ELA-ELD Framework Ch 7 - grades 9-12

Vignette 7.4. Unpacking Sentences and Nominalization
in Complex History Texts

Designated ELD Instruction in Grade Eleven (cont.)

Mr. Martinez: Right, if I say it like a thing, “the destruction of the car,” we can’t tell who
did it—me! That one was pretty easy. If you write “The removal of the
Native Americans . . . ,” that also hides the agent. Why would the historian
want to hide agency here? Talk for a minute with the person sitting next to
you first.

Selena: If you hide the agent, the people who do it, we think it just happen. But we
don’t know who do it. Or we have to think hard to see who did it.

Katia: And I think it show that the Native Americans do not make the decisions
Elois: themselves. Someone forced them to leave their land. But if you don’t say
who force them, then it makes it softer or seem not so bad.

We don’t know who planning to remove the Cherokee, and we don’t know
who removing them.

Mr. Martinez: Right, and how do we know someone is removing them?

Nadia: It say, “their removal.” But they are not removing themself.

Mr. Martinez: Good observation. Notice this word: removal. It’s related to the verb
remove, right? But is it a verb here?

Amir: That’s passive voice.

Mr. Martinez: That’s a great connection you’re making. This is like passive voice, but it’s
a little different. The thing that’s the same is that you don’t know who the
agent is when you use passive voice or nominalization. But what’s different
is that passive voice is still in the verb form. So, you might say something
like “The Cherokees were removed.” However, nominalization turns the verb
into a noun or a “thing.” Instead of seeing were removed, you’d see “their
removal.”

Mr. Martinez writes the following examples of what he explained on the board:

Active Voice Passive Voice Nominalization
Their removal . . .
The U.S. government The Cherokees were
removed the Cherokees. removed. noun form – cannot see
verb form – can see agent verb form – cannot see agent
agent

He then asks students to find other nominalizations in the text. They read the sentences
together, and at the end of each one, he asks them to identify any nominalizations. The class
decides together if the words are nominalizations; the students highlight them and then discuss
what questions they should be asking themselves when they read. Finally, Mr. Martinez asks
students to translate the part of the sentence that contains the nominalization into a sentence
using the more typical verb form of the word. A portion of the chart that the class generates
follows.

810 | Chapter 7 Grades 11 and 12

V ig nette 7 . 4. U npack ing Sentences and N ominaliz ation
in Complex H istory T ex ts

Designated ELD Instruction in Grade Eleven (cont.)

N ominaliz ations Q uestions about Ag ency V erb form translation
the establishment
W h o estab l i sh ed th e T h e U . S . g ov ern m en t
“ p erm an en t I n di an f ron ti er” ? established (made) th e
“ p erm an en t I n di an f ron ti er. ”
their remov al W h o i s rem ov i n g th e
C h erok ees? T h e arm y remov ed ( took
away) th e C h erok ees to th e
the discov ery W h o di sc ov ered th e g ol d? W est.

a clamor W h o i s c l am ori n g f or th ei r T h e U . S . g ov ern m en t
ex odu s? discovered (found) g ol d.

T h e w h i te settl ers clamored
(made a lot of noise) f or th e
C h erok ee p eop l e to l eav e.

N ex t Steps
F or th e rest of th e y ear, M r. M arti n ez w i l l ex p an d h i s stu den ts’ u n derstan di n g s of

n om i n al i z ati on an d oth er l an g u ag e resou rc es b y draw i n g th ei r atten ti on to i n stan c es of
n om i n al i z ati on an d f ac i l i tati n g di sc u ssi on s ab ou t w ord m ean i n g s an d p ossi b l e reason s an
au th or m i g h t h av e c h osen to u se th em . I n th e n ex t c ol l ab orati v e p l an n i n g sessi on , M r. M arti n ez
di sc u sses u n p ac k i n g sen ten c es w i th h i s c ol l eag u es. T h e sc i en c e teac h er n otes th at th i s w ou l d
b e a v ery u sef u l tec h n i q u e f or h i s c l asses si n c e th e sc i en c e tex ts h e u ses c on tai n m an y den sel y
p ac k ed sen ten c es. T og eth er, th e teac h ers l ook at on e of th e sen ten c es f rom a sc i en c e tex t th at
stu den ts are c u rren tl y readi n g , an d th ey u n p ac k i t tog eth er u si n g M r. M arti n ez ’ s tec h n i q u e.

R esource
B row n , D ee. 197 0 . Bury My Heart at Wounded Knee: An Indian History of the American West. N ew Y ork : H ol t

R i n eh art W i n ston .

Sources
A dap ted f rom
C al i f orn i a D ep artm en t of E du c ati on . 20 14 . “ C h ap ter 5 , L earn i n g A b ou t H ow E n g l i sh W ork s. ” I n California English

Language Development Standards: Kindergarten Through Grade 12, 160–176. S ac ram en to: C al i f orn i a D ep artm en t
of E du c ati on .

Additional I nformation
F an g , Z h i h u i , an d M ary J . S c h l ep p eg rel l . 20 10 . “ D i sc i p l i n ary L i terac i es A c ross C on ten t A reas: S u p p orti n g S ec on dary

R eadi n g T h rou g h F u n c ti on al L an g u ag e A n al y si s. ” Journal of Adolescent & Adult Literacy 53 (7): 587–597.

