Page | 25 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 11. 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 • Apply the Reading Strategy section supports reading comprehension • Book Club Discussion 4. ELD-SI 4-12 Interpret and construct social and instructional arguments. 5. LD-LA 6-8 Interpret language arts narratives. 6. ELD-LA 6-8 Construct language arts narratives. 7. ELD-LA 6-8 Interpret informational texts in language arts. 8. ELD-LA 6-8 Construct informational texts in language arts. 9. ELD-LA 6-8 Interpret language arts arguments. 10. ELD-LA 6-8 Construct language arts arguments. 11. ELD-MA 6-8 Interpret mathematical explanations. 12. ELD-MA 6-8 Construct mathematical explanations. 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. 6. Hattan, C., & Lupo, S. M. (2020). Rethinking the role of knowledge in the literacy classroom. Reading Research Quarterly, 55(S1). 7. Hougen, M. (2015, May). Evidence-based reading instruction for adolescents. University of Florida Ceedar Center. https://ceedar.education.ufl.edu/wpcontent/uploads/2015/05/IC-13_FINAL_0526-15.pdf 8. Krashen, S. (1982). Principles and practice in second language acquisition. PrenticeHall.
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