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

Overview of the Span 

Young adolescents’ quest for autonomy, relevance, meaning, and competence begins in earnest during these years, and motivation and engagement are critical factors in students’ school success. Importantly, as middle school students explore the various layers of their identities, the adults around them exude acceptance, understanding, and validation of who they are as individuals and as members of various cultural, linguistic, religious, and other groups. 

The ELA/literacy standards at this grade span represent a big leap for students as they move from the elementary grades to the middle grades, and the expanding cognitive abilities of these young adolescents position them to make big strides in ELA/literacy. Moving beyond details and examples, students now are expected to cite textual evidence to support their analysis of what the text states explicitly and what they infer from it. Argument is introduced at grade six, and students are expected to go beyond stating reasons and evidence by tracing and evaluating arguments and claims in texts and writing their own arguments, rather than opinions, to support claims with clear reasons and relevant evidence. The ELD standards also introduce argument at grades six through eight, echoing the growing sophistication of the thinking expected at this level. These expectations exist across the many disciplines that students study—often within departmentalized settings. New to grades six through eight are Literacy Standards in History/Social Studies, Science, and Technical Subjects for the strands of reading and writing. Not only do students engage in careful analyses of texts in English language arts, they do so in history/social studies, science, mathematics, arts, world language, health, and physical education as well. Students write to argue, explain, and inform in all areas of the curriculum. 

Content and pedagogy in the grade span include the following: 

  • Meaning Making: In this grade span, significantly more rigorous concepts of evidence, argumentation, and integration and analysis of multiple sources and perspectives emerge in meaning making. 
  • Language Development: All students continue to develop as learners of language throughout their academic careers, and indeed their lives. The development of academic English is critical for successful and equitable school participation in middle school and includes an intensive focus on vocabulary and grammatical understandings. 
  • Effective Expression: Students become increasingly effective at expressing themselves through different genres of writing and build on previous learning to write more complex and cohesive texts of different types for various purposes. They continue to develop and organize their writing in a way that is appropriate to the task, purpose, and audience. They increase their skill in discussing, presenting, and using language conventions successfully. 
  • Content Knowledge: Students engage in a full program of ELA and content instruction regardless of language proficiency or special needs. They study a range and variety of important works of literature and informational texts in all disciplines and through independent reading and research. They participate in an organized independent reading program that contributes to their knowledge. 
  • Foundational Skills: Ideally, students’ knowledge of foundational skills is well established by the time they enter middle school, and they access and produce printed language efficiently. 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. 

Students who are learning English engage in all of these academic activities at the same time they are learning English as an additional language, and some students may be simultaneously developing literacy and academic skills in languages other than English. The integration of ELD in ELA and all academic content courses necessitates collaboration among ELD and content area instructors. All teachers become teachers of the language needed to understand, engage with, and communicate about written texts, digital formats, and oral discourse in each discipline. 

As the ELD standards intersect with and amplify the ELA/literacy standards, EL students at this grade span learn to explain ideas, phenomena, processes, and relationships based on close reading of texts in which they make inferences and draw conclusions. Critical for all students is the implementation of culturally responsive and sustaining pedagogy and the development of positive and respectful relationships in all classrooms. 

Synchronous and Asynchronous Instruction. Teachers should carefully consider which learning experiences are given priority during synchronous instruction. Teachers identify lessons that are best conducted synchronously when teachers can make “in-the-moment” decisions about next instructional moves based on students’ performance as they engage in the lesson. For example, teachers provide real-time instruction on deconstructing complex sentences in challenging texts. They teach and model by thinking aloud and providing examples from texts students are reading; they observe students’ independent attempts at sentence deconstruction and reteach with scaffolding as needed. Teachers know that their instruction in the moment matters and that if students are left to themselves to grapple with complex texts, they may experience frustration and lose motivation to read on their own. Other activities can occur effectively without the teacher available in real-time. For example, teachers might provide asynchronous activities at times that engage students in reviewing a peer’s writing by adding comments to a shared document or to time themselves as they practice their keyboarding skills. 

The following vignette features an interview with a middle school teacher about her implementation of distance learning with her students. Discussions of standards and instructional considerations for ELA and literacy in grades six through eight follow the vignette. 


Voices from the Field
Jennifer Scott | Compton Junior High School | Bakersfield, CA  

Jennifer Scott is an English and history teacher at Compton Junior High School in the Bakersfield City School District, where she has taught for 20 years. She spoke with us about some of the ups and downs of distance learning. Keeping middle school students engaged in distance learning requires creativity, adaptability, and persistence. For Jennifer Scott, providing multiple pathways and opportunities for her students to succeed has gone a long way toward keeping them connected to school while remote learning. 

Can you describe a few of the successes you and your students have experienced with distance learning? 

My favorite days are what I call Creative Wednesdays. I give students a break from traditional academics and, instead, teach them art and graphic design. They learn digital and technology skills, design and communication, and how to express themselves using Google Sites [web page creation tools]—all skills that increase the quality of the presentations they create for other areas of class too. These activities reinforce important skills related to effective expression, specifically using media to present orally and in writing about what they have learned. 

In my English and history classes, as we build independent reading and research skills, a huge thing has also been teaching students how to cite textual evidence from digital resources they find online. So many students think it’s okay to use research results from the Google search page—not using Google search to find a website, but just using only the search page results to get their facts. We have to tell students not to do that and teach them how to find trusted sources online, why it’s important to cite textual evidence, and how to link to sources in their projects. 

How has instruction changed to adapt to the challenges of remote learning? 

