Teacher Resources

Who are my English Language Learners?

What do the Three Proficiency Levels Mean? (M- Emerging, X-Expanding, B-Bridging). * This also includes scaffolds for Distance Learning

What do the Three Proficiency Levels Mean?

Emerging (Old CELDT 1)	Expanding (Old CELDT 2-3)	Bridging (Old CELDT 4-5)
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.	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.	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
Emerging	Access to text, video, and/or instructions in home language, as well in English Sentence frames to help ELs respond to text-dependent questions posed throughout the lesson Word walls and work banks Reduce linguistic load for language of instruction
Expanding	Access to text, video, and/or instructions in home language, as well as in English, as appropriate. Sentence Stems Word walls and banks
Bridging	See Scaffolding for all levels

Integrated ELD and Designated ELD: Working In Tandem

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.	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?	Language Objectives (see below for the how to) Academic Vocabulary Focus on language structure and functions Opportunities for oral practice Collaborative conversations Visual cues Graphic Organizers Video (elementary) Video (elementary) Video (HS- has both integrated and designated p play from 1:45- 10:30	Content and related language objective (for how to see below) Academic Vocabulary Focus on language structure and function Opportunities for oral practice Visual cues Graphic organizers Video (elementary) Video (elementary) Video (secondary)

English Language Development Standards & Reclassification Chart Criteria

Elementary ELD Standards:

K ELD Standards

1st grade ELD Standards

2nd grade ELD Standards

3rd Grade ELD Standards

4th Grade ELD Standards

5th Grade ELD Standards

CCMS ELD Standards:

6th grade ELD Standards

7th grade ELD Standards

8th grade ELD Standards

CCHS ELD Standards:

9th & 10th grade ELD Standards

11th & 12th grade ELD Standards

CCUSD Reclassification Criteria Chart.v.1 (1)

ELD standards and Framework Presentation

Writing Language Objectives Resources

ELD Resources Overview

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

Speaking ELD Resources

Discourse Scaffolds and Sentence Stems

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:

Four Corner Discussion Directions

Discussion Diamond

Gallery Walk:

Observing Pictures Directions

Student Roles (prompter, synthesizer, questioner)

Conducting an Interview

Give one, Get One

Send a Question

Other:

Four Discussion Types with Charts that Can support Student Discourse (Elicitation, Data, Explanation, Consolidation)
Structured Talk Resource (many examples)

Reading ELD Resources

Intellectual roles to facilitate discussion of text (prompter, synthesizer, question monitor)
Closed Reading Strategy and Sentence Unpacking
Deconstructing Text

Listening ELD Resources

Barrier Game:

Barrier Game
Barrier Game Directions (ex using a crossword). This can be done with models too.

Edpuzzle

Collaborative Text Reconstruction

C ollaborative Text Reconstruction

Writing ELA Resources

Structure for Talking and Writing

Co-Op Strips Station

Language to help express thinking:

Genera Writing Templates:

Expository Writing Templates
Narrative Writing Template
Persuasive Writing Template
Response to Literature Writing Template
Claim, Evidence, and Reasoning
- Poster
- Writing Support Document

Summary Templates:

Content Specific Class Resources

More to come as we develop this site to support our amazing educators. .

Content	Supports
English	ENG- Using Text to Expand Academic Language and Build Vocabulary
Math	Mathematical Routines Graphic Organizers in Math Rock and Roll Vocab Stop_plop_roll template ELPAC Math Tasks Math Constructive Conversation Skills Poster
Science	Science Practices and Language Functions
Social Studies	Social Studies Sentence Frames Compare and Contrast Social Studies Sentence Frames

Other:

The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12
- Go To Strategies Alignment with the Ca ELD standards

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ELD Support for Virtual Classroom:

ELD Support for Virtual Learning:

Overview of ways to Support English Language Learners

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
Provide students with linguistic and content supports they need in order to tackle academic activities that they are not ready to complete independently	Chunk material with deliberate pauses to process and intervention time based on students' needs Use of Graphic Organizers	For any recorded lesson tell students to "hit pause" and reread or listen for words/phrases/ or sentences they didn't understand Add visuals around key concepts Ed Puzzle (allows time to think and embedded checks for understanding) Use of Graphic Organizers
Engage English Learners in routines that support socialization and focused learning of target concepts, skills, and the language needed to express them.	Time to complete then share out: Warm ups Quick-writes Think-pair-share Think-write-pair-share Solve a problem Reciprocal teaching roles for group reading (predictor, questioner, clarifier,& summarizer)	Daily problem-solving task, prompt, or quick write to a shared space like a discussion board Flipgrid/Seesaw video in response to a prompt
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	You can add a pre or post class designated ELD Zoom to prepare ELs for whole class lessons. Zoom/Google Meet whole group discussion and/or breakout rooms for problem solving/discussions then share back as a whole group	Shared document like a google doc, slide show, drawing to complete group writing or problem solving task
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)	Zoom/Google Meet whole group modeling of language and process and breakout room discussions Model Claim, Evidence, Reasoning	Collaborative task, Seesaw, Flipgrid to record themselves summarizing a lesson, demonstrating a process Example of Structure to support writing: Claim, Evidence, Reasoning See above section: ELD in class resources for language support, sentence frames etc.

To See Specifics: ELD Document

ELD Distance Learning Resource(s)ELD Distance Learning Resource(s)

Structures to Support English Language Learners while in Virtual Learning:

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

English Language Learner Considerations

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
Emerging	Access to text, video, and/or instructions in home language, as well in English Sentence frames to help ELs respond to text-dependent questions posed or use fill in the blank. Word walls and work banks (with pictures) Simplify the Language being used on the assessment (instructions and questions)	extra time or shorter time over a few days to prevent test exhaustion shorter response reduce choices (matching or multiple choice) open-note/book test (if applicable)
Expanding	Access to text, video, and/or instructions in home language, as well as in English, as appropriate. Sentence Stems Word walls and banks (with pictures)
Bridging	See Scaffolding for all levels

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