Granite School District Department of Educational Equity Revised 6/2013

English Language Development

(ELD) Resource Guide for

Elementary Schools 2013

Language Arts

• Oral Language

• Grammar

• Reading

• Vocabulary

• Writing

Math

• Oral Language

• Grammar

• Reading

• Vocabulary

• Writing

Science

• Oral Language

• Grammar

• Reading

• Vocabulary

• Writing

Social Studies

• Oral Language

• Grammar

• Reading

• Vocabulary

• Writing

ELD Model 45 Minutes Daily

Language Instruction

English Language Development (ELD) Table of Contents

Granite School District Department of Educational Equity Revised 6/2013

Section 1: Introduction to English Language Development

Section 2: ELD Steps of Implementation

Section 3: Procedural Checklist for ELD time using Imagine It!

Section 4: Procedural List for ELD time using Go Math!

Section 5: ELD Documentation Forms

Section 6: Using WIDA MPIs to make Content and Language Objectives

Section 1: English Language Development (ELD) Introduction

Granite School District Department of Educational Equity Revised 6/2013

English Language Development (ELD) ELs are entitled to receive English Language Development instruction in order to ensure that:

ELs attain English to high levels of proficiency enabling them to meet the same state academic Core Standards as

all students are expected to meet.

Students meet both English Cognitive Academic Language Proficiency Skills (CALPS) as well as Social Basic

Interpersonal Cognitive Skills (BICS).

English Language Development (ELD) Description

ELD is a daily 45-minute block of time providing explicit language instruction targeted in each language domain:

reading, writing, speaking, and listening (Genesee, Lindholm-Leary, Saunders & Christian, 2006)

ELD is provided to all EL students scoring 1-4 on the Utah Academic Language Proficiency Assessment (UALPA)

ELD provides oral language, grammar, literacy, vocabulary, and writing development that can cross other content areas such as science and social studies (National Literacy Panel on Language-Minority Children and

Youth, 2008)

ELD occurs in Tier 1 and Tier 2 instruction

ELD time is taught by a highly qualified ESL endorsed teacher

ELD instruction is driven by on-going language assessment (Calderón, Salvin, & Sanchez, 2011)

English Language Development (ELD) Grouping

Group students with like proficiencies (Saunders & Goldenberg, 2008)

Do not group more than two consecutive levels (Example Do not group Level 1 with Level 3 students)

Consider grouping across classes

Use small group language instruction with designed tasks requiring students to stretch into the next

proficiency level

Specifically target instruction to each proficiency level

ELD Grouping Options for EL Students with like-proficiency

Low Population of EL Students (100 or fewer)

Option #1

Consider grouping students across classes

Option #2

Consider grouping students across grade level clusers

(K, 1-3,4-5,6)

Option #3

Use small group with targeted language instruction

Option #4

School-based decision

High Population of EL Students (100 or more)

Option #1

Group students in classes with like proficiencies

Option #2

Use small group with targeted language

instruction

Option #3

School-based decision

(Figure 1.2 ELD Grouping Options for EL Students with like-proficiency)

Section 2: English Language Development (ELD) Steps of Implementation

Granite School District Department of Educational Equity Revised 6/2013

Step 1: Grouping ELs by proficiency level Identify all EL students’ proficiency levels (refer to Section 5 for an example)

Select a grouping option to meet the needs of your school

Schedule 45-minutes daily of targeted language instruction in content areas of choice including Language Arts,

Math, Science, or Social Studies with an ESL endorsed Teacher (see table 2.1 and 2.2)

Step 2: Designing Effective Instructional Time

Program and Instructional Practices to use in ELD

Imagine Learning English Computer Program

Imagine It! ESL Support

Go Math! ELL Interventions

Sheltered Instruction Observation Protocol (SIOP)

Instructional Components of ELD

Target instruction for each student’s proficiency level

Provide a variety of opportunities for students to interact using English language in listening, speaking,

reading, and writing (Saunders & Goldenberg, 2008)

Recognize the role of using student’s primary language to develop academic English language skills

Align with grade level Core Standards and WIDA English Language Proficiency Standards

Provide on-going English language assessments

Create a supportive learning environment

Advance students’ language proficiency levels using task requiring students to stretch their English language

skills (Saunders & Goldenberg, 2008)