I schedule a Zoom call link to appear every morning with a check-in, and that’s the first thing students see in their Google Classroom [software for creating, distributing and grading assignments] every day. I limit other assignments to one or two per day. No more than that because you need to keep it as simple as possible—the simpler, the better. You might have students who resist or complain that it is too much work, but when you keep it simple, you take away as many of those complaints as possible beforehand, and you can focus on learning. 

In class, I don’t require cameras to be on because I think it’s very important to value students’ privacy, but sometimes I don’t think the students are actually in front of their computers, and that is an absolute challenge. One of the ways we combat that is with a program that allows us to send messages to parents—it also translates for us, if the language spoken at home is other than English. I have a lot of families with different primary home languages, so we’re getting along okay because we’ve been able to communicate well with parents. They’ve really been wonderful and supportive and grateful that we’re working so hard with their kids. But it’s also difficult because some of the kids who aren’t participating in class aren’t participating because they have family responsibilities, or sometimes there are too many kids in one area at home, so it’s distracting. It’s really just about working with every student to try to make a connection and help them keep learning through all this. 

What sort of digital tools are you using to enhance, rather than duplicate, what can be done in a traditional classroom setting? 

I am using Flipgrid [video-based discussion software] because it’s engaging and easy for students to submit responses to assignments and participate in discussions. We did an assignment at the beginning of the year, for example, where we read and traced arguments that had to do with discrimination, prejudice, and racism. Flipgrid was really useful because it allowed each student to easily contribute their own reflections and respond to each other’s comments as they analyzed multiple sources and perspectives. 

We also use Flipgrid to practice reading aloud to support students’ ongoing fluency development. Reading aloud also helps them develop confidence and an understanding of presence, articulation, and projection when speaking. They record themselves reading aloud articles I’ve assigned, and I send them audio feedback about what they did well and how they can improve. 

Rosters to Slides by Alice Keeler is a Google Slides extension I absolutely love that also helps with student engagement and participation. Each student automatically gets 2 slides: a title page that is their name and a blank slide right after it where they can do their work. I use this all the time, like today, where we’re discussing themes from the book we’re reading together, “A Long Walk to Water.” Students can see each other’s progress as they go along, and I can view and offer encouragement and feedback on everyone’s slides as they work, which is much more engaging, and you get more students actively working and reflecting on their work that way. 

I also use Mote, a voice note and feedback Google Chrome extension, where I can give verbal feedback to my students, which is integrated with Google Classroom. I got to talk to one of the employees from Mote recently and learned that they’re going to have even better features in the future, including transcription, which would be great because students won’t even have to click on anything to hear feedback, they’ll be able to just read it if they prefer. The best part is, you’ll also be able to translate the feedback into the student’s primary language if you work with a lot of students whose primary language is not English, like I do. These are the features I’m most looking forward to. In the meantime, I love it because my students can hear my voice, and I can hear theirs. That personal connection matters. I use those 30 seconds to show that I’m still here and invested in them and their education. 


Grade Six: English Language Arts and English Language Development

Grade six is often the first year of middle school for students and represents a major transition in students’ lives. Just entering adolescence, these students eagerly encounter new areas of study and new ways to express their growing literacy understandings. This grade also represents a significant step in both sets of standards: argument replaces opinion in reading, speaking, and writing; separate literacy standards in the content areas make clear the literacy practices important in different disciplines; and thesis statements are expected in writing informative/explanatory texts. All students engage in meaningful collaborations with peers, read and savor new and exciting literature, and deepen their knowledge of academic English within classroom and virtual settings. Students learning English have ample opportunities to engage in extended discussions with peers and adults. They receive rich instruction in all content areas and a comprehensive program of ELD. 

Standards and instructional considerations for grade six follow. In distance learning settings, teachers should carefully consider which learning experiences are given priority during synchronous instruction. Guidelines are presented in Chapter 10 and also addressed in the Overview of the Span in this chapter. 

Some key standards are included in more than one theme, or critical area of instructional focus. For example, SL.6.1 is crucial in meaning making, language development, effective expression, and content knowledge. Thus, it is included in the first four charts that follow. In each case, the repeated standard is displayed with a pink background to help make the repetition obvious. Likewise, RL/RI.6.10 appears in several charts, and so a different color (in this case, orange) is used to highlight the repetition. Presented first is a chart depicting the standards for grade six at a glance followed by detailed charts for each theme. 

Critical Areas of Instructional Focus: At a Glance 

ThemeKey StandardsRelated Standards
Meaning Making RL/RI.6.1,10; W.6.1-3,9; SL.6.1,3 ELD.PI.6.1,6b,10a,11a.Ex RL/RI.6.2-4,9; RI.6.7,8; W.6.4,10; SL.6.2,4,6; L.6.4-6 ELD.PI.6.8,12.Ex; PII.6.1,2.Ex 
Language Development RL/RI.6.4,10; W.6.1-3; SL.6.1; L.6.1,4 ELD.PI.6.1,6b,c,7.Ex SL.6.6; L.6.2,3,5,6 ELD.PI.6.8,12a.Ex; PII.6.3-6.Ex 
Effective Expression RL/RI.6.10; W.6.1-3,5; SL.6.1,4; L.6.1 ELD.PI.6.1,3,4,6b,9,10a,b.Ex RL/RI.6.5,6; W.6.6,8-10; SL.6.6; L.6.2,3 ELD.PI.6.5.Ex; PII.6.1-7.Ex 
Content Knowledge RL/RI.6.1,4,10; W.6.1,2,9; SL.6.1,3; L.6.4 ELD.PI.6.1,6b,c,10a.Ex RL/RI.6.5,7; RI.6.8; W.6.6-8; SL.6.2,5,6; L.6.5,6 ELD.PI.6.6a,11a.Ex; PII.6.1.Ex 
Foundational Skills RF.5.4 N/A 

Critical Area of Instructional Focus: Meaning Making 

Key ELA & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.6.6b,11a.Ex Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia; justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge, with moderate support. 
  • 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.

