grammatical elements, clarity of structure, author’s point of view or purpose, effect on the reader, or other features (RL/RI.6.5,6). 

W.6.1 Write arguments to support claims with clear reasons and relevant evidence. W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

• All students learn that the structure and use of language in their writing varies according to the task, purpose, and audience. Teachers engage students in the analysis of a variety of mentor texts representing effective examples of text organization and language use and help students apply similar strategies to their own writing (ELD.PII.6.1-7.Ex). 
• All students organize their writing in increasingly effective ways. In grade six, students begin writing thesis statements and organize their ideas, concepts, and information using a variety of strategies (W.6.2a). 
• All students write daily in virtual and in-class settings—both independently and collaboratively (W.6.10). 
• All students use technology to produce and publish writing and collaborate with others. In grade six, students are expected to use their keyboarding skills to type at least three pages in a single sitting (up from two pages in grade five) (W.6.6). Students regularly practice their keyboarding skills and use them to complete assignments. 

• Teachers help students plan their writing by connecting the products of their reading (e.g., annotations, discussion notes, summaries, reflections, outlines, maps, responses to questions) to the writing task. 
• Students’ writing receives regular, specific feedback, so students become increasingly effective at expressing arguments, information, and narratives (W.6.8,9). Teachers and peers provide feedback on longer assignments early in the process so that students can set goals for improvement and make revisions. Feedback is focused on effective communication and selected features that have been the subject of instruction and classroom discussion. Teachers, rather than peers, offer feedback on correctness and form during the editing process (L.6.1-3). 
• Feedback is expressed in positive, encouraging ways to ensure motivation and enthusiasm for creating written work are maintained. Teachers engage students in evaluating their own writing and identifying progress they have made toward their own goals. 

SL.6.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on other’s ideas and expressing their own clearly.

• Teachers establish a climate that fosters trust, safety, equitable participation, and respect for individuals and multiple perspectives in both in-class and virtual settings. 
• Teachers engage students in using a variety of discussion structures and, together with students, develop norms of effective discussion and offer feedback on discussion processes (SL.6.1b-c; ELD.PI.6.5.Ex). 
• Students collaborate as partners and in small groups to plan their writing and oral presentations. They review one another’s writing or presentation plans at key points and provide feedback about its effectiveness. Teachers offer rubrics to focus feedback on important elements. 

• Students use technology creatively (e.g., audio or video of reports, public service announcements, dramatic performances, spoken word) to present arguments, information, and narratives as individuals, partners, or small groups (SL.6.5). 
• As students plan and deliver oral presentations, they focus on communicating their ideas effectively to their audience and adapting their speech, as appropriate, to the task (SL.6.6). Teachers provide mentor texts in the form of clips from podcasts, films, readings, or other performances to demonstrate powerful language and content, clear structure and formats, and effective presentation techniques (SL.6.2,5). 

• Teachers accept and value students’ language varieties and establish an environment, both online and in class, that is respectful and safe for students to experiment with language. 
• Just as students set goals for improving the content and structure of their writing and oral presentations, they are guided in setting goals to improve their use of language conventions (L.6.1-3). 
• All students learn to adapt their use of informal and formal English according to the demands of the context, task, and audience (SL.6.6; L.6.3; ELD.PI.6.4.Ex). 

RL/RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

• Tracing and evaluating arguments and claims and distinguishing those supported by evidence are new in grade six, and English language arts teachers model and scaffold these processes and provide practice as needed (RI.6.8; SL.6.3). Students learn that arguments and claims may be structured or expressed differently in various content areas. They practice identifying, evaluating, and expressing arguments in various content areas (W.6.1; SL.6.3; ELD.PI.6.6a,11a.Ex). 
• Informational, as well as literary, texts that build students’ knowledge are a crucial component of every grade level. Students gain knowledge through reading in every content area, and they learn how text structures and evidence varies across disciplines. 
• Teachers integrate language arts and other content areas using text sets on a given topic. In departmentalized settings, teachers look for opportunities to collaborate to integrate literacy across subject areas. 
• Book selections are based on grade-level content standards in different content areas (e.g., science, social studies), and students’ interests, and cultural experiences. 
• Students have access to informational text in their home languages to amplify content knowledge and support meaning making. 

RL/RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

• Teachers help students examine vocabulary, language structures, organizational structures, and use of media in literary and informational texts for different content areas (L.6.4-6; RL/RI.6.5,7; SL.6.2). 
• As students identify features unique to particular content areas and consider their impact on text meaning, they build content knowledge. 

RL/RI.6.10 By the end of the year, read and comprehend texts in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• All students read broadly across content areas. Teachers model and scaffold (planned and “just-in-time”) as needed to help students read grade-level texts across disciplines. 
• All students read widely across genres of texts in classroom and virtual settings and at home. They read to gain knowledge, to become inspired, and for pleasure. Teachers organize independent reading programs that expose students to a variety of text types and capitalize on students’ interests. 

W.6.1,2 Write arguments and informative/explanatory texts.

• All students write frequently to process information they learn through reading, viewing, and listening and to communicate their understandings and perspectives on what they have learned. 
• As they write, students consolidate their existing and new content knowledge. 
• All students use technology to collaborate with classmates and to conduct short research projects on topics of interest that they present in writing or orally (W.6.6,7; SL.6.5; ELD.PI.6b.Ex; ELD.PII.6.1.Ex). 
• Students assess the credibility of information from multiple print and digital sources, and they quote and paraphrase while avoiding plagiarism (W.6.8; SL.6.3). Both of these are new expectations for students in grade six, and teachers model and scaffold (planned and “just-in-time”) these processes as needed. Teachers and school librarians collaborate to help students learn to evaluate sources and understand plagiarism. 

SL.6.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on other’s ideas and expressing their own clearly.

• All students engage in discussions of what they have read and learned across content areas, contributing to their content knowledge. Students collaborate as partners or in small groups to conduct research and engage in other long-term projects based on their interests and subjects of study (W.6.6,7). 
• As students share their knowledge with others in formal presentations, they focus on communicating effectively with their audience and adapting their speech, as appropriate, to the task and the discipline (SL.6.5,6). 

• Ideally, students’ knowledge of foundational skills is well established by the time they enter grade six, and English language arts teachers continue to support students’ developing reading fluency to aid comprehension. 
• Teachers and specialists strategically provide support for students who lag significantly behind in foundational reading skills to allow for accelerated progress and full participation in core instruction. 
• Teachers provide EL students targeted instruction in foundational literacy skills based on students’ spoken English proficiency, native language proficiency, prior schooling, and assessed needs. 

