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R Ec Ep Tiv E NEW LANGUAGE ARTS PROGRESSIONS Common Core Anchor Standard (RL.10): Read and comprehend complex literary and MAIN ACADEMIC DEMAND: informational texts, independently and proficiently. Build Comprehension of Grade Level Texts 5 Levels of Language Progression Entering Emerging Transitioning Expanding Commanding When acquiring a new language, using grade level texts and appropriate supports, students are: Able to comprehend at Able to comprehend two Able to comprehend Able to comprehend Able to comprehend least one high interest, or more high interest, multiple high-interest, multiple grade or above multiple grade or above grade-appropriate text grade-appropriate texts grade-appropriate texts grade-level texts when grade-level texts when Oracy when teacher has built when teacher has built when teacher has built teacher has glossed new teacher has glossed new background knowledge, background knowledge, background knowledge, vocabulary, and vocabulary and in the new pre-taught key pre-taught key phrases, identified key words provided a context for language. Literacy vocabulary, provided a provided a context for and phrases, and the text in the new Links context for the text, and the text, and read the provided a context for language. RECEPTIVE read aloud in class in the text aloud in class in the the text in the new and, new and/or home new and/or home occasionally, in the home language. language. language. Common Core Grades 9th to 12th Standards: By the end of grades 6th, 7th, 8th, 9th, 10th, 11th and 12th: Read and comprehend literature, including stories, dramas, and poems, in the grade GRADE LEVEL ACADEMIC DEMAND complexity band proficiently, with scaffolding as needed at the high end of the range. Build Comprehension of Grade-Appropriate Texts Building Background Knowledge: Background knowledge (or prior knowledge) is a frame of reference that encompasses the information and concepts the learner brings to the learning task. Background knowledge reflects the learner’s prior experiences and both formal and informal learning. It provides the foundation for approaching, processing, interpreting, and retaining new learning, and is indispensable to the learner’s making sense and understanding how the world works. When students are reading fiction they develop a framework for understanding the overarching structure of the story (i.e. setting, characters, conflict and resolution). The process of inferencing and interpreting the text is facilitated by the knowledge of this framework. The more a student knows about a topic, the more difficult the texts a student can approach. Students' background knowledge, including developmental, experiential, and cognitive factors, influences their ability to understand the explicit and inferential qualities of a text. The following are some strategies to build background knowledge: • Pre-reading discussions to build background knowledge and open-ended questions during a Read Aloud can increase the students’ reliance on the text and the information they are integrating. • Background knowledge can be enriched by providing students with texts they can read independently that match their reading levels and that are aligned with the grade-level text/topic being developed in class. • Students who can read and comprehend grade level text in their home language can build background knowledge by independently reading higher level text aligned with the text/topic being developed in class. • Pairing fiction and nonfiction books that address the same topic. Samples [DATE] NLAP Reading for Information (RI) RI.10: RI.3-5.10 1 NEW LANGUAGE ARTS PROGRESSIONS Note: Text structures and oral language development play an important role in building a student’s ability to comprehend grade-appropriate texts. (See RL Standards 5, 6 and 7 for standards that target text structures and Standards 1 and 2, which addresses comprehension strategies.) Also, in order to engage in grade-appropriate texts, students must have mastered the phonemic and phonological characteristics of the home and/or new language as well as fluency. (See Foundations of Reading, which addresses the development of these skills.) Examples of Text to Build Background Knowledge in Reading Literature: The following books develop and expand knowledge of stories (including fairy/folk tales and