Teacher Resources
What do the Three Proficiency Levels Mean? (M- Emerging, X-Expanding, B-Bridging). * This also includes scaffolds for Distance Learning
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Emerging
 (Old CELDT 1) |
Expanding
 (Old CELDT 2-3) |
Bridging
 (Old CELDT 4-5) |
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Students at this level typically progress quickly, learning to use English for immediate needs as well as beginning to understand and use academic vocabulary and other features of academic language.
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Students at this level are challenged to increase their English skills in more contexts, and learn a greater variety of vocabulary and linguistic structures, applying their growing language skills in more sophisticated ways appropriate to their age and grade level.
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Students at this level continue to learn and apply a range of high-level English language skills in a wide variety of contexts, bridge alluded to is the transition to full engagement in grade-level academic tasks and activates in a variety of content areas without the need for specialized ELD instruction. |
To learn more: Everyone is a Language Teacher Presentation
Scaffolds by Instructional Level for Distance Learning
| ELD Level | Scaffolds by Instructional Level | Scaffolds for All Levels |
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Emerging
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Expanding
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Bridging
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Integrated ELD and Designated ELD: Working In Tandem
| Integrated ELD | Designated ELD: | |
| What is it? |
All teachers will ELs in their classroom use the CA ELD standards in tandem with the CA CCSS for ELA/Literacy and other content standards throughout the school dan and across all subjects.
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A protected time during the regular school day. Teachers use the CA ELD standards as the focal standards in ways that build into and from content instruction in order to develop critical language ELs need for content learning in English. |
| Plans with: | CCSS, NGSS, Social Studies and other content standards | ELD Standards |
| Support with: | ELD Standards | CCSS, NGSS, Social Studies, and other content Standards |
| What should you see in the classroom? |
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English Language Development Standards & Reclassification Chart Criteria
Writing Language Objectives Resources
Presentation of Content should be kept to 10 minute chunks then 2 minutes of SWIRLing (Speaking, Writing, Interacting, Reading, and Listening). The following resources are broken up to support teachers in each of those areas.
Underneath that, you will see specific content scaffolds.
Speaking ELD Resources Speaking ELD Resources Discourse Scaffolds and Sentence Stems
- Student A/B Partner Protocol for Critical Thinking
- Academic Language Function Toolkit
- Scaffolds to Support English Language Learners in Writing and Discussion
- Discussion Cards
- Constructive Conversation Skills Poster (Building an idea: Create, Negotiate, Fortify, Clarify)
- Clarify, Support, and Evaluate and Compare Sentence Starters
- Langauge Frames for Assessing
Clock Appointments
- Clock Appointment Directions
- Clock Appointments Template 1 (4 different partners)
- Variation: Compass Buddies (4 different partners)
- Variations: Clock (12 partners), Speed dial (9 partners), Quadrate Partners (4 partners), geometry shape (7 partners), microscope (9 partners), map.
- Clock Appointment Summarizing Ideas
Think-Write-Pair-Share
Lines of Communication
Four Corners:
Discussion Diamond
Gallery Walk:
- Four Discussion Types with Charts that Can support Student Discourse (Elicitation, Data, Explanation, Consolidation)
- Structured Talk Resource (many examples)
- Intellectual roles to facilitate discussion of text (prompter, synthesizer, question monitor)
Barrier Game:
- Barrier Game
- Barrier Game Directions (ex using a crossword). This can be done with models too.
Edpuzzle
Collaborative Text Reconstruction
Structure for Talking and Writing
Language to help express thinking:
- Scaffolds to Support English Language Learners in Writing and Discussion
- Response Frames for Academic Writing and Speaking
- Cause and Effect Signal Words and Sentence Frames
- Compare and contrast Signal Words and Sentence Frames
- Elaboration and Description Signal Words and Sentence Frames
- Proposition and Support Signal Words and Sentence Frames
- Sequencing Signal Words and Sentence Frames
Genera Writing Templates:
- Expository Writing Templates
- Narrative Writing Template
- Persuasive Writing Template
- Response to Literature Writing Template
- Claim, Evidence, and Reasoning
Summary Templates:
More to come as we develop this site to support our amazing educators. .
| Content | Supports |
| English | |
| Math | |
| Science | |
| Social Studies |
Other:
a
ELD Support for Virtual Classroom:
ELD Support for Virtual Learning:
Connect with Learners
- Connect with your students regularly (phone, email, zoom, seesaw/google classroom/canvas).
