English Language Development » Teacher Resources

Teacher Resources

Who are my English Language Learners?
 
English Language Navigation Through Aeries
First go to Aeries: Teacher Login, then follow the directions above.
What do the Three Proficiency Levels Mean? 
 
Emerging
emerging(Old CELDT 1)
Expanding
expanding(Old CELDT 2-3)
Bridging
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.
 
Scaffolds by Instructional Level for Distance Learning
ELD Level Scaffolds by Instructional Level Scaffolds for All Levels
Emerging
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
scaffolds for all levels
Expanding
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 
bridging
 
  • See Scaffolding for all levels
 
 
 
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)
 
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 
 
Think-Write-Pair-Share
 
Lines of Communication
lines of communication
 
 
 
 
 
 
 
 
Four Corners:
four corners four corners
Discussion Diamond
 
Gallery Walk:
 
Listening ELD Resources
 
Barrier Game: 
 
Edpuzzle
 
Collaborative Text Reconstruction
 
 
 
 Content Specific  Class Resources
 
More to come as we develop this site to support our amazing educators.  .  
 
 
 
Other:
a
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.
ELD Distance Learning Resource(s)ELD Distance Learning Resource(s)
Structures to Support English Language Learners while in Virtual Learning:
 
Think-Write-Pair-Share
think write pair share
line
Adapting Direct Instruction to Remote Learning for ELs
i do we, we do, you do
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)
line
el strategies in distance learning
line
Other:
 
 
 
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
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)
scaffolds for all levels
  • 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
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 
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