 ELD.PI.6.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts. 
  • 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.

 ELD.PI.6.10a.Ex Write longer literary and informational texts collaboratively and independently. 
  • 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.

 ELD.PI.6.1 Contribute to class, group, and partner discussions. 
  • 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. 

Critical Area of Instructional Focus: Language Development 

Key ELA & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.6.6c.Ex Use knowledge of morphology, context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics. 
  • 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.

 ELD.PI.6.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of verbs. 
  • 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.

 ELD.PII.6.2b.Ex Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases to comprehending and writing texts with increasing cohesion. 
  • 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.

 ELD.PI.6.1.Ex Contribute to class, group, and partner discussions. 
  • 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). 
L.6.1e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. ELD.PI.6.7.Ex Explain how well writers and speakers use specific language to present ideas or support arguments and provide detailed evidence with moderate support. 
  • 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). 

Critical Area of Instructional Focus: Effective Expression 

Key ELA & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.6.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts. 
  • 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.

 ELD.PI.6.10.Ex Write longer literary and informational texts collaboratively and independently using appropriate text organization; write increasingly concise summaries of texts and experiences using complete sentences and key words. 
  • 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. 
W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 
  • 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.

 ELD.PI.6.1,3.Ex Contribute to class, group, and partner discussions; negotiate with or persuade others in conversations using an expanded set of learned phrases, as well as open responses. 
  • 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. 
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details and nonverbal elements. ELD.PI.6.9.Ex Plan and deliver longer oral presentations on a variety of topics and content areas, using details and evidence to support ideas. 
  • 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). 
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELD.PI.6.4 Adjust language choices according to purpose, task, and audience. 
  • 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). 

Critical Area of Instructional Focus: Content Knowledge 

Key ELA & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.6.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia. 
  • 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.

 ELD.PI.6.6c.Ex Use knowledge of morphology, context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics. 
  • 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.

 ELD.PI.6.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts. 
  • 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.

 ELD.PI.6.10a.Ex Write longer informational texts collaboratively and independently. 
  • 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.

 ELD.PI.6.1.Ex Contribute to class, group, and partner discussions. 
  • 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). 

Critical Area of Instructional Focus: Foundational Skills 

Key ELA & ELD Standard(s)Related Standards and Instructional Considerations
RF.5.4 Read with sufficient accuracy and fluency to support comprehension. 
  • 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. 

Class Spotlight 

The students in Grecia Jimenez’s sixth-grade English class are using collaborative digital documents to provide peer responses about their writing. Acknowledging the importance of feedback and revision in effective written expression, Ms. Jimenez explains, “Peer responses are something we work on continually. They learn how to become more reflective about their own writing in the process of doing so.” They are currently utilizing two approaches. The first is color-coded feedback. They are currently reading The Lions of Little Rock (Levine, 2013) and writing their reflections in which they compare and contrast the two main characters’ use of their social justice voices. To deepen their understanding of each character and support their meaning making, she has used a variety of scaffolds (e.g., reading with a focus, interviews of characters). After reading and discussing the first several chapters, students share their evolving essays with one another. Using a rubric, peer readers highlight in green evidence that their classmate is meeting the criteria. In places where they believe the writing needs to be strengthened, they highlight in yellow. The second approach they use is voice feedback. For each highlighted area, they record an audio comment to explain what they saw. 

Students receive the peer response feedback and reflect on it. “They don’t have to agree with what their peer offered, but they do need to explain their thinking about it,” said Ms. Jimenez. Each writer records their own audio response on the same document and submits the draft to their teacher. Ms. Jimenez carefully organizes the peer review groupings so that EL students are engaged with peers at more advanced levels of English proficiency. “I actually spend my time reviewing their peer responses,” said the teacher. “These are drafts and I want to build the habit that writers seek feedback from others about their writing during, not just at the end, of an essay. I also want them to see that feedback comes from lots of sources, like your peers, not just the teacher. Most important,” said Ms. Jimenez, “it fosters their ability to critique their own work.” 

Prominent ELA/ELD Themes: Effective Expression, Meaning Making 

Associated Standards: RL.6.1,10; W.6.2,4,5,6,9,10; ELD.PI.6.2,6a,7.Ex; ELD.PII.6.1.Ex 


Grade Seven: English Language Arts and English Language Development

Seventh graders may be in their first year of junior high school or in their second year of a sixth- through eighth-grade middle school program; in either case, they are expected to continue advancing their skills as they engage with ideas, concepts, and knowledge in literature and informational text they read in school and independently. They strengthen their reading and writing skills not just in the language arts, but across the content areas of history/social studies, science, and technical subjects. Students entering school learning English, or who have been in U.S. schools since the elementary years but are still designated as EL students, need particular attention, as their English language and literacy abilities need to improve in an accelerated time frame for them to be prepared for the rigors of high school in two more years. Students learning English have ample opportunities to engage in extended discussions with peers and adults. They receive rich instruction in all content areas and a comprehensive program of ELD. 