- Strive to connect with your English Learners on a weekly basis
- A few questions you can ask around distance learning:
- How is learning going for you right now?
- How can I better support you as part of distance learning?
- How are the tools you're using to connect to your classmates working for you?
- Use questions, mood meter or emojis to check in on student emotions:
- A few questions you can ask around Socio-emotional and linguistic needs.
- How are you?
- What have you done for fun lately?
- What are you doing to maintain personal wellness?
Designated and Integrated ELD instruction is critical both when we return to the classroom and as we meet the needs of all our students online. Following are four strategies that are used in classrooms and illustrations on how this can be converted to distance learning (this is in our Distance learning Plan):
| Synchronous | Asynchronous | |
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Provide students with linguistic and content supports they need in order to tackle academic activities that they are not ready to complete independently
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Engage English Learners in routines that support socialization and focused learning of target concepts, skills, and the language needed to express them.
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| Provide frequent opportunities for English Learners to engage in collaboration activities- with extended and meaningful exchanges of language- as a way of supporting their understanding of key content area concepts |
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| Invite English Learners to engage in multimodal tasks that support and reinforce the idea of "Think S.W.I.R.L" (Speaking, Writing, Interacting, Reading, Listening) |
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ELD Distance Learning Resource(s)ELD Distance Learning Resource(s)
Think-Write-Pair-Share
Adapting Direct Instruction to Remote Learning for ELs
Resources for the above chart:
- Loom (Video I Do- Teacher Screencast)
- Zoom (Web Conference We do- see tools you can use during the meeting)
- Google Meet (Web Conference we do- see tools you can use during the meeting)
Other:
- Distance Learning for ELLs: Planning Instruction
- UDL for EL- Culturally and Linguistically Diverse Students
- Key Considerations for Supporting English Learners with Online Instruction
- Differentiated Choice Boards for ELLs (practice listening, reading, speaking and writing)
- Practical Strategies & Resources to Teach K-12 ELs Online (Padlet)
- Addressing the Remote Learning Needs of English Language Learners
- Using Multilingual Resources to Support English Learners' Remote Learning
- Units of Study (examples for distance learning)
- Supporting multilingual learners/ELL during COVID-19 Shutdown
- Designated ELD Support
Overall Considerations:
- Focus on key concepts or main ideas, avoid questions asking for discrete information
- Grade content vs. mechanics
- Provide students with ideas on test-taking strategies and provide practice on various testing formats ahead of time
- Use hi lighter or marker to identify key words, phrases, or sentences
- Tape record directions/tests/quizzes for the students
- Tape record materials for the student to listen to as he/she reads along
- Outline reading material for the student at his/her reading level, emphasizing main idea
- Make all or part of the exam oral if applicable
- Reduce the number of problems on a page
- Use language stems for open ended questions
- On multiple choice avoid "a, b, and c" or "none of the above"
- Provide manipulative objects for the student to use when solving math problems
Scaffolds by Instructional Level
| ELD Level | Scaffolds by Instructional Level | Scaffolds for All Levels |
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Emerging
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Expanding
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Bridging
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Techniques: Use alternative assessment strategies for English Language Learners-
1. Non-Verbal
- Physical demonstration (point, gesture, act out, thumbs up/down, nod yes/no)
- Picture products (manipulate or create drawings, diagrams, dioramas, models, graphs, charts, label pictures, keep a picture journal they can reference)
- KWL charts using pictures or native language (formative)
2. Oral and Written Strategies
- Interviews, oral reports, role plays using visual cues, gestures, or physical activities
- Describing, explaining, summarizing, retelling, paraphrasing
- Thinking and learning logs
- Reading response logs
- Writing assignments
- Dialogue journals
- Audio or visual recordings or students
- Portfolios