RL/RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.7.3 Delineate a speaker’s argument and specific claims, and attitude toward the subject, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

• Analyzing arguments becomes more complex in grade seven. English language arts students now identify several pieces of textual evidence to support analysis, and they assess whether reasoning is sound and the evidence is relevant and sufficient to support claims in a text (RI.7.8; SL.7.3). English language arts teachers model and scaffold these complex processes with a range of text types and content areas. 
• Every student regularly engages with grade-level text with scaffolds (planned and “just-in-time”) provided and adjusted in accordance with the strengths and needs of the learner. 
• Text-dependent questions help students comprehend text at increasing levels of depth, including determining two or more central ideas or themes in a text and analyzing their development over the course of the text (RL/RI.7.2); providing an objective summary (RL/RI.7.2); analyzing how elements of a story or drama or how ideas, events, and individuals interact (RL/RI.7.3); comparing and contrasting fictional and historical accounts (RL.7.9) and two or more authors’ interpretations of events (RI.7.9). Teachers analyze texts to create text-dependent questions and engage students in developing their own questions based on the text. 
• All students read a range of literary and informational texts both independently and collaboratively with their peers, and they discuss these texts with their peers and teachers. Teachers occasionally read aloud from selected passages of texts the class is studying to illustrate key points or to introduce new genres or beautiful language. On a regular basis, teachers read aloud for a brief time to create a shared classroom experience and to build reading enjoyment. 

RL/RI.7.10 By the end of the year, read and comprehend texts in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• Students read and discuss increasingly complex texts of different types daily, with special attention given to books with appropriate complexity for grade seven. Volume of reading contributes to reading development. 
• Teachers support students in meaning making, teaching them how to navigate unfamiliar concepts and vocabulary and complex language structures (RL/RI.7.4; L.7.4-6; ELD.PI.7.8,12.Ex; ELD.PII.7.1,2.Ex). Teachers guide the deconstruction of complex sentences and paragraphs to deepen students’ understanding of language structures, meaning making, and authors’ choices. 
• Teachers support students as they learn to compare and contrast written and audio, video, staged, and multimedia literary works or informational texts and their effects (RL/RI.7.7; SL.7.2). 
• Teachers create opportunities for all students to select the texts they read for study and enjoyment to capitalize on students’ increasing needs for autonomy and to build motivation. 

W.7.1-3 Write arguments, informative/explanatory texts, and narratives.

• All students write about the texts they read and view; writing helps students consolidate their thinking and arrive at new understandings of the text. Students write personal reactions, interpretations, analyses, summaries, notes, and answers to questions about the text (RL/RI.7.1-3; RI.7.8; W.7.10). 
• Teachers model and guide the co-construction of increasingly effective text aligned to purpose and audience. 
• Students focus on conveying meaning as they write and learn that the content and form of their writing varies according to their task, purpose, and audience (W.7.4). They write frequently and may combine argumentative, explanatory, or narrative forms according to their purpose, task, and audience (W.7.10). 

SL.7.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on other’s ideas and expressing their own clearly.

• Students prepare for discussions, drawing on evidence from the text (SL.7.1a; RL/RI.7.9), making the text the center of their extended conversations. Their engagement with others enhances their understanding of topics and texts. Students ask one another questions that elicit elaboration and acknowledge new information expressed by others and, when warranted, modify their own views (SL.7.1c,d). 
• Teachers create opportunities for students to work in pairs and small groups to engage in discussions in virtual and in-class settings. 
• Students adapt their speech in discussions and presentations as needed to accomplish their purposes and convey meaning to their audience; they use formal English as appropriate to the task (SL.7.4,6). 
• Teachers consider the purpose of the task and the EL students’ proficiency levels and group them heterogeneously with Peers at more advanced levels of English proficiency for core tasks and consider homogeneous groups for identified language needs. 

RL/RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

• English language arts students continue to develop their understanding of figurative, connotative, and technical meanings of words and phrases in grade seven; they focus increasingly on the impact of word choices in literary and informational texts (ELD.PI.7.8.Ex). English language arts teachers model and scaffold (planned and “just-in-time”) this process with a range of text types and content areas. 
• Teachers employ strategies to develop students’ word consciousness and encourage students to be curious about new words and new meanings of known words that they encounter. They also encourage students to be curious about new grammatical and syntactical structures that they encounter in texts; teachers model their own processes for making sense of dense phrases and sentences (L.7.4-6). 
• Teachers leverage all students’ experiences and EL students’ native language where possible (e.g., highlighting cognates) to support vocabulary development. 

RL/RI.7.10 By the end of the year, read and comprehend texts in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• Teachers support students to read complex texts by teaching text vocabulary explicitly, providing rich and engaging, as well as repeated, experiences with new words (L.7.4-6). Teachers select a limited number of words from the text that have high utility for text comprehension and use in other contexts. Teachers also model strategies for independent word learning. 

W.7.1-3 Write arguments, informative/explanatory texts, and narratives.

• All students in grade seven use words and phrases in increasingly precise ways to express their meanings in writing (W.7.1c,2d,3d; ELD.PI.7.12a.Ex). Students are now expected to use words and phrases to clarify relationships among claim(s), reasons, and evidence and to create cohesion (W.7.1c). Teachers model and scaffold (planned and “just-in-time”) this process and support students as they practice. 

SL.7.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on other’s ideas and expressing their own clearly.

• All students have regular opportunities to engage in brief and extended conversations with a range of others in a range of contexts for a range of purposes. These opportunities contribute to language development and are particularly important for EL students. Teachers encourage and support students in using target words in their discussions. 
• Students distinguish between formal and informal discourse and use formal English as appropriate to the task (SL.7.6). 

• Teachers support students in building their metacognitive awareness of their own and others’ language use in speaking and writing. Teachers create an environment that encourages students to experiment with language without being overly concerned with correctness. 
• Teachers model how they analyze complex sentences to understand their meanings, and they engage students in similar practices. Examining these language structures in the context of the texts the class is studying is more valuable than isolated grammar practice. It is helpful to all students, particularly EL students, to analyze or “unpack” complex sentences as examples of effective use of verb types and tenses, noun phrases, and adverbials to add and enrich details, and connect ideas (L.7.1-3; ELD.PII.7.3-6.Ex). 

RL/RI.7.10 By the end of the year, read and comprehend texts in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• All students read daily in virtual and in-class English language arts settings—both independently and collaboratively. 
• Teachers support students to read increasingly complex text and engage students in examining passages that represent samples of effective expression. Students and their teachers work to uncover what makes passages effective or complex, considering the choice of words and grammatical elements, clarity of structure, author’s point of view or purpose, effect on the reader, or other features (RL/RI.7.5-6). 

W.7.1 Write arguments to support claims with clear reasons and relevant evidence. W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

• All students learn that the structure and use of language in their writing varies according to the task, purpose, and audience. Teachers engage students in the analysis of a variety of mentor texts representing effective examples of text organization and language use and help students apply similar strategies to their own writing (ELD.PII.7.1-7.Ex). In grade seven, students are now expected to acknowledge and address alternate or opposing claims and support claims or counterarguments with logical reasoning in their writing (W.7.1a,b). Teachers model and scaffold (planned and “just-in-time”) these processes and provide practice as needed. 
• Building on what they learned in grade six, students organize their writing in increasingly effective ways. In grade seven, students introduce topics and thesis statements clearly and preview what is to follow (W.7.2a). 
• All students write daily in virtual and in-class settings—both independently and collaboratively (W.7.10). Teachers model and guide the co-construction of increasingly effective text aligned to purpose and audience. 
• All students use technology to produce and publish writing and collaborate with others; in grade seven, they are expected to link to and cite sources (W.7.6). Students regularly practice their keyboarding skills and use them to complete assignments; they maintain their capacity to type at least three pages in a single sitting that they achieved in grade six (W.6.6). 