Standards and instructional considerations for grade seven follow. In distance learning settings, teachers should carefully consider which learning experiences are given priority during synchronous instruction. Guidelines are presented in Chapter 10 and also addressed in the Overview of the Span in this chapter. 

Some key standards are included in more than one theme, or critical area of instructional focus. For example, SL.7.1 is crucial in meaning making, language development, effective expression, and content knowledge. Thus, it is included in the first four charts that follow. In each case, the repeated standard is displayed with a pink background to make the repetition obvious. Likewise, RL/RI.7.10 appears in several charts, and so a different color (in this case, orange) is used to highlight the repetition. Presented first is a chart depicting the standards for grade six at a glance followed by detailed charts for each theme. 

Critical Areas of Instructional Focus: At A Glance 

ThemeKey StandardsRelated Standards
Meaning Making RL/RI.7.1,10; W.7.1-3,9; SL.7.1,3 ELD.PI.7.1,6b,10a,11a.Ex RL/RI.7.2-4,7,9; RI.7.8; W.7.4,10; SL.7.2,4,6; L.7.4-6 ELD.PI.7.8,12.Ex; PII.7.1,2.Ex 
Language Development RL/RI.7.4,10; W.7.1-3; SL.7.1; L.6.1e; L.7.4 ELD.PI.7.1,6b,c,7.Ex; PII.7.2b.Ex SL.7.6; L.7.1-3,5,6 ELD.PI.7.8,12a.Ex; PII.7.3-6.Ex 
Effective Expression RL/RI.7.10; W.7.1-3,5; SL.7.1,4; L.7.1 ELD.PI.7.1,3,4,6b,9,10a,b.Ex RL/RI.7.5,6; W.7.6,8-10; W.6.6; SL.7.6; L.7.2,3 ELD.PI.7.5; PII.7.1-7.Ex 
Content Knowledge RL/RI.7.1,4,10; W.7.1,2,9; SL.7.1,3; L.7.4 ELD.PI.7.1,6b,c,10a.Ex RL/RI.7.5,7; RI.7.8; W.7.6-8; SL.7.2,5,6; L.7.5,6 ELD.PI.7.6a,11a.Ex; PII.7.1.Ex 
Foundational Skills RF.5.4 N/A 

Critical Area of Instructional Focus: Meaning Making 

Key ELA & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.7.6b,11a.Ex Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia; justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge, with moderate support. 
  • 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.

 ELD.PI.7.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts. 
  • 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.

 ELD.PI.7.10a.Ex Write longer literary and informational texts collaboratively and independently. 
  • 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.

 ELD.PI.7.1.Ex Contribute to class, group, and partner discussions. 
  • 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. 

Critical Area of Instructional Focus: Language Development 

Key ELA & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.7.6c.Ex Use knowledge of morphology, context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics. 
  • 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.

 ELD.PI.7.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of verbs. 
  • 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.

 ELD.PII.7.2b.Ex Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases to comprehending and writing texts with increasing cohesion. 
  • 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.

 ELD.PI.7.1.Ex Contribute to class, group, and partner discussions. 
  • 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). 
L.6.1e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. (Grade 6 standard provided intentionally.) ELD.PI.7.7.Ex Explain how well writers and speakers use specific language to present ideas or support arguments and provide detailed evidence when provided with moderate support. 
  • 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). 

Critical Area of Instructional Focus: Effective Expression 

Key ELA & ELD StandardsRelated Standards and Instructional Considerations

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.

 ELD.PI.7.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts. 
  • 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.

 ELD.PI.7.10.Ex Write longer literary and informational texts collaboratively and independently using appropriate text organization; write increasingly concise summaries of texts and experiences using complete sentences and key words. 
  • 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). 
W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 
  • 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.

 ELD.PI.7.1,3.Ex Contribute to class, group, and partner discussions; negotiate with or persuade others in conversations using learned phrases and open responses. 
  • 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. 
SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples and nonverbal elements. ELD.PI.7.9.Ex Plan and deliver longer oral presentations on a variety of topics, using details and evidence to support ideas. 
  • 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). 
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELD.PI.7.4.Ex Adjust language choices according to purpose, task, and audience. 
  • 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). 

Critical Area of Instructional Focus: Content Knowledge  

Key ELA & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.7.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia. 
  • 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.

 ELD.PI.7.6c.Ex Use knowledge of morphology, context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics. 
  • 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.

 ELD.PI.7.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts. 
  • 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.

 ELD.PI.7.10a.Ex Write longer informational texts collaboratively and independently. 
  • 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 plagiarismIn 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.

 ELD.PI.7.1.Ex Contribute to class, group, and partner discussions. 
  • 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). 

Critical Area of Instructional Focus: Foundational Skills 

Key ELA & ELD Standard(s)Related Standards and Instructional Considerations
RF.5.4 Read with sufficient accuracy and fluency to support comprehension. 
  • 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. 

Class Spotlight 

Learning to cite textual evidence is key to meaning making in grade seven, and students practice this in increasingly sophisticated ways. English teacher Omar Haji uses a close reading protocol during his whole class synchronous lessons to focus his students on textual evidence. He shares his screen, showing a printed text via a document camera. The students in his class picked up copies of the text during their monthly drive-through during which time supplies for all classes are distributed and teachers wave and celebrate students from a distance. This allows students to follow along and annotate on their own version of the text. Mr. Haji selects small sections of the text that are most complex for his modeling. Thinking aloud, he calls students’ attention to sentences in these sections that indicate a character’s perspective and identifies the pieces of evidence that lead him to his conclusions—some of which may be indirect. He unpacks sentences that are unclear and engages students in determining their meaning and the evidence they contain. He asks students to read other sections of the text on their own in preparation for their discussion groups. To support oral and written expression, he has created a digital interactive notebook for each student that has sections organized for each chapter. The notebooks include discussion questions and places to take individual notes. Following each breakout room discussion, the students respond asynchronously to one of the questions (they are given choices) with textual evidence. Mr. Haji can easily review his students’ work in the digital interactive notebook and provide feedback. After reviewing the class’s work, he also identifies trends and revises his modeling when he notes that there are misconceptions or errors.