ELD Model

45 Minutes Daily Language Instruction

ELD Suggested Times by Proficency Level

Level 1 and 2

Oral Language

20 minutes

Grammar

5 minutes

Reading

10 minutes

Vocabulary

5 minutes

Writing

5 minutes

Level 3 and 4

Oral Language

10 minutes

Grammar

5 minutes

Reading

15 minutes

Vocabulary

5 minutes

Writing

10 minutes

Social Studies • Oral Language

• Grammar

• Reading

• Vocabulary

• Writing

Science • Oral Language

• Grammar

• Reading

• Vocabulary

• Writing

Math • Oral Language

• Grammar

• Reading

• Vocabulary

• Writing

Language Arts • Oral Language

• Grammar

• Reading

• Vocabulary

• Writing

(Figure 2.1 ELD Model)

(Figure 2.2 EDL Suggest Times by Proficiency Level)

Section 3: Procedural Checklist for ELD Imagine It! Program

Granite School District Department of Educational Equity Revised 6/2013

Step 1: Login to the GSD Intranet to open hyperlinks: https://gsdsites.graniteschools.org/Pages/Default.aspx Step 2: Check Imagine It! program components used for ELD Time

ELD Recommended Instructional Times

Oral Language Where to find materials Level 1/2 Level 3/4

20 Minutes 10 Minutes

Morning Message Primary Grade K-2nd

Building Background Found in the Red section “Reading and Responding” (Routine 12)

Gallery Walks Log into the Intranet by grade level (Literacy Documents Link)

Reciprocal Teaching Found on the GSD Intranet (Reciprocal Teaching Cards) (Reciprocal Teaching Videos)

Handing- Off whole group procedure Routine Card C Found on the GSD Intranet (Handing-Off Videos)

Discussion Starters (with bookmark) Found on the GSD Intranet (Bookmarks)

e-Handbook CCSS Found in the GSD Literacy Curriculum Maps (Curriculum Maps Page)

Grammar Where to find materials Level 1/2 Level 3/4

5 Minutes 5 Minutes

Word Structure Located in the Green section “Preparing to Read”

Grammar skills page

Morning Message Located in the Green section “Preparing to Read”

L.A. Big Book/ L.A. Handbook

e-Handbook CCSS Found in the GSD Literacy Curriculum Maps (Curriculum Maps Page)

Reading: Phonemic Awareness/Phonics/Fluency/Comprehension

Where to find materials Level 1/2 Level 3/4

10 Minutes 15 Minutes

Morning Message (Primary) Located in the Green section “Preparing to Read”

Word Structure (Primary) Located in the Green section “Preparing to Read”

Word Structure (Elementary) Located in the Green section “Preparing to Read”

Sound Spelling Cards Found on the GSD Intranet (Shared Documents Link)

Imagine It! stories on CDs

Reciprocal Teaching Found on the GSD Intranet (Reciprocal Teaching Cards) (Reciprocal Teaching Videos)

Handing-Off procedure Routine Card C Found on the GSD Intranet (Handing-Off Videos)

Shared Reading/ Fluency Practice

e-Handbook CCSS Found in the GSD Literacy Curriculum Maps (Curriculum Maps Page)

Vocabulary Where to find materials Level 1/2 Level 3/4

5 Minutes 5 Minutes

Word Structure Located in the Green section “Preparing to Read”

Vocabulary Power Points Found on the GSD Intranet by grade level (Literacy Documents Link)

Vocabulary Warm-up Skills Page

Vocabulary Procedure Located in the ESL Guide Appendix

Student Journals/Dictionaries

Writer’s Notebook Found on the GSD Intranet (Writer’s Notebook Covers)

e-Handbook CCSS Found in the GSD Literacy Curriculum Maps (Curriculum Maps Page)

Writing Where to find materials Level 1/2 Level 3/4

5 Minutes 10 Minutes

Inquiry Found on the GSD Intranet by grade level (Literacy Documents Link)

Writer’s Notebook Found on the GSD Intranet (Writer’s Notebook Covers)

Writing Process/ Writing Traits

Write About It!

Section 4: Procedural List for ELD Time using Go Math!

GSD 5/29/13

Elementary Math Lesson Plan Format Granite School District policy requires elementary mathematics instruction to be ¼ of the day or 90 minutes per day.

Daily Math Routines (15 minutes for all students.)

Spiral Review Problems

Every Day Counts Calendar Activities

Problem of the Day

How will students demonstrate understanding?

ELL Supports

Give student the problem(s) the night before with

multiple choices.