• Teachers help students plan their writing by connecting the products of their reading (e.g., annotations, discussion notes, summaries, reflections, outlines, maps, responses to questions) to the writing task. 
• Students’ writing receives regular, specific feedback, so students become increasingly effective at expressing arguments, information, and narratives (W.7.8,9). Teachers and peers provide feedback on longer assignments early in the process so that students can set goals for improvement and make revisions. Feedback is focused on effective communication and selected features that have been the subject of instruction and classroom discussion. Teachers, rather than peers, offer feedback on correctness and form during the editing process (L.7.1-3). 
• Feedback is expressed in positive, encouraging ways to ensure motivation and enthusiasm for creating written work are maintained. Teachers engage students in evaluating their own writing and identifying progress they have made toward their own goals. 

SL.7.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on other’s ideas and expressing their own clearly.

• Teachers establish a climate that fosters trust, safety, equitable participation, and respect for individuals and multiple perspectives in both in-class and virtual settings. 
• Teachers engage students in using a variety of discussion structures and, together with students, develop norms of effective discussion and offer feedback on discussion processes (SL.7.1b,c; ELD.PI.7.5.Ex). 
• Students collaborate as partners and in small groups to plan their writing and oral presentations. They review one another’s writing or presentation plans at key points and provide feedback about its effectiveness. Teachers offer rubrics to focus feedback on important elements. 
• Teachers assess conversations for structure and language used and provide specific feedback aligned to academic language objectives. 

• Students use technology creatively (e.g., audio or video of reports, public service announcements, dramatic performances, spoken word) to present arguments, information, and narratives as individuals, partners, or small groups (SL.7.5). 
• As students plan and deliver oral presentations, they focus on communicating their ideas effectively to their audience and adapting their speech, as appropriate, to the task (SL.7.6). 
• Teachers provide mentor texts in the form of clips from podcasts, films, readings, or other performances to demonstrate powerful language and content, clear structure, and effective presentation techniques (SL.7.2,5). 

• Teachers accept and value students’ language varieties and establish an environment, both online and in class, that is respectful and safe for students to experiment with language. Just as students set goals for improving the content and structure of their writing and oral presentations, they are guided in setting goals to improve their use of language conventions (L.7.1-3). 
• All students learn to adapt their use of informal and formal English according to the demands of the context, task, and audience (SL.7.6; L.7.3; ELD.PI.7.4.Ex). 

RL/RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.7.3 Delineate a speaker’s argument and specific claims, and attitude toward the subject, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

• Students are expected not only to continue to trace and evaluate arguments in grade seven, but they are also now expected to assess whether reasoning is sound and the evidence is relevant and sufficient to support claims (RI.7.8; SL.7.3). English language arts teachers model and scaffold (planned and “just-in-time”) these processes and provide practice as needed. Students learn that arguments and claims may be structured or expressed differently in various disciplines. They practice identifying, evaluating, and expressing arguments in various content areas (W.7.1; SL.7.3; ELD.PI.7.6a,11a.Ex). 
• Informational, as well as literary, texts that build students’ knowledge are a crucial component of every grade level in English language arts. Students gain knowledge through reading in every content area, and they learn how text structures and evidence varies across disciplines. 
• Teachers integrate language arts and other content areas using text sets on a given topic. In departmentalized settings, teachers look for opportunities to collaborate to integrate literacy across subject areas. 
• Book selections are based on grade-level content standards in different content areas (e.g., science, social studies), and students’ interests, and cultural experiences. 
• Students have access to informational text in their home languages to amplify content knowledge and support meaning making. 

RL/RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

• Teachers help students examine vocabulary, language structures, organizational structures, and use of media in literary and informational texts for different content areas (L.7.4-6; RL/RI.7.5,7; SL.7.2). As students identify features unique to particular content areas and consider their impact on text meaning, they build content knowledge. 

RL/RI.7.10 By the end of the year, read and comprehend texts in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• All students read broadly across content areas. Teachers model and scaffold (planned and “just-in-time”) as needed to help students read grade-level texts across disciplines. 
• All students read widely across genres of texts in classroom and virtual settings and at home. They read to gain knowledge, to become inspired, and for pleasure. Teachers organize independent reading programs that expose students to a variety of text types and capitalize on students’ interests. 

W.7.1,2 Write arguments and informative/explanatory texts.

• All students write frequently to process information they learn through reading, viewing, and listening and to communicate their understandings and perspectives on what they have learned. As they write, students consolidate their existing and new content knowledge. 
• All students use technology to collaborate with classmates and to conduct short research projects on topics of interest (W.7.7; ELD.PI.7.6b.Ex; ELD.PII.7.1.Ex). In grade seven, students generate additional research questions for further research and investigation (W.7.7). 
• Students increase their capacity to assess the credibility of information from multiple print and digital sources and to quote and paraphrase while avoiding plagiarism. In addition, they are now expected in grade seven to follow a standard format for citation and to use search terms effectively (W.7.8). Teachers and school librarians collaborate to help students learn to use a citation format and understand and use search terms. 

SL.7.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on other’s ideas and expressing their own clearly.

• All students engage in discussions of what they have read and learned across content areas, contributing to their content knowledge. Students collaborate as partners or in small groups to conduct research and engage in other long-term projects based on their interests and areas of study (W.7.6,7). 
• As students share their knowledge with others in formal presentations, they focus on communicating effectively with their audience and adapting their speech, as appropriate, to the task and the discipline (SL.7.5,6). 

• Ideally, students’ knowledge of foundational skills is well established by the time they enter grade seven, and English language arts teachers continue to support students’ developing reading fluency to aid comprehension. 
• Support for students who lag significantly behind in foundational reading skills is provided strategically and effectively to allow for accelerated progress and full participation in core instruction. 
• Teachers provide EL students targeted instruction in foundational literacy skills based on students’ spoken English proficiency, native language proficiency, prior schooling, and assessed needs. 