Prominent ELA/ELD Themes: Meaning Making, Effective Expression

Associated Standards: RL.7.1,10; W.7.10; SL.7.1; ELD.PI.7.1,6a,11a.Ex; ELD.PII.7.1.Ex


Grade Eight: English Language Arts and English Language Development

Generally, eighth grade students are in their last year of junior high school or middle school and need to be prepared during this year to meet the rigors of a high school program designed to help them meet the goals of ELA/literacy instruction in preparation for postsecondary education and careers. In grade eight, the level of rigor and text complexity continues to increase from earlier grades as students also increase in their ability to generate meaningful analysis and demonstrate understanding. Students now analyze and present relationships and connections among ideas and information in reading, writing, and speaking. All students, and especially EL students, receive particular attention to help them transition successfully to high school in the following year. Students learning English have ample opportunities to engage in extended discussions with peers and adults. They receive rich instruction in all content areas and a comprehensive program of ELD. 

Standards and instructional considerations for grade eight follow. In distance learning settings, teachers should carefully consider which learning experiences are given priority during synchronous instruction. Guidelines are presented in Chapter 10 and also addressed in the Overview of the Span in this chapter. 

Some key standards are included in more than one theme, or critical area of instructional focus. For example, SL.8.1 is crucial in meaning making, language development, effective expression, and content knowledge. Thus, it is included in the first four charts that follow. In each case, the repeated standard is displayed with a pink background to make the repetition obvious. Likewise, RL/RI.8.10 appears in several charts, and so a different color (in this case, orange) is used to highlight the repetition. Presented first is a chart depicting the standards for grade six at a glance followed by detailed charts for each theme. 

Critical Areas of Instructional Focus: At a Glance 

ThemeKey StandardsRelated Standards
Meaning Making RL/RI.8.1,10; W.8.1-3,9; SL.8.1,3 ELD.PI.8.1,6b,10a,11a.Ex RL/RI.8.2-4,7,9; RI.8.8; W.8.4,10; SL.8.2,4,6; L.8.4-6 ELD.PI.8.12.Ex; PII.8.1,2.Ex 
Language Development RL/RI.8.4,10; W.8.1-3; SL.8.1; L.6.1e; L.8.4 ELD.PI.8.1,6b,c,7.Ex; PII.8.2b.Ex SL.8.6; L.8.1-3,5,6 ELD.PI.8.8,12a.Ex; PII.8.3-6.Ex 
Effective Expression RL/RI.8.10; W.8.1-3,5; SL.8.1,4; L.8.1 ELD.PI.8.1,3,4,6b,9,10a,b.Ex RL/RI.8.5-6; W.8.6,8-10; W.6.6; SL.8.6; L.8.2,3 ELD.PI.8.5; PII.8.1-7.Ex 
Content Knowledge RL/RI.8.1,4,10; W.8.1,2,9; SL.8.1,3; L.8.4 ELD.PI.8.1,6b,c,10a.Ex RL/RI.8.5,7; RI.8.8; W.8.6-8; SL.8.2,5,6; L.8.5,6 ELD.PI.8.6a,11a.Ex; PII.8.1.Ex 
Foundational Skills RF.5.4 N/A 

Critical Area of Instructional Focus: Meaning Making 

Key ELA & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.8.6b,11a.Ex Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia; justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge, with moderate support. 
  • 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.

 ELD.PI.8.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts. 

  • 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.

 ELD.PI.8.10a.Ex Write longer literary and informational texts collaboratively and independently. 
  • 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.

 ELD.PI.8.1.Ex Contribute to class, group, and partner discussions. 
  • 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. 

Critical Area of Instructional Focus: Language Development 

Key ELA & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.8.6c.Ex Use knowledge of morphology, context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics. 
  • 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.

<> ELD.PI.8.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts and viewing multimedia using a variety of verbs. 
  • 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.

 ELD.PII.8.2b.Ex Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases to comprehending and writing texts with increasing cohesion. 
  • 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.

 ELD.PI.8.1.Ex Contribute to class, group, and partner discussions. 
  • 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). 
L.6.1e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. (Grade 6 standard provided intentionally.) ELD.PI.8.7.Ex Explain how well writers and speakers use specific language to present ideas or support arguments and provide detailed evidence when provided with moderate support. 
  • 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). 

Critical Area of Instructional Focus: Effective Expression 

Key ELA & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.8.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts. 
  • 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.

 ELD.PI.8.10.Ex Write longer literary and informational texts collaboratively and independently using appropriate text organization; write increasingly concise summaries of texts and experiences using complete sentences and key words. 
  • 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). 
W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 
  • 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.

 ELD.PI.8.1,3.Ex Contribute to class, group, and partner discussions; negotiate with or persuade others in conversations using learned phrases and open responses. 
  • 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. 
SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details and nonverbal elements. ELD.PI.8.9.Ex Plan and deliver longer oral presentations on a variety of topics and content areas, using details and evidence to support ideas. 
  • 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). 
L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELD.PI.8.4.Ex Adjust language choices according to purpose, task, and audience. 
  • 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). 

