Designated ELD
English Language Development (ELD) for English Learners (K-5, 6-12)
The California Department of Education (CDE, 2010) has defined English Language Development (ELD) as instruction that is “designed to help them (English Learners, or ELs) learn and acquire English to a level of proficiency (e.g., advanced) that maximizes their capacity to engage successfully in academic studies taught in English,” (p. 23). Instructional Services provides training for teachers (K-12) that focuses on the CDE’s “Guidelines for ELD Instruction” (2010, p. 27).
Topics include structuring student interaction; emphasizing listening and speaking to build reading and writing; explicitly teaching English vocabulary, syntax, grammar, functions, and conventions; integrating meaning and communication; providing corrective feedback on form; implementing communication and language-learning strategies; emphasizing academic language acquisition; and basing instruction on specific language objectives. The training is 12 hours and includes principal coaching. It is customized using the district’s adopted ELD curriculum and by grade level (elementary, K-5, or secondary, 6-12).
These files can be found on this page:
Multilingual and Multicultural Education Department (MMED) website:
Kindergarten
First Grade
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1st Grade Visual Text 1.0 (zip file download)
Second Grade
Third Grade
Fourth Grade
- 4th Grade Start Smart-Conversation Practices Unit Lessons
- 4th Grade Start Smart-Conversation Practices Unit Resources
- 4th Grade Start Smart-Visual Text Resources – (When using an iPad or Android tablet open zip file by downloading WinZip)
- Designated ELD Frame of Practice
- 4th Grade Designated ELD Lesson
Fifth Grade
Student Progress Form – Constructive Conversation Language Sample(SPF-CCLS)
- Kindergarten Student Progress Form
- 1st Grade Student Progress Form
- 2nd Grade Student Progress Form
- 3rd Grade Student Progress Form
- 4th Grade Student Progress Form
- 5th Grade Student Progress Form
- 6th Grade Student Progress Form
Resources
- Constructive Conversation Skills Poster
- Constructive Conversation Skills Placemat
- Conversation Norms Poster
- Listening Task Posters
- Designated ELD Frame of Practice
- Constructive Conversation Game (When using an iPad or Android tablet open zip file by downloading WinZip)
- ELD Standards at a Glance
- Kinder – CA ELD Standards Part II: Learning About How English Works Language Matrix
- 1st – CA ELD Standards Part II: Learning About How English Works Language Matrix
- 2nd – CA ELD Standards Part II: Learning About How English Works Language Matrix
- 3rd – CA ELD Standards Part II: Learning About How English Works Language Matrix
- 4th – CA ELD Standards Part II: Learning About How English Works Language Matrix
- 5th – CA ELD Standards Part II: Learning About How English Works Language Matrix
- 6th – CA ELD Standards Part II: Learning About How English Works Language Matrix
- Jeff Zwiers – Supporting Essential Practices for Ongoing Development of Academic Language & Literacy PD Resources
PDF Lesson Revisions
- 9/30/2015 Revised Day 11 (pg. 42) Negotiate 1st Grade Start Smart-Conversation Practices Unit Lessons
- 9/25/2015 Revised Day 8 (pg. 27, 29, 36, 37) Fortify Kindergarten Start Smart-Conversation Practices Unit Lessons
- 9/25/2015 Revised Day 8-9 Model and Non-Model Script (pg. 29, 32) Fortify Kindergarten Start Smart-Conversation Practices Unit Resources
- Revised 5th Grade Student Practice Visual Text Day 4-5
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- ELD Strategies Blog
- K-12 Universal Access / SDAIE Lesson Design Template (PDF file: click to download)
- List of Strategies and Videos
- The National Clearinghouse for English Language Acquisition: The National Clearinghouse for English Language Acquisition collects, coordinates and conveys a broad range of research and resources in support of an inclusive approach to high quality education for ELLs.
- SDAIE Four Critical Elements and Reflection Questions (PDF file:click to download)
- Thinking Maps®: Thinking Maps, developed by Dr. David Hyerle, are visual teaching tools that foster and encourage lifelong learning. They are based on a simple yet profound insight: The one common instructional thread that binds together all teachers, from pre-kindergarten through postgraduate, is that they all teach the same thought processes.