myths). The CCS does not provide a list of books across grade levels for Reading Literature to expand this area. The text difficulty provided on this list is based on Lexile levels. An effort has been made to incorporate as many cultural perspectives as possible. Pre K to 2nd grade 3rd to 5th grade 6th to 8th grade 9th to 12th grade Lexile Levels: Lexile Levels: Lexile Levels: Lexile Levels: 1st grade: up to 300 L 3rd grade: from 330 to 700 L 6th grade: 665 to 1000 L 9th grade: 855 to 1165 L 2nd grade: 140 to 500 L 4th grade: 445 to 810 L 7th grade: 735 to 1065 L 10th grade: 905 to 1195 L AD: means Adult Directed, as an 5th grade: 565 L to 910 L 8th grade: 805 to 1100 L 11th and 12 grade: 940 to 1210 L adult reading to the child Twenty Heartbeats by Dennis The Teacher’s Secret and Other The Korean Cinderella by Shirley Illustrated Treasury of African Hasseley and Ed Young (2008), AD Folktales by Joyce Hannam (2004), Climo (1994),700L American Folk Tales (no author 500L 440L listed, 2003), 960L World Folktales by Kathy Burke Dear Petter Rabbit, by Alma Flor Ada Borreguita and the Coyote by (2008), 760L Pawnee Mythology by George and F. Isabel Campoy (2000), Veena Aardena (1991), 560L Dorsey (1997), 870L AD780L Cajun Folktales by J. Reneaux American Indian Trickster Tales by (1992), 780L The Pearl by John Steinbeck (1945). The Cow in the House by Harriet Richard Erdos and Alfonso Ortiz This book is included because Steinbeck Ziefert and Emily Bolam (2000), 60L (1999), 580L Russian Folktales by Aradhana based it on a Mexican myth, 1010L Bisht (2011), 820L Three Goats. Norwegian Fairy Tale King Puck by Michael Garland Mythology by Edith Hamilton (no author listed, 2012), 290L (2007), AD670L Wisdom Tales from Around the (1942), 1040L World by Heather Forest (2005), Cinderella by Hara Lewis and Medio Pollito- Half Chicken by Alma 840L Fearless Girls, Wise Women and Barbara Lanza (2000), 310L Flor Ada and Kim Howard (2003), Beloved Sisters: Heroines in Folktales 680L The Uninvited Guest and Other Around the World by Janet Yolen Folklore and Fairy Tale Funnies by Jewish Holiday Tales by Nina Jaffe (2000), 1060L Art Spiegeman (1999), 360L The Irish Cinderland by Shirley and Elivia Savadier (1993), 940L Climo (1996), AD 730L British Folk Tales and Legends by The Great-Great Grandmother of La Mayan Folktales (no author listed, Katherine Briggs (2002), 1190L Cucarachita Martina by Alma Flor Forest Tales From Far and Wide by 1999), 940L Ada (1993), 460L Marleen Vermeulen and Rosslyn Moran (2001), 740L Samples [DATE] NLAP Reading for Information (RI) RI.10: RI.3-5.10 2 NEW LANGUAGE ARTS PROGRESSIONS Pre K to 2nd grade 3rd to 5th grade 6th to 8th grade 9th to 12th grade Lexile Levels: Lexile Levels: Lexile Levels: Lexile Levels: 1st grade: up to 300 L 3rd grade: from 330 to 700 L 6th grade: 665 to 1000 L 9th grade: 855 to 1165 L 2nd grade: 140 to 500 L 4th grade: 445 to 810 L 7th grade: 735 to 1065 L 10th grade: 905 to 1195 L AD: means Adult Directed, as an 5th grade: 565 L to 910 L 8th grade: 805 to 1100 L 11th and 12 grade: 940 to 1210 L adult reading to the child Guī tù sàipǎo [The Tortoise and the Huì tòng de xiǎo yú [The Fish That Yīshēng bì dú de xīlà shénhuà gùshì Āijí, shì zhèyàng shì nàyàng! : Hare] published by Gui Taihua Felt Hurt] Retold by [The Best of Greek Mythology] by Mànhuà āijí de mìmì [Egypt, it’s like (2011) Li Xin Yuan and Meng Ning (2004) Enoch (2011) this, it’s like that: secrets revealed through pictures] by Miyuki Yī suǒ yùyán shìjiè [The World of Háizi de yī suǒ yùyán [Aesop’s Wūyā hé húlí︰kè léi luò fu yùyán Shibaski translated by Xu Qing Shu Aesop’s Fables] by Huang Shuping Fables] by Jerry Pinkney [The Crow and the Fox: A Krylov (2007) (2008) Translated by Kong Fan Lu (2012) Fable] by Ivan Krylov, translated by Xin Wei Ai (2009) Xīlà luómǎ shénhuà gùshì [The Shìjiè tónghuà gùshì [Fairy Tales Xióng de yànhuì︰shìjiè yùyán Myths of Greek and Rome]edited by From Around the World] by Chen Li jīngxuǎn [Bear’s Banquet: A Fable Zhōngguó jīngdiǎn yùyán de zhìhuì [Huang Chen Chun (2008) Yu (2011) From Around the World] by Ivan [Classical Chinese Fables] by Wang Krylov, translated by Wei Wei Zhu Yu (2006) (2010) [The Myths of European Art] byKàn Wang dǒng Guan ōuzhōu Chuan yìshù (2008) de shénhuà gùshì Samples [DATE] NLAP Reading for Information (RI) RI.10: RI.3-5.10 3 .
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