"Designated ELD is a protected time during the regular school day when teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical English language skills, knowledge, and abilities needed for content learning in English. "
English Language Arts/English Language Development Framework for California Public Schools: Transitional Kindergarten through Grade Twelve, California Department of Education (2014) Chapter 2
English Language Arts/English Language Development Framework for California Public Schools: Transitional Kindergarten through Grade Twelve, California Department of Education (2014) Chapter 2
Scheduling and Grouping
- English learners must receive 30 minutes daily of designated ELD instruction grouped by proficiency level. See EL Placement Guidelines for more placement and grouping details and information
Essential Features of Designated ELD Instruction from the California ELA/ELD Framework
- Intellectual Quality: Students are provided with intellectually motivating, challenging, and purposeful tasks, along with support to meet the tasks.
- Academic English Focus: Students’ proficiency with academic English and literacy in the content areas, as described in the CA ELD Standards, the CA CCSS for ELA/Literacy, and other content standards, is the main focus of instruction.
- Extended Language Interaction: Extended language interaction between students, including ample opportunities for students to communication in meaningful ways using English, is central. Opportunities for listening or viewing and speaking or signing are thoughtfully planned and not left to chance. As students progress along the ELD continuum, these activities also increase in sophistication.
- Focus on Meaning: Instruction predominantly focuses on meaning, connecting to the language demands of ELA and other content areas, and identifies the language of texts and tasks critical for understanding meaning.
- Focus on Forms: Congruent with the focus on meaning, instruction explicitly focuses on learning about how English works based on purpose, audience, topic and text type. This includes attention to the discourse practices, text organizational, grammatical structures, and vocabulary that enable individuals to make meaning as members of discourse communities.
- Planned and Sequenced Events: Lessons and units are carefully planned and sequenced to strategically build language proficiency along with content knowledge.
- Scaffolding: Teachers contextualize language instruction, build on background knowledge, and provide appropriate levels of scaffolding based on individual differences and needs. Scaffolding is both planned in advance and provided just in time.
- Clear Lesson Objectives: Lessons are designed using the CA ELD Standards as the primary standards and are grounded in appropriate content standards.
- Corrective Feedback: Teachers provide students with judiciously selected corrective feedback on language usage in ways that are transparent and meaningful to students. Over correction or arbitrary corrective feedback is avoided.
- Formative Assessment Practices: Teachers frequently monitor student progress through informal observations and ongoing formative assessment practices; they analyze stu dent writing, work samples, and oral language production to prioritize student instructional needs
Secondary Teacher Resources for Designated ELD
In the middle and high school level, Designated ELD for long-term English learners should focus on high-interest topics and controversial issues that allow learners to explore their opinions and practice academic language of argumentation. In addition, it should include a focus on college and career readiness, goal setting, and family engagement. Supplemental curricular resources include English 3D and AVID Excel.
Click on the images below for more information on each resource.
Click on the images below for more information on each resource.
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At the middle and high school level, Designated ELD for newcomers and developing English learners should follow the scope and sequence of the SFUSD PK-12 ELA Core Curriculum using leveled texts and supplemental instructional resources that reinforce and enhance the student learning outcomes of the spiral sequence. Core curricular resources include High Point and supplemental resources include Systematic ELD Instructional Units in addition to SFUSD's Recommended Literature/Nonfiction Texts.