Use sentence stems. (e.g., ______is a factor

of_____.)

Give problems as a multiple choice with only 2

options, but require work to be shown.

Whole Group Instruction (45 minutes for all students.)

Steps for teaching a new core concept:

1. Setting the Stage

Use Content Objectives and Language Objectives.

(Posted on board, explained to students, restated

during lesson.)

Ask questions to access prior knowledge.

State relevance of concept to real world.

Review prerequisite skills for new concept.

How will students demonstrate understanding?

2. Teach Whole Group

Help students make connections from concrete

pictorial to abstract symbolic representations.

Include: o Literature

o Vocabulary

o Journals

o Graphic Organizers

o Technology

o Manipulatives

o Math Talk

o MathBoards

Use Guided Practice o I do….(Teacher demonstrates.)

o We do….(Teacher and students practice

together.)

o You do…..(Students practice in cooperative

groups, in partners, or individually.)

How will students demonstrate understanding?

Note: Observe students to determine what additional on level

practice, interventions or academic extensions are needed during

Small Group.

3. Review and Discuss

Review content and language objectives.

Discuss homework/assign intended work for small

group.

How will students demonstrate understanding?

1. Setting the Stage

Have student repeat objective orally or highlight

a “frequently used” vocabulary word.

(e.g., reduce, multiple)

Use sentence stems to help with student

responses to questions. Gradually stop using

the sentence stems over time. It is a good

practice to post sentence stems on the wall for

easy referral.

Use real world videos or photographs to help

build prior knowledge rather than only

“talking” about it. (Use Safari Montage and

search by topic to find videos on rounding,

decimals, and more.)

Review with math journals to help link

understanding of prior concepts.

2. Teach Whole Group

Use peer translators.

Use the online glossary or student edition to

model vocabulary with pictures and definitions.

Use GSD Vocabulary cards and activities found

on the GSD website.

Use Guided Practice o I do….(Teacher demonstrates.)

o We do….(Teacher and students practice

together.)

o You do…..(Students practice in cooperative

groups, in partners, or individually.)

Section 4: Procedural List for ELD Time using Go Math!

GSD 5/29/13

Differentiated Small Group Instruction (30 minutes for all students.)

Students may need:

On Level Practice.

Interventions.

Academic Extensions. (Depth and complexity of

grade level content)

Ideas:

Small Group with Teacher

Math Centers

Vocabulary Activities

Partner Games

Independent Math Practice

Math Projects (e.g., art, songs)

Math Writing (e.g., journals)

How will students demonstrate understanding?

Interventions

o Use the Go Math! Teacher’s Edition for

ELL interventions that target vocabulary

instruction.

Math Centers on the Computer Use websites on GSD maps.

http://www.ixl.com/math/grades

http://www.mathplayground.com/common_core_state_standards_for_mathematics.html

http://www.learninggamesforkids.com/vocabulary-games/foreign-languages/spanish-and-english-math-

match.html (Games in Spanish and English)

Supplemental Intervention Instruction (Additional 30 minutes for targeted students.)

Students may need additional explicit, intense, targeted

instruction on specific conceptual components. (Additional

supports may be required.)

How will students demonstrate understanding?

Closure

Review

Final Questions

Week of:_________________ Section 5: ELD Documentation Form Example Teacher: ___________________________

Last Name First Name Grade

Current LEP

Prof. Level

Small group

with ESL

endorsed

teacher

Small group

with para

Imagine

Learning

English

Imagine It! ESL

Guide

SIOP

Strategies

Preview/

Review

Teaching Other

Eample: Doe John 1 2 X X X X

Granite School District Department of Educational Equity Revised 6/2013

Section 6: Using WIDA MPIs to Make Content and Language Objectives 3rd Grade Imagine It! Unit 1

Granite School District Educational Equity Revised 6/2013

*Content Stems GSD Literacy Curriculum Maps retrieved from

http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/languageartsk6/Pages/default.aspx

Language Function

Content Stem Student Support

Model Performance

Indicator

Language Functions Level 1 & 2 Content Stems Imagine It! Curriculum Maps

Student Supports

Level 1 & 2 Listen/Speak

Answer questions

Determine

Find

Follow one- step commands

Gestures

Identify _____

Match _____

Mimic

Point to _______

Produce phrases/ words

Repeat ______

Respond to questions

Seek information

Select

Sequence Level 1 & 2 Read/Write

Answer questions

Compare

Create

Describe

Differentiate

Draw

Find objects

Identify

Label

List

Locate

Name

Predict

Produce words

Respond to

Select

Sequence

Sort

Brainstorming techniques

Capitalization

Captions when reading expository text

Central message is conveyed through key details

Chapters and scenes

Character’s traits and how they lead to action.