RL/RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

• Analyzing arguments in grade eight continues to become more complex. English language arts students now identify the textual evidence that most strongly supports analysis, and they recognize when irrelevant evidence is introduced (RI.8.8; SL.8.3). English language arts teachers model and scaffold these complex processes with a range of text types and content areas. 
• Every student regularly engages with grade-level text with scaffolds (planned and “just-in-time”) provided and adjusted in accordance with the strengths and needs of the learner. 
• Text-dependent questions help students comprehend text at increasing levels of depth, including analyzing the relationship of a theme or central idea to characters, setting, and plot or to supporting ideas (RL/RI.8.2); analyzing how lines of dialogue or incidents in a story or drama propel action, reveal character, or provoke decisions (RL.8.3); analyzing how a text makes connections among and distinctions between individuals, ideas, or events (RI.8.3); analyzing how modern fiction draws on elements from myths, traditional stories, or religious works (RL.8.9); and analyzing when two or more texts provide conflicting information and identifying where texts disagree on matters of fact or interpretation (RI.8.9). Teachers analyze texts to create text-dependent questions and engage students in developing their own questions based on the text. 
• All students read a range of literary and informational texts both independently and collaboratively with their peers, and they discuss these texts with their peers and teachers. Teachers occasionally read aloud from selected passages of texts the class is studying to illustrate key points or to introduce new genres or beautiful language. On a regular basis, teachers read aloud for a brief time to create a shared classroom experience and to build reading enjoyment. 

RL/RI.8.10 By the end of the year, read and comprehend texts in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• Students read and discuss increasingly complex texts of different types daily, with special attention given to books with appropriate complexity for grade eight. Volume of reading contributes to reading development. 
• Teachers support students in meaning making, teaching them how to navigate unfamiliar concepts and vocabulary and complex language structures (RL/RI.8.4; L.8.4-6; ELD.PI.8.12.Ex; ELD.PII.8.1,2.Ex). They guide the deconstruction of complex sentences and paragraphs to deepen students’ understanding of language structures, meaning making, and authors’ choices. 
• Teachers support students as they learn how to analyze filmed or live productions evaluating choices made by directors or actors (RL.8.7); and to evaluate advantages and disadvantages of using different media to present an idea (RI.8.7; SL8.2). 
• Teachers create opportunities for all students to select the texts they read for study and enjoyment to capitalize on students’ increasing needs for autonomy and to build motivation. 

W.8.1-3 Write arguments, informative/explanatory texts, and narratives.

• All students write about the texts they read and view; writing helps students consolidate their thinking and arrive at new understandings of the text. Students write personal reactions, interpretations, analyses, summaries, notes, and answers to questions about the text (RL/RI.8.1-3; RI.8.8; W.8.10). 
• Students focus on conveying meaning as they write and become more skilled in varying the content and form of their writing according to their task, purpose, and audience (W.8.4). They write frequently and may combine argumentative, explanatory, or narrative forms according to their purpose, task, and audience (W.8.10). 

SL.8.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on other’s ideas and expressing their own clearly.

• Discussions become increasingly sophisticated in grade eight, and students’ engagement with others enhances their understanding of complex ideas. 
• Students now refer to textual or research evidence from their preparation to probe and reflect on ideas (SL.8.1a; RL/RI.8.9). They ask one another questions that connect ideas, respond with relevant evidence, and acknowledge new information expressed by others and, when warranted, qualify or justify their views in light of evidence presented (SL.8.1c,d). 
• Teachers create opportunities for students to work in pairs and small groups to engage in discussions in virtual and in-class settings. 
• Students adapt their speech in discussions and presentations as needed to accomplish their purposes and convey meaning to their audience; they use formal English as appropriate to the task (SL.8.4,6). 
• Teachers consider the purpose of the task and the EL students’ proficiency levels and group them heterogeneously with Peers at more advanced levels of English proficiency for core tasks and consider homogeneous groups for identified language needs. 

RL/RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

• English language arts students continue to develop their understanding of figurative, connotative, and technical meanings of words and phrases in grade eight considering the impact of word choices in literary and informational texts (ELD.PI.8.8.Ex). English language arts teachers model and scaffold this process with a range of text types and content areas. 
• Teachers employ strategies to develop students’ word consciousness and encourage students to be curious about new words and new meanings of known words that they encounter. They also encourage students to be curious about new grammatical and syntactical structures that they encounter in texts; teachers model their own processes for making sense of dense phrases and sentences (L.8.4-6). 

RL/RI.8.10 By the end of the year, read and comprehend texts in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• Teachers support students to read complex texts by teaching text vocabulary explicitly, providing rich and engaging, as well as repeated, experiences with new words (L.8.4-6). Teachers select a limited number of words from the text that have high utility for text comprehension and use in other contexts. Teachers also model strategies for independent word learning. 

W.8.1-3 Write arguments, informative/explanatory texts, and narratives.

• All students in grade eight continue to expand their precision in the use of words and phrases in writing (W.8.1c,2d,3d; ELD.PI.8.12a.Ex). In addition, using words and phrases to clarify claims, reasons, and evidence, students now address counterclaims (W.8.1c). Teachers model and scaffold (planned and “just-in-time”) this process and support students as they practice. 

SL.8.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on other’s ideas and expressing their own clearly.

• All students have regular opportunities to engage in brief and extended conversations with a range of others in a range of contexts for a range of purposes. These opportunities contribute to language development and are particularly important for EL students. Teachers encourage and support students in using target words in their discussions. 
• Teachers assess conversations for structure and language used and provide specific feedback aligned to academic language objectives. 
• Students distinguish between formal and informal discourse and use formal English as appropriate to the task (SL.8.6). 

• Teachers support students in building their metacognitive awareness of their own and others’ language use in speaking and writing. Teachers create an environment that encourages students to experiment with language without being overly concerned with correctness. 
• Teachers model how they analyze complex sentences to understand their meanings, and they engage students in similar practices. Examining these language structures in the context of the texts the class is studying is more valuable than isolated grammar practice. It is helpful to all students, particularly EL students, to analyze or “unpack” complex sentences as examples of effective use of verb types and tenses, noun phrases, and adverbials to add and enrich details, and connect ideas (L.8.1-3; ELD.PII.8.3-6.Ex). 

RL/RI.8.10 By the end of the year, read and comprehend texts in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• All students read daily in virtual and in-class English language arts settings—both independently and collaboratively. 
• Teachers support students to read increasingly complex text and engage students in examining passages that represent samples of effective expression. Students and their teachers work to uncover what makes passages effective or complex, considering the choice of words and grammatical elements, clarity of structure, author’s point of view or purpose, effect on the reader, or other features (RL/RI.8.5,6). 

W.8.1 Write arguments to support claims with clear reasons and relevant evidence. W.8.2 Write informative/explanatory texts, including career development documents, to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

• All students continue to learn how to structure their writing and use language to effectively address their task, purpose, and audience. Teachers engage students in the analysis of a variety of mentor texts representing effective examples of text organization and language use and help students apply similar strategies to their own writing (ELD.PII.8.1-7.Ex). 
• In grade eight, students continue to acknowledge and address alternate or opposing claims and support claims or counterarguments with logical reasoning in their writing (W.8.1a,b). Teachers model and scaffold (planned and “just-in-time”) these processes and provide practice as needed. 
• Building on what they learned in grades six and seven, students organize their writing in increasingly effective ways. In grade eight, students now use broader categories to organize ideas, concepts, and information (W.8.2a). 
• All students write daily in virtual and in-class settings—both independently and collaboratively (W.8.10). 
• Teachers model and guide co-construction of increasingly effective text aligned to purpose and audience. 
• All students use technology to produce and publish writing and collaborate with others. In grade eight, they are expected to present relationships between information and ideas efficiently (W.8.6). Students regularly practice their keyboarding skills and use them to complete assignments; they maintain their capacity to type at least three pages in a single sitting that they achieved in grade six (W.6.6). 