- Brevard Public Schools: examples of Thinking Maps created by students
- ISCS School: examples of Thinking maps
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SDAIE: Specially Designed Academic Instruction in English:
SDAIE is a methodology (a set of specific strategies) designed to make instruction comprehensible and grade-level academic content accessible for English learners (ELs).
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Four Critical Elements and Reflection Questions
1. Content
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Teachers need to:
- Determine key concepts and skills
- Design lesson objectives that focus on specific concepts and specific language
- Use district / state adopted grade-level curriculum
- Choose ancillary text and other materials that will help clarify the content
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Reflection questions
- Are the major concepts and skills identified?
- Are they specific?
- Does my lesson delivery support the content and language objectives?
- Do my scaffolds meet the language proficiency needs of my English learners?
- DoI select text and other materials that make content clear and meaningful to English learners?
2. Connections
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Teachers need to:
- Build connections between what is to be learned and what students already know
- Take into consideration:
- Previous content learning
- Processes and skills learned (e.g., Think-Pair-Share, outlines)
- Personal experiences (e.g., selecting culturally responsive examples from the student’s
life to illustrate a key concept)
- Organize lessons that build on previous knowledge
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Reflection questions
- Do I link concepts and skills to English learners’ experiences?
- Do I select and elicit examples from students’ lives that illustrate key points?
- Do I display information in a variety of formats, such as maps, graphs, charts,
pictures, models, etc.? - Do I provide opportunities for English learners to use process skills such as
hypothesizing, organizing, categorizing, drawing conclusions, etc.? - Do I prepare students for new learning by teaching key concepts, previewing critical
aspects, and reviewing related past learning? - Do I use scaffolding devices such as outlines, Thinking Maps®, or other advanced
graphic organizers, to help English learners organize ideas and make meaningful
connections between previous and new learning, and to support and sustain new
academic learning? - Do I organize content so it is related from lesson to lesson?
- Do I select text and other materials that make connection with previous learning?
3. Comprehensibility
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Teachers need to:
- Combine visual clues such as pictures, diagrams with verbal and written communication
- Make a one to one correspondence between spoken and written concept and the visual
clue - Control range and diversity of vocabulary (e.g., idiomatic expressions)
- Repeat new key words in different contexts and chart them
- Check frequently for comprehension
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Reflection questions
- Do I enunciate clearly?
- Do I control the range diversity of my vocabulary?
- Do I control my use of idiomatic expressions?
- Do I teach and write idiomatic expressions and use them in a consistent manner?
- Do I repeat and write new key words and expressions?
- Do I use many different examples to teach new concepts?
- Do I use extra linguistic clues to facilitate student comprehension?
- Do I use many and varied clues?
- Do I make one-to-one correspondence between the clue and the concept being taught?
- Do I repeat clues as needed and requested?
- Do the clues I select illustrate the concept clearly?
- Do I check for comprehension frequently and effectively?
- Is the feedback I offer immediate, specific, and related to the lesson concepts?
- Do I use a variety of methods to check for comprehension?
4. Interaction
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Teachers need to:
- Use a variety of grouping
- Use modeling and sentence frames to scaffold academic language development
- Make sure students use targeted academic language
- Ask many and varied questions
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Reflection questions
- Do I provide different opportunities for students to talk about the lesson
concepts? - Do I allow students to clarify key concepts in languages other than English?
- Do I provide many opportunities for students to write about the course content in
many forms such as graphs, charts, outlines, lists, maps, descriptions, and
essays? - Do I provide many opportunities for questioning between students and teacher and
among students? - Do I plan real-life (authentic) activities that offer opportunities for listening,
speaking, reading, and writing (e.g., collecting information for polls or
surveys and analyzing results, writing letters requesting information,
experimenting, producing plays or television programs, participating in
simulations, constructing models, making presentations, authoring books,
writing music and lyrics)? - Do I assist students to develop their language by modeling correct usage and providing
scaffolds such as sentence frames / starters? - Do I offer positive feedback?
- Do I provide an environment and activities which assure interaction from:
teacher-to-student? Student-to-teacher? Student-to-student / small group /
clsss? Student-to-content / text / materials? Student-to-self? (e.g., in
dialogue journals, audio / video recorders, learning logs, note taking, student
self-questioning)?
- Do I provide different opportunities for students to talk about the lesson
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