Page | 15 Claim 3: Middle school students receiving instruction using Bridges build proficiency in writing and grammar. 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 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 Construct language arts narratives. 6. LD-LA 6-8 Construct informational texts in language arts. 7. ELD-LA 6-8 Construct language arts arguments. 8. ELD-MA 6-8 Construct 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-learners-nd close-reading-providing-scaEolding-writing 2. Bruner, J.S. (1977). The process of education. Harvard University Press. 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. Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). Routledge. Wang, X. (2024). Research on post-reading writing in the teaching of senior high school English based on core literacy. Education Reform and Development, 6(4), 181-182. 6. Hattan, C., & Lupo, S. M. (2020). Rethinking the role of knowledge in the literacy classroom. Reading Research Quarterly, 55(S1).
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