• Teachers help students plan their writing by connecting the products of their reading (e.g., annotations, discussion notes, summaries, reflections, outlines, maps, responses to questions) to the writing task. 
• Students’ writing receives regular, specific feedback, so students become increasingly effective at expressing arguments, information, and narratives (W.8.8,9). Teachers and peers provide feedback on longer assignments early in the process so that students can set goals for improvement and make revisions. Feedback is focused on effective communication and selected features that have been the subject of instruction and classroom discussion. Teachers, rather than peers, offer feedback on correctness and form during the editing process (L.8.1-3). 
• Feedback is expressed in positive, encouraging ways to ensure motivation and enthusiasm for creating written work are maintained. Teachers engage students in evaluating their own writing and identifying progress they have made toward their own goals. 

SL.8.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on other’s ideas and expressing their own clearly.

• Teachers establish a climate that fosters trust, safety, equitable participation, and respect for individuals and multiple perspectives in both in-class and virtual settings. 
• Teachers engage students in using a variety of discussion structures and, together with students, develop norms of effective discussion and offer feedback on discussion processes (SL.8.1b,c; ELD.PI.8.5.Ex). 
• Students collaborate as partners and in small groups to plan their writing and oral presentations. They review one another’s writing or presentation plans at key points and provide feedback about its effectiveness. Teachers offer rubrics to focus feedback on important elements. 
• Teachers assess conversations for structure and language used and provide specific feedback aligned to academic language objectives. 

• Students use technology creatively (e.g., audio or video of reports, public service announcements, dramatic performances, spoken word) to present arguments, information, and narratives as individuals, partners, or small groups (SL.8.5). 
• As students plan and deliver oral presentations, they focus on communicating their ideas effectively to their audience and adapting their speech, as appropriate, to the task (SL.8.6). 
• Teachers provide mentor texts in the form of clips from podcasts, films, readings, or other performances to demonstrate powerful language and content, clear structure, and effective presentation techniques (SL.8.2,5). 

• Teachers accept and value students’ language varieties and establish an environment, both online and in class, that is respectful and safe for students to experiment with language. 
• Just as students set goals for improving the content and structure of their writing and oral presentations, they are guided in setting goals to improve their use of language conventions (L.8.1-3). 
• All students continue to adapt their use of informal and formal English according to the demands of the context, task, and audience (SL.8.6; L.8.3; ELD.PI.8.4.Ex). 

RL/RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

• Students are expected to delineate and evaluate arguments in grade eight and recognize when irrelevant evidence is introduced (RI.8.8; SL.8.3). English language arts teachers model and scaffold (planned and “just-in-time”) these processes and provide practice as needed. Students learn that arguments and claims may be structured or expressed differently in various disciplines. They practice identifying, evaluating, and expressing arguments in various content areas (W.8.1; SL.8.3; ELD.PI.8.6a,11a.Ex). 
• Informational, as well as literary, texts that build students’ knowledge are a crucial component of every grade level in English language arts. Students gain knowledge through reading in every content area, and they learn how text structures and evidence varies across disciplines. 
• Teachers integrate language arts and other content areas using text sets on a given topic. In departmentalized settings, teachers look for opportunities to collaborate to integrate literacy across subject areas. 
• Book selections are based on grade-level content standards in different content areas (e.g., science, social studies), and students’ interests, and cultural experiences. 
• Students have access to informational text in their home languages to amplify content knowledge and support meaning making. 

RL/RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

• Teachers help students examine vocabulary, language structures, organizational structures, and use of media in literary and informational texts for different content areas (L.8.4-6; RL/RI.8.5,7; SL.8.2). 
• As students identify features unique to particular content areas and consider their impact on text meaning, they build content knowledge. They analyze these language features in increasing detail in grade eight. 

RL/RI.8.10 By the end of the year, read and comprehend texts in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• All students read broadly across content areas. Teachers model and scaffold (planned and “just-in-time”) as needed to help students read grade-level texts across disciplines. 
• All students read widely across genres of texts in classroom and virtual settings and at home. They read to gain knowledge, to become inspired, and for pleasure. Teachers organize independent reading programs that expose students to a variety of text types and capitalize on students’ interests. 

W.8.1,2 Write arguments and informative/explanatory texts.

• All students write frequently to process information they learn through reading, viewing, and listening and to communicate their understandings and perspectives on what they have learned. As they write, students consolidate their existing and new content knowledge. 
• All students use technology to collaborate with classmates and to conduct short research projects on topics of interest (W.8.7; SL.8.5; ELD.PI.8.6b.Ex; ELD.PII.8.1.Ex). In grade eight, students generate additional research questions that allow for multiple avenues of exploration (W.8.7). 
• Students increase their capacity to assess the credibility of information from multiple print and digital sources and to quote and paraphrase while avoiding plagiarism (SL.8.3). They continue to develop their capacity to follow a standard format for citation and to use search terms effectively (W.8.8). Teachers and school librarians collaborate to help students use a citation format and search terms effectively. 

SL.8.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on other’s ideas and expressing their own clearly.

• All students engage in extended discussions of what they have read and learned across content areas, contributing to their content knowledge. Students collaborate as partners or in small groups to conduct research and engage in other long-term projects based on their interests and areas of study (W.8.6,7). 
• As students share their knowledge with others in formal presentations, they focus on communicating effectively with their audience and adapting their speech, as appropriate, to the task and the discipline (SL.8.5,6). 

• Ideally, students’ knowledge of foundational skills is well established by the time they enter grade eight, and English language arts teachers continue to support students’ developing reading fluency to aid comprehension. 
• Support for students who lag significantly behind in foundational reading skills is provided strategically and effectively to allow for accelerated progress and full participation in core instruction. 
• Teachers provide EL students targeted instruction in foundational literacy skills based on students’ spoken English proficiency, native language proficiency, prior schooling, and assessed needs. 

RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.

• Using textual evidence to support analysis is new for students beginning in grade six. History/social studies teachers model and scaffold doing so with primary and secondary sources. Every student regularly engages with grade-level text with scaffolds (planned and “just-in-time”) provided and adjusted in accordance with the strengths and needs of the learner. Text-dependent questions help students comprehend text at increasing levels of depth, including determining the central idea or information in primary and secondary sources (RH.6-8.2), providing a summary distinct from personal opinions (RH.6-8.2), and analyzing key steps in a text’s description of a process related to history/social studies (RH.6-8.3). Thoughtfully prepared questions also guide students to identify evidence in a text that reveals an author’s point of view or purpose (RH.6-8.6), distinguish among fact, opinion, and reasoned judgment (RH.6-8.8), and analyze the relationship between primary and secondary sources on the same topic (RH.6-8.9). Teachers analyze texts to create text-dependent questions and engage students in developing their own questions based on the text. All students read a range of primary and secondary sources both independently and collaboratively with their peers, and they discuss these texts with their peers and teachers. Teachers occasionally read aloud from selected passages of texts the class is studying to illustrate key points or to introduce new genres or powerful language. Teachers consider the purpose of the task and the EL students’ proficiency levels and group them heterogeneously with Peers at more advanced levels of English proficiency for core tasks and consider homogeneous groups for identified language needs. 

RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

• Students read increasingly complex texts in the discipline daily, with special attention given to text with appropriate complexity for grades six through eight, depending upon the grade level. Volume of reading contributes to reading development. 
• Teachers support students in meaning making, teaching them how to navigate unfamiliar concepts and vocabulary and complex language structures (RH.6-8.4; ELD.PI.6-8.8,12.Ex; ELD.PII.6-8.1,2.Ex). Teachers guide the deconstruction of complex sentences and paragraphs to deepen students’ understanding of language structures, meaning making, and authors’ choices. 
• Teachers support students as they learn to describe how a text presents information (RH.6-8.5); and to integrate visual information with other information in print and digital texts (RH.6-8.7). 
• Teachers create opportunities for all students to select some texts they read for study based on their interests to capitalize on students’ increasing needs for autonomy and to build motivation. 
• Students have many opportunities to discuss texts with peers in virtual and in-class settings (ELD.PI.6-8.1.Ex). Their engagement with others enhances their understanding of the discipline. Students prepare for discussions, drawing on the text and keeping it at the center of their conversations. They ask one another questions and demonstrate understanding of and respect for multiple perspectives. Opportunities for extended discussions are especially important for EL students. 

WHST.6-8.1,2 Write arguments and informative/explanatory texts focused on discipline-specific content.

• All students write about the texts they read; writing helps students consolidate their thinking and arrive at new understandings of the text. Students write personal reactions, interpretations, analyses, summaries, notes, and answers to questions about the text. 
• Students focus on conveying meaning as they write and learn that the content and form of their writing varies according to their task, purpose, and audience (WHST.6-8.4). They write frequently and may combine argumentative, explanatory, or narrative forms according to their purpose, task, and audience (WHST.6-8.10). 

RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

• Teachers support students to read complex disciplinary texts by teaching text vocabulary explicitly, providing rich and engaging, as well as repeated, experiences with new words (RH.6-8.4). Teachers select a limited number of words from the text that have high utility for text comprehension and use in other contexts (e.g., in several primary sources on the topic). Teachers also model strategies for independent word learning (ELD.PI.6-8.8,12.Ex). 
• Determining connotative and technical meanings is new for students beginning in grade six. History/social studies teachers model and scaffold (planned and “just-in-time”) this process with texts in the discipline (ELD.PI.6-8.8.Ex). 
• Teachers employ strategies to develop students’ word consciousness and encourage students to be curious about new words and new meanings of known words that they encounter. They also encourage students to be curious about new syntactical structures common to the discipline that they encounter in texts; teachers model their own processes for making sense of dense phrases and sentences. 
• All students have regular opportunities to engage in brief and extended conversations about texts with a range of others in a range of contexts for a range of purposes. These opportunities contribute to language development and are particularly important for EL students. Teachers encourage and support students in using target words and phrases in their discussions. 
• Teachers leverage all students’ experiences and EL students’ native language where possible (e.g., highlighting cognates) to support vocabulary development. 

RH.6-8.10 By the end of the year, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

• All students have regular opportunities to read and discuss history/social studies texts. Increasingly complex text and rich content curriculum provide opportunities to learn new words and phrases, thereby deepening students’ language development. 
• Teachers model how they analyze complex sentences to understand their meanings, and they engage students in similar practices. Examining these language structures in the context of the texts the class is studying is more valuable than isolated grammar practice conducted in an ELA classroom. It is helpful to all students, particularly EL students, to analyze or “unpack” complex sentences as examples of effective use of verb types and tenses, noun phrases, and adverbials to add and enrich details, and connect ideas (ELD.PII.6-8.3-6.Ex). 

WHST.6-8.1,2 Write arguments and informative/explanatory texts.

• All students in grades six through eight use words and phrases in increasingly precise ways to express their meanings in writing (ELD.PI.6-8.12a.Ex), and students are expected to use words and phrases to clarify relationships among claim(s) and reasons. Teachers model and scaffold (planned and “just-in-time”) this process and support students as they practice. 

RH.6-8.10 By the end of the year, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

• All students read texts in the discipline regularly in virtual and in-class history/social studies settings—both independently and collaboratively. They discuss texts with one another, articulating their ideas clearly, and drawing on evidence from the text (WHST.6-8.9). 
• Teachers establish a climate that fosters trust, safety, equitable participation, and respect for individuals and multiple perspectives in both in-class and virtual settings. 
• Teachers support students to read increasingly complex text and engage students in examining passages that represent samples of effective expression. Students and their teachers work to uncover what makes passages effective or complex, considering the choice of words and grammatical elements, clarity of structure, author’s point of view or purpose, effect on the reader, or other features (RH.6-8.5-6). 
• Students use technology creatively (e.g., audio or video of reports, public service announcements, dramatic performances, spoken word) to present arguments, information, and narratives as individuals, partners, or small groups. 
• Teachers provide mentor texts in the form of clips from podcasts, films, readings, or other performances to demonstrate powerful language and content, clear structure, and effective presentation techniques. 

WHST.6-8.1 Write arguments focused on discipline-specific content. WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events.

• All students learn that the structure and use of language in their writing varies according to the task, purpose, and audience. Teachers engage students in the analysis of a variety of mentor texts representing effective examples of text organization and language use and help students apply similar strategies to their own writing (ELD.PII.6-8.1-7.Ex). 
• Teachers model and guide co-construction of increasingly effective text aligned to purpose and audience. 
• All students organize their writing in increasingly effective ways. In grade six, students begin writing thesis statements and organize their ideas, concepts, and information using a variety of strategies. 
• All students write daily in virtual and in-class settings—both independently and collaboratively (WHST.6-8.10). They use technology to produce and publish writing and collaborate with others (WHST.6-8.6). 
• Teachers support students in building their metacognitive awareness of their own and others’ language use in writing (and speaking). Teachers create an environment that encourages students to experiment with language without being overly concerned with correctness. 
• Teachers accept and value students’ language varieties and establish an environment, both online and in class, that is respectful and safe for students to experiment with language. 

• Teachers help students plan their writing by connecting the products of their reading (e.g., annotations, discussion notes, summaries, reflections, outlines, maps, responses to questions) to the writing task. 
• Students’ writing receives regular, specific feedback, so students become increasingly effective at expressing arguments, information, and narratives. Teachers and peers provide feedback on longer assignments early in the process so that students can set goals for improvement and make revisions. Feedback is focused on effective communication in the discipline and selected features that have been the subject of instruction and classroom discussion. Teachers, rather than peers, offer feedback on correctness and form during the editing process. 
• Feedback is expressed in positive, encouraging ways to ensure motivation and enthusiasm for creating written work are maintained. Teachers engage students in evaluating their own writing and identifying progress they have made toward their own goals. 

RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.

• Students distinguish among fact, opinion, and reasoned judgment in a text, and history/social studies teachers model and scaffold (planned and “just-in-time”) these processes and provide practice as needed (RH.6-8.8). Students practice identifying, evaluating, and expressing arguments in history/social studies (ELD.PI.6-8.6a,11a.Ex). 
• Teachers integrate language arts and history/social studies using text sets on a given topic. In departmentalized settings, teachers look for opportunities to collaborate to integrate literacy across subject areas. 

RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

• Teachers help students examine vocabulary, language structures, organizational structures, and use of media in informational texts for history/social studies. Students identify features unique to the discipline and consider their impact on text meaning (RH.6-8.5,7). 

RH.6-8.10 By the end of the grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

• All students read broadly in the discipline. Teachers model and scaffold (planned and “just-in-time”) as needed to help students read grade-level texts, including primary source documents. The use of text complements and contributes to content instruction; it does not replace inquiry and other content approaches. 
• All students read widely in classroom and virtual settings and at home. They read to gain knowledge, to become inspired, and for pleasure. 
• All students have frequent opportunities to discuss the content of the texts they read (ELD.PI.6-8.1.Ex); these discussions enhance students’ content knowledge. 
• Students have access to informational text in their home languages to amplify content knowledge and support meaning making.

WHST.6-8.1,2 Write arguments and informative/explanatory texts.

• All students write frequently in history/social studies to process information they learn through reading, viewing, and listening and to communicate their understandings and perspectives on what they have learned. As they write, students consolidate their existing and new content knowledge. 
• All students use technology to collaborate with classmates, produce and publish writing, and gather information (WHST.6-8.6,8). 
• All students conduct short research projects on topics of interest and to answer a question, drawing on several sources (WHST.6-8.7; ELD.PI.6-8.6b.Ex; ELD.PII.6-8.1.Ex). 
• Students gather relevant information, using search terms effectively; assess the credibility and accuracy of each print and digital source, and they quote and paraphrase the data and conclusions of others while avoiding plagiarism (WHST.6-8.8). These are new expectations for students at these grades, and teachers model and scaffold (planned and “just-in-time”) these processes as needed. Teachers and school librarians collaborate to help students learn to evaluate sources and understand plagiarism. 

• Ideally, students’ knowledge of foundational skills is well established by the time they enter grades six through eight, and history/social studies teachers continue to support students’ developing reading fluency to aid comprehension. 
• Support for students who lag significantly behind in foundational reading skills is provided strategically and effectively to allow for accelerated progress and full participation in core instruction. 
• Teachers provide EL students targeted instruction in foundational literacy skills based on students’ spoken English proficiency, native language proficiency, prior schooling, and assessed needs. 

RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.

• Using textual evidence to support analysis is new for students beginning in grade six. Science and technical subjects teachers model and scaffold (planned and “just-in-time”) doing so with science and technical texts. 
• Every student regularly engages with grade-level text with scaffolds (planned and “just-in-time”) provided and adjusted in accordance with the strengths and needs of the learner. 
• Text-dependent questions help students draw on the text to comprehend at increasing levels of depth, including determining the central ideas or conclusions of a text and providing a summary distinct from prior knowledge or opinions (RST.6-8.2). Thoughtfully prepared questions also guide students to analyze the author’s purpose (RST.6-8.6), distinguish among facts, reasoned judgment, and speculation (RST.6-8.8), and compare and contrast information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic (RST.6-8.9). Teachers analyze texts to create text-dependent questions and engage students in developing their own questions based on the text. 
• All students read a range of science and technical texts both independently and collaboratively with their peers, and they discuss these texts with their peers and teachers. Teachers occasionally read aloud from selected passages of texts the class is studying to illustrate key points or to introduce new genres or specialized language. 
• Teachers consider the purpose of the task and the EL students’ proficiency levels and group them heterogeneously with Peers at more advanced levels of English proficiency for core tasks and consider homogeneous groups for identified language needs. 

RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.

• Students read and discuss increasingly complex texts in the discipline regularly, with special attention given to text with appropriate complexity for grades six through eight, depending upon the grade level. Volume of reading contributes to literacy development in the content area. 
• Teachers support students in meaning making with text, teaching them how to follow precisely a multistep procedure (RST.6-8.3) and to navigate unfamiliar concepts, language, and symbols (RST.6-8.4; ELD.PI.6-8.8,12.Ex; ELD.PII.6-8.1,2.Ex). Teachers guide the deconstruction of complex sentences and paragraphs to deepen students’ understanding of language structures, meaning making, and authors’ choices. 
• Teachers support students as they learn to analyze the structure an author uses to organize a text (RST.6-8.5); and to integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (RST.6-8.7). 
• Teachers create opportunities for all students to select the texts they read for study based on their interests to capitalize on students’ increasing needs for autonomy and to build motivation. 
• Students have many opportunities to discuss texts with peers in virtual and in-class settings (ELD.PI.6-8.1.Ex). Their engagement with others enhances their understanding of the discipline. Students prepare for discussions, drawing on the text as well as other sources of information. They ask one another questions and demonstrate understanding of and respect for others’ expression of growing knowledge. Opportunities for extended discussions are especially important for EL students. 

WHST.6-8.1,2 Write arguments and informative/explanatory texts focused on discipline-specific content.

• All students write about the texts they read and the investigations in which they participate; writing helps students consolidate their thinking and arrive at new understandings of the content. Students write personal reactions, interpretations, analyses, summaries, notes, and answers to questions about the text RH.6-8.1-3,8; WHST.6-8.10). Students focus on conveying meaning as they write and learn that the content and form of their writing varies according to the task, purpose, and audience (WHST.6-8.4). 
• They write frequently and may combine argumentative, explanatory, or narrative forms according to their purpose, task, and audience (WHST.6-8.10). 

RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a scientific or technical context relevant to grades 6-8 texts and topics.

• Teachers support students to read complex disciplinary texts by teaching text vocabulary explicitly, providing rich and engaging, as well as repeated, experiences with new words. Teachers select a limited number of words from the text that have high utility for text comprehension and use in other contexts (e.g., in several scientific and technical texts). Teachers also model strategies for independent word learning (ELD.PI.6-8.8,12.Ex). 
• Determining connotative and technical meanings is new for students beginning in grade six. Science and technical subjects teachers model and scaffold (planned and “just-in-time”) this process with texts in the discipline (ELD.PI.6-8.8.Ex). 
• Teachers employ strategies to develop students’ word consciousness and encourage students to be curious about new words and new meanings of known words that they encounter. They also encourage students to be curious about new syntactical structures common to the discipline that they encounter in texts; teachers model their own processes for making sense of dense phrases and sentences. 
• All students have multiple opportunities to engage in brief and extended conversations about texts with a range of others in a range of contexts for a range of purposes. These opportunities contribute to language development and are particularly important for EL students. Teachers encourage and support students in using target words and phrases in their discussions. 
• Teachers leverage all students’ experiences and EL students’ native language where possible (e.g., highlighting cognates) to support vocabulary development. 

RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.

• All students have regular opportunities to read and discuss scientific and technical texts and learning experiences. Increasingly complex text and rich content curriculum provide opportunities to learn new words and phrases, thereby deepening students’ language development. 
• Teachers model how they analyze complex sentences to understand their meanings, and they engage students in similar practices. Examining these language structures in the context of the texts the class is studying is more valuable than isolated grammar practice. It is helpful to all students, particularly EL students, to analyze or “unpack” complex sentences as examples of effective use of verb types and tenses, noun phrases, and adverbials to add and enrich details, and connect ideas (ELD.PII.6-8.3-6.Ex). 

WHST.6-8.1,2 Write arguments and informative/explanatory texts.

• All students in grades six through eight learn to use words and phrases in increasingly precise ways to express their meanings in writing (ELD.PI.6-8.12a.Ex), and students are expected to use words and phrases to clarify relationships among claim(s) and reasons. Teachers model and scaffold (planned and “just-in-time”) this process and support students as they practice. 

RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.

• All students read texts in the discipline regularly in virtual and in-class science and technical subjects settings—both independently and collaboratively. They discuss texts with one another frequently, articulating their ideas clearly, and drawing on evidence from the text (WHST.6-8.9). 
• Teachers establish a climate that fosters trust, safety, equitable participation, and respect for individuals and multiple perspectives in both in-class and virtual settings. 
• Teachers support students to read increasingly complex text and engage students in examining passages that represent samples of effective expression. Students and their teachers work to uncover what makes passages effective or complex, considering the choice of words and grammatical elements, clarity of structure, author’s purpose, or other features (RST.6-8.5,6). 
• Students use technology creatively (e.g., audio or video of reports, public service announcements, dramatic performances, spoken word) to present arguments, information, and narratives as individuals, partners, or small groups (WHST.6-8.6). 
• Teachers provide mentor texts in the form of clips from podcasts, films, readings, panel discussions, or other presentations to demonstrate specialized language and content, clear structure, and effective presentation techniques. 

WHST.6-8.1 Write arguments focused on discipline-specific content. WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events.

• All students learn that the structure and use of language in their writing varies according to the task, purpose, and audience. Teachers engage students in the analysis of a variety of mentor texts representing effective examples of text organization and language use and help students apply similar strategies to their own writing (ELD.PII.6-8.1-7.Ex). 
• Teachers model and guide co-construction of increasingly effective text aligned to purpose and audience. 
• All students organize their writing in increasingly effective ways. Students introduce claims about a topic or issue; support claims with logical reasoning and accurate data and evidence; and provide a concluding statement that follows from and supports the argument or information (WHST.6-8.1,2). 
• All students write regularly in virtual and in-class settings—both independently and collaboratively (WHST.6-8.10). They use technology to produce and publish writing and collaborate with others (WHST.6-8.6). 
• Teachers support students in building their metacognitive awareness of their own and others’ language use in writing (and speaking). Teachers create an environment that encourages students to experiment with language without being overly concerned with correctness. 
• Teachers accept and value students’ language varieties and establish an environment, both online and in class, that is respectful and safe for students to experiment with language. 

• Teachers help students plan their writing by connecting the products of their reading (e.g., annotations, discussion notes, summaries, reflections, outlines, maps, responses to questions) to the writing task. 
• Students’ writing receives regular, specific feedback, so students become increasingly effective at expressing arguments, information, and narratives. Teachers and peers provide feedback on longer assignments early in the process so that students can set goals for improvement and make revisions. Feedback is focused on effective communication in the discipline and selected features that have been the subject of instruction and classroom discussion. Teachers, rather than peers, offer feedback on correctness and form during the editing process. 
• Feedback is expressed in positive, encouraging ways to ensure motivation and enthusiasm for creating written work are maintained. Teachers engage students in evaluating their own writing and identifying progress they have made toward their own goals. 

RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.

• Students distinguish among facts, reasoned judgment, and speculation in a text, and science and technical subjects teachers model and scaffold (planned and “just-in-time”) these processes and provide practice as needed (RST.6-8.8). Students practice identifying, evaluating, and expressing arguments in science and technical subjects (ELD.PI.6-8.6a,11a.Ex). 
• Teachers integrate science/technical subjects and literacy using text sets on a given topic. In departmentalized settings, teachers look for opportunities to collaborate to integrate literacy across subject areas. 

RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a scientific or technical context relevant to grades 6-8 texts and topics.

• Teachers help students examine vocabulary, language structures, organizational structures, and use of media in informational texts for science and technical subjects. Students identify features unique to the discipline, including quantitative and technical information expressed visually and consider their impact on text meaning (RST.6-8.5,7). 

RST.6-8.10 By the end of the grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.

• All students read broadly in the discipline. Teachers model and scaffold (planned and “just-in-time”) as needed to help students read grade-level texts, including accounts of experiments and technical processes. The use of text complements and contributes to content instruction; it does not replace inquiry and other content approaches. 
• All students read widely in classroom and virtual settings and at home. They read to gain knowledge, to become inspired, and for pleasure. 
• All students have frequent opportunities to discuss the content of the texts they read (ELD.PI.6-8.1.Ex); these discussions enhance students’ content knowledge. 
• Students have access to informational text in their home languages to amplify content knowledge and support meaning making. 

WHST.6-8.1,2 Write arguments and informative/explanatory texts.

• All students write frequently in science and technical subjects to process information they learn through reading, viewing, and listening and to communicate their understandings and perspectives on what they have learned. As they write, students consolidate their existing and new content knowledge. 
• All students use technology to collaborate with classmates, produce and publish writing, and gather information (WHST.6-8.6,8). 
• All students conduct short research projects on topics of interest and to answer a question, drawing on several sources (WHST.6-8.7; ELD.PI.6-8.6b.Ex; ELD.PII.6-8.1.Ex). 
• Students gather relevant information, using search terms effectively; assess the credibility and accuracy of each print and digital source, and they quote and paraphrase the data and conclusions of others while avoiding plagiarism (WHST.6-8.8). These are new expectations for students at these grades, and teachers model and scaffold (planned and “just-in-time”) these processes as needed. Teachers and school librarians collaborate to help students learn to locate and evaluate sources and understand plagiarism. 

• Ideally, students’ knowledge of foundational skills is well established by the time they enter grades six through eight, and science and technical subjects teachers continue to support students’ developing reading fluency to aid comprehension. 
• Support for students who lag significantly behind in foundational reading skills is provided strategically and effectively to allow for accelerated progress and full participation in core instruction.