Critical Area of Instructional Focus: Content Knowledge 

Key ELA & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.8.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia. 
  • 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 neededStudents 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.

 ELD.PI.8.6c.Ex Use knowledge of morphology, context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics. 
  • 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.

 ELD.PI.8.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts. 
  • 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.

 ELD.PI.8.10a.Ex Write longer informational texts collaboratively and independently. 
  • 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.

 ELD.PI.8.1.Ex Contribute to class, group, and partner discussions. 
  • 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). 

Critical Area of Instructional Focus: Foundational Skills 

Key ELA & ELD Standard(s)Related Standards and Instructional Considerations
RF.5.4 Read with sufficient accuracy and fluency to support comprehension. 
  • 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. 

Class Spotlight 

Modeling through think-alouds allows teachers to provide examples of the thinking behind appropriate use of sources and how to attribute those sources. To support students’ effective expression, eighth-grade English teacher Tom Mitchell modeled paraphrasing for a research paper his students would be writing. As part of his modeling, he noted when he needed to reference and how he would include them. But his modeling was not limited to quotations and attributions. He also modeled his research and composing processes using a think-aloud method and recorded it for his students to view anytime. “I make these short recordings of my modeling and put them on a playlist on my learning management system,” said Mr. Mitchell. “That way students can go back to these short asynchronous lessons anytime.” His think aloud with a piece of text highlighted for his students how to paraphrase without plagiarizing: 

So I’ve figured out that I want to paraphrase [Anna] Quindlen’s discussion of tolerance in “A Quilt for a Country” in my paper. But I see that I don’t need a direct quotation because it would be really long and I’m sure I can make the same point in my own words. So I’m going to highlight and number the ideas she had in this paragraph and list them in my notes. But I’m also going to be careful not to write down her exact words because I’m paraphrasing. 

As he lists the phrases using his document camera, he explains his reasoning for selecting each one. By including his thoughts, Mr. Mitchell is going beyond demonstration, in which cognitive processes are hidden, to a true think aloud. He also supports students’ language development by highlighting how he can combine ideas into one condensed sentence. Mr. Mitchell says: 

She says that “Tolerance is a word used most often when this kind of coexistence exists; but tolerance is a vanilla-pudding word, standing for little more than the allowance of letting others live unremarked and unmolested.” She has three ideas here: One is that the word tolerance gets used more often when diverse people live in close proximity. The second is that it’s too bland for her liking. The third is connected to the second. She says tolerance is just a thin disguise for giving permission and little more for someone to be. So, I’ll put those three ideas together: “In Quindlen’s (2001) view, the word tolerance is a bland and thinly disguised term that allows people to be, but little more than that.” 

As a follow-up to the asynchronous lesson, Mr. Mitchell selects a new paragraph and invites his students to co-construct with him a paraphrase without plagiarizing. To support the students, he offers a few guiding questions focused on meaning making. He writes the first phrase and invites students to complete the paraphrase. 

Prominent ELA/ELD Themes: Effective Expression, Language Development, Meaning Making 

Associated Standards: W.8.2,7,8,10; L.8.5; ELD.PI.8.7.Ex; ELD.PII.8.2a.Ex 


Grades Six Through Eight: Literacy in History/Social Studies and English Language Development 

In addition to the standards for English language arts, the California ELA/Literacy Standards at grades six through eight include Literacy Standards in History/Social Studies, Science, and Technical Subjects. Specifically, the Literacy Standards include the following: 

  • Reading Standards for Literacy in History/Social Studies 
  • Reading Standards for Literacy in Science and Technical Subjects 
  • Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 

These standards are based on the premise that instruction in reading, writing, speaking, listening, and language is a shared responsibility within a school. Just as students learn to read, write, speak, listen, and use language effectively in ELA, so too they learn the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for grades six through eight are based on the expectation that teachers of ELA, history/social studies, science, and technical subjects use their expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. It is important to note that the literacy standards are not meant to replace content standards in those areas but rather to supplement them. 

Standards and instructional considerations for literacy in history/social studies at grades six through eight follow. They are organized by the five crosscutting themes of the ELA/ELD Framework—meaning making, language development, effective expression, content knowledge, and foundational skills. For each theme, key literacy standards and key ELD standards at the Expanding proficiency level are indicated in the left column. Related Standards and Instructional Considerations for each theme are noted in the right column. See Identification and Organization of the Standards in Chapter 11 for more specific information on the format and content of the standards. 

In distance learning settings, teachers should carefully consider which learning experiences are given priority during synchronous instruction. Guidelines are presented in Chapter 10 and also addressed in the Overview of the Span in this chapter. 

Some key standards are included in more than one theme, or critical area of instructional focus. For example, RH.6-8.10 is crucial in meaning making, language development, effective expression, and content knowledge. Thus, it is included in the first four charts that follow. In each case, the repeated standard is displayed with a pink background to make the repetition obvious. Likewise, WHST.6-8.2 appears in several charts, and so a different color (in this case, orange) is used to highlight the repetition. Presented first is a chart depicting the standards for grades six through eight at a glance followed by detailed charts for each theme. 