Grades 11 an d 12 C h ap ter 7 | 8 11

Conclusion


T h e i n f orm ati on an d i deas i n th i s g rade- l ev el sec ti on are p rov i ded to g u i de teac h ers i n th ei r
i n stru c ti on al p l an n i n g . R ec og n i z i n g C al i f orn i a’ s ri c h l y di v erse stu den t p op u l ati on i s c ri ti c al f or
i n stru c ti on al an d p rog ram p l an n i n g an d del i v ery . T eac h ers are resp on si b l e f or edu c ati n g a v ari ety
of l earn ers, i n c l u di n g adv anced learners, students w ith disabilities, EL s at different
English language proficiency levels, standard Eng lish learners, an d oth er culturally and
ling uistically div erse learners, as w el l as students experiencing difficulties w i th on e or m ore
of th e th em es of E L A / l i terac y an d E L D i n stru c ti on ( M ean i n g M ak i n g , E f f ec ti v e E x p ressi on , L an g u ag e
D ev el op m en t, C on ten t K n ow l edg e, an d F ou n dati on al S k i l l s) .

I t i s b ey on d th e sc op e of a c u rri c u l u m f ram ew ork to p rov i de g u i dan c e on m eeti n g th e l earn i n g
n eeds of ev ery stu den t b ec au se eac h stu den t c om es to teac h ers w i th u n i q u e di sp osi ti on s, sk i l l s,
h i stori es, an d c i rc u m stan c es. T eac h ers n eed to k n ow th ei r stu den ts w el l th rou g h ap p rop ri ate
assessm en t p rac ti c es an d oth er m eth ods i n order to desi g n ef f ec ti v e i n stru c ti on f or th em . T h ey n eed
to adapt and refine instruction as appropriate for individual learners. For example, a teacher might
an ti c i p ate b ef ore a l esson i s tau g h t— or ob serv e du ri n g a l esson — th at a stu den t or a g rou p of stu den ts
n eed som e addi ti on al or m ore i n ten si v e i n stru c ti on i n a p arti c u l ar area. B ased on th i s ev al u ati on of
stu den t n eeds, th e teac h er m i g h t p rov i de i n di v i du al or sm al l g rou p i n stru c ti on or adap t th e m ai n
l esson i n p arti c u l ar w ay s. I n f orm ati on ab ou t m eeti n g th e n eeds of di v erse l earn ers, sc af f ol di n g ,
an d m odi f y i n g or adap ti n g i n stru c ti on i s p rov i ded i n c h ap ters 2 an d 9 of th i s ELA/ELD Framework.
I m p ortan tl y , stu den ts w i l l n ot rec ei v e th e ex c el l en t edu c ati on c al l ed f or i n th i s f ram ew ork w i th ou t
g en u i n e c ol l ab orati on s am on g th ose resp on si b l e f or edu c ati n g C al i f orn i a’ c h i l dren an d y ou th . ( S ee
figure 7.29).

E l ev en th - an d tw el f th - g rade stu den ts are on th e road to p ostsec on dary sc h ool i n g an d c areers.
T h ey n ow m ov e f orw ard w i th th e c ol l ec ti v e ex p eri en c e of el em en tary , m i ddl e, an d h i g h sc h ool an d
th e k n ow l edg e, sk i l l s, w i sdom , an d i n si g h ts th at th ose y ears h av e af f orded. S tu den ts n eed n ow to
find their right places in the world as adults equipped with keen minds, curiosity, and a lifelong love of
b ook s, tex ts of al l k i n ds, an d l an g u ag e.

Figure 7.29. Collaboration

Collaboration: A N ecessity

F req u en t an d m ean i n g f u l c ol l ab orati on w i th c ol l eag u es an d p aren ts/ f am i l i es i s c ri ti c al f or
en su ri n g th at al l stu den ts m eet th e ex p ec tati on s of th e C A C C S S f or E L A / L i terac y an d th e C A
E L D S tan dards. T eac h ers are at th ei r b est w h en th ey reg u l arl y c ol l ab orate w i th th ei r teac h i n g
c ol l eag u es to p l an i n stru c ti on , an al y z e stu den t w ork , di sc u ss stu den t p rog ress, i n teg rate n ew
learning into their practice, and refine lessons or identify interventions when students
experience difficulties. Students are at their best when teachers enlist the collaboration of
p aren ts an d f am i l i es— an d th e stu den ts th em sel v es— as p artn ers i n th ei r edu c ati on . S c h ool s
are at th ei r b est w h en edu c ators are su p p orted b y adm i n i strators an d oth er su p p ort staf f
to i m p l em en t th e ty p e of i n stru c ti on c al l ed f or i n th i s ELA/ELD Framework. S c h ool di stri c ts
are at th ei r b est w h en teac h ers ac ross th e di stri c t h av e an ex p an ded p rof essi on al l earn i n g
c om m u n i ty th ey c an rel y u p on as th ou g h tf u l p artn ers an d f or tan g i b l e i n stru c ti on al resou rc es.
M ore i n f orm ati on ab ou t th ese ty p es of c ol l ab orati on c an b e f ou n d i n c h ap ter 11 an d
th rou g h ou t th i s ELA/ELD Framework.

8 12 | C h ap ter 7 Grades 11 an d 12

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