Preparation for reading complex informational texts should begin at the very earliest elementary school grades. What follows is one example that uses domain-specific nonfiction titles across grade levels to illustrate how curriculum designers and classroom teachers can infuse the English language arts block with rich, age-appropriate content knowledge and vocabulary in history/social studies, science, and the arts. Having students listen to informational read-alouds in the early grades helps lay the necessary foundation for students’ reading and understanding of increasingly complex texts on their own in subsequent grades.

Using the links provided in the Topic Materials, go to Stage III of the Arizona ELP standards, Language Strand, page 40. Look specifically at Performance Indicator 8 and read the expectations for each language level. Now go to the Arizona ELA standards for the same grade level band, third through fifth grades and scroll down to page 26 where you will find the Language strand. What similarities and differences do you note between the ELP Performance Indicator #8 and the Performance Indicators in the ELA standards? Which do you feel better support the needs of ELL students? Justify your response. Include at least 1 reference.