Critical Areas of Instructional Focus: At a Glance 

ThemeKey StandardsRelated Standards
Meaning Making RH.6-8.1,10; WHST.6-8.1,2,9 ELD.PI.6-8.6b,10a,11a.Ex RH.6-8.2-9; WHST.6-8.4,10 ELD.PI.6-8.1,8,12.Ex; PII.6-8.1,2.Ex 
Language Development RH.6-8.4,10; WHST.6-8.1,2 ELD.PI.6-8.6b,c.Ex; PII.6-8.2b.Ex ELD.PI.6-8.1,8,12a.Ex; PII.6-8.3-6.Ex 
Effective Expression RH.6-8.10; WHST.6-8.1,2,5 ELD.PI.6-8.6b,10.Ex RH.6-8.5,6; WHST.6-8.6,9,10 PII.6-8.1-7.Ex 
Content Knowledge RH.6-8.1,4,10; WHST.6-8.1,2,9 ELD.PI.6-8.6b,c,10a.Ex RH.6-8.5,7,8; WHST.6-8.6-8  ELD.PI.6-8.1,6a,11a.Ex; PII.6-8.1.Ex 
Foundational Skills RF.5.4 N/A 

Critical Area of Instructional Focus: Meaning Making 

Key Literacy & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.6-8.6b,11a.Ex Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia; justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge, with moderate support. 
  • 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.

 ELD.PI.6-8.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts. 
  • 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 perspectivesOpportunities 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.

 ELD.PI.6-8.10a.Ex Write longer literary and informational texts collaboratively and independently. 
  • 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). 

Critical Area of Instructional Focus: Language Development 

Key Literacy & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.6-8.6c.Ex Use knowledge of morphology, context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new 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 (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.

 ELD.PI.6-8.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of verbs. 
  • 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.

 ELD.PII.6-8.2b.Ex Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases to comprehending and writing texts with increasing cohesion. 
  • 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. 

Critical Area of Instructional Focus: Effective Expression 

Key Literacy & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.6-8.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts. 
  • 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.

 ELD.PI.6-8.10.Ex Write longer literary and informational texts collaboratively and independently using appropriate text organization; write increasingly concise summaries of texts and experiences using complete sentences and key words. 
  • 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. 
WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 
  • 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. 

Critical Area of Instructional Focus: Content Knowledge 

Key Literacy & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.6-8.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia. 
  • 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.

 ELD.PI.6-8.6c.Ex Use knowledge of morphology, context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics. 
  • 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.

 ELD.PI.6-8.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts. 
  • 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.

 ELD.PI.6-8.10a.Ex Write longer informational texts collaboratively and independently. 
  • 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. 

Critical Area of Instructional Focus: Foundational Skills 

Key Literacy & ELD Standard(s)Related Standards and Instructional Considerations
RF.5.4 Read with sufficient accuracy and fluency to support comprehension. 
  • 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. 

Class Spotlight 

Glen Shepard’s eighth-grade social sciences students are examining issues of racism, sexism, anti-Semitism, and prejudice in colonial America. Mr. Shepard wants to deepen the students’ knowledge of history and challenge their critical thinking by having them analyze artifacts for the different perspectives they represent. He knows that this era can be obscured by a veneer of positive perceptions about the seeds of societal and cultural conflict. “I want my students to understand that the Civil War, the suffragette movement, and the progressivism of the early twentieth century can be traced back to the earliest times when Europeans came to this country.” For one lesson, he sets up breakout room “stations” for students to examine artifacts using the document analysis process developed for educators by the National Archives. Using a clear protocol for the analysis supports his students’ meaning making. In addition, Mr. Shepard carefully organizes the small groupings so that EL students are engaged with peers at more advanced levels of English proficiency and are encouraged to use their linguistic resources. Students in small groups rotate through each breakout room, where they examine a cartoon or artwork, a newspaper article or other reading, and a diary or personal recounting of the time. Some or the materials have been translated. Each breakout room focuses on a specific marginalized group: Indigenous peoples, women, non-Protestant religious groups, and free and enslaved Blacks. The students work together to analyze the source and the audience and then summarize a description of each. Next, they discuss what information they learned from the item that they did not know. Finally, they identify whose perspective was not represented in the items. After working through the four stations, the students meet as a whole group with Mr. Shepard to discuss their findings. Summarizing and discussing their findings in small groups and as a class helps the students consolidate their understandings and supports their oral and written expression. “As young historians, they are developing the tools they need to read critically, to source texts, and to corroborate texts,” said the teacher. “This is at the core of what we explore in every unit.”

Prominent Literacy/ELD Themes: Content Knowledge, Meaning Making, Effective Expression

Associated Standards: RH.6-8.1,6,7; WHST.6-8.8,10; ELD.PI.6-8.1,6b,7,10b.Ex; ELD.PII.6-8.1.Ex


Grades Six Through Eight: Literacy in Science and Technical Subjects and English Language Development 

In addition to the standards for English language arts, the California ELA/Literacy Standards at grades six through eight include Literacy Standards in History/Social Studies, Science, and Technical Subjects. Specifically, the Literacy Standards include the following: 

  • Reading Standards for Literacy in History/Social Studies 
  • Reading Standards for Science and Technical Subjects 
  • Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 

These standards are based on the premise that instruction in reading, writing, speaking, listening, and language is a shared responsibility within a school. Just as students learn to read, write, speak, listen, and use language effectively in ELA, so too do they learn the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for grades six through eight are based on the expectation that teachers of ELA, history/social studies, science, and technical subjects use their expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. It is important to note that the literacy standards are not meant to replace content standards in those areas but rather to supplement them. 

