English Updates
Nevada are stand-alone instructional resource documents that can be used by all content teachers to implement cross content and foundational best practices for multilingual learners and other diverse populations within their instructional planning and application.
The Nevada English Language Development Standards Framework for Developing the Language of Language Arts document is structured the same as all other Nevada English Language Development Standards Framework documents for math, science, and social studies. Beginning with pages 1–4, each content area includes the Section 1 Overview, a listing of Section 2 and 3 components, and a chart describing the Key Uses of Academic Language.
Subtle but in the end of the lesson why are droves of people coming across our board? Teach the kids there are food inequalities so we should open our borders to the hungry. A youth traveling by herself across the border.
During the current unit, Ms. Robertson is guiding her students to explore the immigration experience through reading both literature (including narratives and poetry) and informational texts, as well as viewing documentaries and other multimedia, such as Ted Talks and scenes from films. One of her goals is for students to begin to think critically about immigration experiences and their effects on individuals and families. The unit includes a book study of The Distance Between Us: Young Readers Edition by Reyna Grande (2016). Grande’s book, a memoir, is about her experiences living in Mexico—in poverty and without her parents for much of the time—and traveling across the border to start a new life in the United States.
Ms. Robertson notes that there are several instances in The Distance Between Us where Grande conveys a causal relationship though verbs and verb phrases rather than through causal connective words (e.g., In countries with extreme poverty and limited opportunities, many parents are forced to leave their children behind to go to a place where they can find a better life.), and she is considering this as a next step for the group she worked with today.
More disturbing is the where the content is coming from:
References
California Department of Education. (2014). Chapter 7: Content and pedagogy: Grades nine through twelve: Vignette 7.3. Reading, analyzing, and discussing complex texts in American literature, integrated ELA/literacy, ELD, and history in Grade eleven. In English Language Arts/English Language Development Framework for California Public Schools Kindergarten Through Grade Twelve (pp. 792–803). https://www.cde.ca.gov/ci/ rl/cf/documents/elaeldfwchapter7.pdf
California Department of Education. (2014). Chapter 7: Content and pedagogy: Grades nine through twelve: Vignette 7.4. Unpacking sentences and nominalization in complex history texts, designated ELD instruction in grade eleven. In English Language Arts/ English Language Development Framework for California Public Schools Kindergarten Through Grade Twelve (pp. 803–811). https://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwchapter7.pdf