Page | 21 Claim 5: Middle School students receiving instruction using Bridges can eBectively use grade level appropriate academic language for grade level content. (language arts, social studies, science, math). 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 reading instruction. • Literary and informational readings • Provide career and technical education integrated with reading skills • The text genre is introduced • Analyze the Reading • Students follow along with an audio recording 1. ELD-LA 6-8 Interpret language arts narratives. 2. ELD-LA 6-8 Construct language arts narratives. 3. ELD-LA 6-8 Interpret informational texts in language arts. 4. ELD-LA 6-8 Construct informational texts in language arts. 5. ELD-LA 6-8 Interpret language arts arguments. 6. ELD-LA 6-8 Construct language arts arguments. 7. ELD-MA 6-8 Interpret mathematical explanations. 8. ELD-MA 6-8 Construct mathematical explanations. 9. ELD-MA 6-8 Construct mathematics arguments. 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. Sousa, D. A., & Tomlinson, C. A. (2018). Di2erentiation and the brain: How neuroscience supports the learner-friendly classroom (2nd ed.). Solution Tree Press 3. Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). Routledge. 4. González, N., Moll, L., Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Lawrence Erlbaum. 5. 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 Snow, C. (2018). Simple and not-so-simple views of reading. Remedial and Special Education, 39(5), 317–323.
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