Standards and instructional considerations for literacy in science and technical subjects at grades six through eight follow. They are organized by the five crosscutting themes of the ELA/ELD Framework—meaning making, language development, effective expression, content knowledge, and foundational skills. For each theme, key Literacy Standards and key ELD Standards at the Expanding proficiency level are indicated in the left column. Related Standards and Instructional Considerations for each theme are noted in the right column. See Identification and Organization of the Standards in Chapter 11 for more specific information on the format and content of the standards. 

In distance learning settings, teachers should carefully consider which learning experiences are given priority during synchronous instruction. Guidelines are presented in Chapter 10 and also addressed in the Overview of the Span in this chapter. 

Some key standards are included in more than one theme, or critical area of instructional focus. For example, RST.6-8.10 is crucial in meaning making, language development, effective expression, and content knowledge. Thus, it is included in the first four charts that follow. In each case, the standard is displayed with a pink background to make the repetition obvious. Likewise, WHST.6-8.2 appears in several charts, and so a different color (in this case, orange) is used to highlight the repetition. Presented first is a chart depicting the standards for grades six through eight at a glance followed by detailed charts for each theme. 

Critical Areas of Instructional Focus: At a Glance 

ThemeKey StandardsRelated Standards
Meaning Making RST.6-8.1,10; WHST.6-8.1,2,9 ELD.PI.6-8.6b,10a,11a.Ex RST.6-8.2-9; WHST.6-8.4,10 ELD.PI.6-8.1,8,12.Ex; PII.6-8.1,2.Ex 
Language Development RST.6-8.4,10; WHST.6-8.1,2 ELD.PI.6-8.6b,c.Ex; PII.6-8.2b.Ex ELD.PI.6-8.1,8,12a.Ex; PII.6-8.3-6.Ex 
Effective Expression RST.6-8.10; WHST.6-8.1,2,5 ELD.PI.6-8.6b,10.Ex RST.6-8.5,6; WHST.6-8.6,9,10 ELD.PII.6-8.1-7.Ex 
Content Knowledge RST.6-8.1,4,10; WHST.6-8.1,2,9 ELD.PI.6-8.6b,c,10.Ex RST.6-8.5,7,8; WHST.6-8.6-8 ELD.PI.6-8.1,6a,11a.Ex; PII.6-8.1.Ex 
Foundational Skills RF.5.4 N/A 

Critical Area of Instructional Focus: Meaning Making 

Key Literacy & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.6-8.6b,11a.Ex Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia; justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge, with moderate support. 
  • 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.

 ELD.PI.6-8.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts.  
  • 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.

 ELD.PI.6-8.10a.Ex Write longer informational texts collaboratively and independently. 
  • 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.6-8.1-3,8WHST.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). 

Critical Area of Instructional Focus: Language Development 

Key Literacy & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.6-8.6c.Ex Use knowledge of morphology, context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new 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.

 ELD.PI.6-8.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of verbs. 
  • 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.

 ELD.PII.6-8.2b.Ex Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases to comprehending and writing texts with increasing cohesion. 
  • 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. 

Critical Area of Instructional Focus: Effective Expression 

Key Literacy & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.6-8.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts. 
  • 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.

 ELD.PI.6-8.10.Ex Write longer informational texts collaboratively and independently using appropriate text organization; write increasingly concise summaries of texts and experiences using complete sentences and key words. 
  • 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. 
WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 
  • 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. 

Critical Area of Instructional Focus: Content Knowledge 

Key Literacy & ELD Standard(s)Related Standards and Instructional Considerations

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.

 ELD.PI.6-8.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia. 
  • 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.

 ELD.PI.6-8.6c.Ex Use knowledge of morphology, context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new 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.

 ELD.PI.6-8.6b.Ex Express inferences and conclusions drawn based on close reading of grade-level texts. 
  • 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.

 ELD.PI.6-8.10a.Ex Write longer informational texts collaboratively and independently. 
  • 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. 

Critical Area of Instructional Focus: Foundational Skills 

Key Literacy & ELD Standard(s)Related Standards and Instructional Considerations
RF.5.4 Read with sufficient accuracy and fluency to support comprehension. 
  • 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. 

Class Spotlight 

Valerie Sanchez’s sixth-grade science students are learning about how environmental factors affect the growth of organisms. “They actually see this every day,” said Ms. Sanchez. “We’re here in the Central Valley and see the positive and negative effects of these factors on plant life.” As part of this unit, students are viewing interactive videos that show the impact that fertilizer, light, space, and water can have on plants. Her students also deepen their content knowledge by reading informational passages from their textbook and other sources about what happens when too little or too much of these are present. Over the course of this unit, her students build comparison charts in their digital interactive notebooks to summarize the consequences of each. “These comparison charts are more than graphic organizers. They support students’ ability to make scientific meaning from their observations and reading,” she explains. “The students must cite where they located the evidence. For example, they read several passages about the causes and effects of drought on crops. The comparison charts are organized so that they must include the source.” The teacher is able to monitor their developing comparison charts and provide feedback using the digital commenting feature. In support of effective expression, Ms. Sanchez has selected and deconstructed some informational passages online to help students understand the structure and language features of informational text. She has co-constructed with students an informational essay using a similar topic. She usually has sixth graders work in pairs to write their first informational essay. “Their culminating writing is going to be about an element of their choice,” she explains. “They’ll write an informational essay in their digital interactive notebook about the element they have selected and use evidence from the readings we’re doing to support their information.”

Prominent Literacy/ELD Themes: Content Knowledge, Meaning Making, Effective Expression

Associated Standards: RST.6-8.1,7; WHST.6-8.2,9; ELD.PI.6-8.5,6a,10a.Ex; ELD.PII.6-8.1,2b.E