Concluding statement

Facts and details

Informative text

Irregularly spelled words

Key ideas

Literal and nonliteral words/phrases Antonyms and synonyms.

Notes from sources

Noun

Punctuation

Purpose of a text and audiences

Questions

Real-life connections

Shades of meaning

Supporting details of a story

Task and purpose

Text features to locate information

Themes and plots from 2 similar stories

Topic

o Audio Books o Bilingual dictionaries

o Charts/ Tables/ Graphs/ o Class models o Cooperative groups o Graphic organizer o Graphically supported o Group/partner reading o Highlighted text

o Illustrated models/ scenes/text o In L1 or L2 o Internet/ Software programs o Leveled books o Manipulatives o Models/ Figures o Multimedia o Number Lines/ Timelines o Oral discourse/ statements o Pairs/ Partners/ Triads o Photographs/ Pictures o Physical Activities/ TPR o Read aloud o Realia o Sentence Frames o Songs/ Chants o Technology o Using prior knowledge o Videos Clips/ Films o Visuals o Word Banks

o Word/ phrase/chart walls

Section 6: Using WIDA MPIs to Make Content and Language Objectives 3rd Grade Imagine It! Unit 1

Granite School District Educational Equity Revised 6/2013

*Content Stems GSD Literacy Curriculum Maps retrieved from

http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/languageartsk6/Pages/default.aspx

Language Function

Content Stem Student Support

Model Performance

Indicator

Language Functions Level 3 & 4 Content Stems Imagine It! Curriculum Maps

Student Supports

Level 3 & 4 Listen/Speak

Apply

Ask questions

Clarify information

Connect information

Express connected

Follow multi-step directions

Indicate opposite

Interpret

Make predictions

Match/Sort

Narrate

Project

Propose

Provide details/ examples

Relate

Respond

Revise

Sequence

Show

Summarize

Tell how Level 3 & 4 Read/Write

Compare/ contrast

Confirm predictions

Connect

Illustrate/show

Describe

Differentiate

Edit and revise

Explain/tell how

Identify

Interpret

Make up

Match/ Sort

Narrate

Propose

Provide details/ examples

Relate

Sequence/Summarize

Brainstorming techniques

Capitalization

Captions when reading expository text

Central message is conveyed through key details

Chapters and scenes

Character’s traits and how they lead to action.

Concluding statement

Facts and details

Informative text

Irregularly spelled words

Key ideas

Literal and nonliteral words/phrases Antonyms and synonyms.

Notes from sources

Noun

Punctuation

Purpose of a text and audiences

Questions

Real-life connections

Shades of meaning

Supporting details of a story

Task and purpose

Text features to locate information

Themes and plots from 2 similar stories

Topic

o Audio Books o Bilingual dictionaries

o Charts/ Tables/ Graphs/ o Class models o Cooperative groups o Graphic organizer o Graphically supported o Group/partner reading o Highlighted text

o Illustrated models/ scenes/text o In L1 or L2 o Internet/ Software programs o Leveled books o Manipulatives o Models/ Figures o Multimedia o Number Lines/ Timelines o Oral discourse/ statements o Pairs/ Partners/ Triads o Photographs/ Pictures o Physical Activities/ TPR o Read aloud o Realia o Sentence Frames o Songs/ Chants o Technology o Using prior knowledge o Videos Clips/ Films o Visuals o Word Banks

o Word/ phrase/chart walls

References

Granite School District Department of Educational Equity Revised 6/2013

1. August, D., & Shanahan, T. (2008). Developing reading and writing in second-language learners:

Lessons from the report of the National Literacy Panel on Language-Minority Children and Youth. Taylor & Francis.

2. Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective instruction for English learners. The Future of Children, 21(1), 103-127.

3. Genesee, F., Lindholm-Leary, K., Saunders, B., & Christian, D. (2006).Educating English language learners: A synthesis of research evidence. Cambridge University Press.

4. Saunders, W., & Goldenberg,C. (2008). Research to guide English Language Development instruction. In D. Dolson & L. Burnham-Massey (Eds.) Improving education for English Learners: Research-based approaches. Sacramento, CA: CDE Press.