Page | 12 Claim 2: Middle school students receiving instruction using Bridges build proficiency listening. 1. Provide sca.olded instruction. 2. Provide di.erentiated instruction and activities. 3. Provide scripted models and readaloud text. 4. Provide instruction fostering student engagement and motivation, including creating instructional routines and rituals. 5. Provide instruction that integrates language and literacy interaction in the classroom. 6. Provide a logical scope and sequence consistent with research. 7. Provide pacing guides to maximize instructional e.ectiveness. 8. Provide instructional routines to support instruction. 9. Provide advance organizers and activate prior knowledge. • Big Idea • Bridges to the Theme video • What You Bring • From Your Perspective • My Goals • Key words from the reading 10. Provide instruction for academic language development, including language arts, science, mathematics, social studies, and other content areas. • Reading, science, social studies, and math • A variety of text genres • Engaging texts support academic language development 1. ELD-SI 4-12 Interpret and construct social and instructional narratives. 2. ELD-SI 4-12 Interpret and construct social and instructional informational communication. 3. ELD-SI 4-12 Interpret and construct social and instructional explanations. 4. ELD-SI 4-12 Interpret and construct social and instructional arguments. 5. ELD-LA 6-8 Interpret language arts narratives. 6. ELD-LA 6-8 Interpret informational texts in language arts. 7. ELD-LA 6-8 Interpret language arts arguments. 8. ELD-MA 6-8 Interpret mathematical explanations. 1. American Institutes for Research, Center for English Language Learners. (2018). English learners and close reading: Providing sca2olding for writing. https://air.org/resource/english-learnersand close-reading-providing-scaEoldingwriting 2. Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fitsall” to diEerentiated instruction aEect teaching? Review of Research in Education, 43(1), 336–362. 3. González, N., Moll, L., Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Lawrence Erlbaum. 4. Connecticut Department of Education. (April 2022). The science of reading: A literature review. https://portal.ct.gov/- /media/sde/academic-oEice/readingleadership-implementation-council/thescience-of-reading--a-literature-reviewapril-2022-update.pdf 5. Hattan, C., & Lupo, S. M. (2020). Rethinking the role of knowledge in the literacy classroom. Reading Research Quarterly, 55(S1). 6. Krashen, S. (1982). Principles and practice in second language acquisition. PrenticeHall.
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