English Language Development

Designated ELD

Start Smart 1.0 Revised Lessons & Resources
Visual Texts 1.0 (zip file)
Start Smart 1.0 PowerPoint
Constructive Conversation Skills Student Cards (zip file download)
Designated ELD Timeline

Designated ELD Times

Based on English Learner Master Plan 2012, page 55: All elementary teachers with one or more English learners, regardless of program, including those with special education services, are to provide a minimum of 60 minutes for ELs at Overall CELDT Levels 1-3 and 45 minutes for ELs at Overall CELDT Levels 4-5 of daily designated ELD instruction guided by the new 2012 California ELD Standards.

8:15-8:30 (M-F) – Breakfast In the Classroom
8:30-9:30 (M-F) – Designated ELD (CELDT Levels 1-3)
8:30-9:15 (M-F) – Designated ELD (CELDT Levels 4 & 5)

Designated ELD Block Schedule

Fostering Academic Interactions

Approximately 20 minutes: 8:30 - 8:50 a.m.
Academic language development
Constructive Conversations Skills w/ a visual text

Using Complex Text

Approximately 20 minutes: 8:50 - 9:10 a.m.
Direct instruction of linguistic features
Use a small portion of previously read mentor text to address an ELD standards-based objective

Fortifying Complex Output

Approximately 20 minutes: 9:10 - 9:30
Differentiated instruction (Universal Access) driven by ELD standards

Integrated ELD

Integrated ELD / Math Resources: Posters, Videos, Model Lessons

Integrated ELD/Math Three Phase Lesson - GrK

Integrated ELD/Math Three Phase Lesson - Gr3 w/ Erick Barrios (Coming Soon)

Integrated ELD/Math Three Phase Lesson - Gr4 w/ Sheila Salley (Coming Soon)

Grade Level Mettings

GLM Agenda - Blank

Grade Level Meeting

GLM Agenda - Blank

ELPAC - English Language Proficiency Assessments for California

ELPAC Teacher PD

ELPAC Practice Tests

ELPAC Parent Guide (Spanish)

ELPAC Parent Guide (Various Languages)

ELPAC CR Assessment Dates

ELPAC CR Sub-release Days

ELPAC LAUSD MMED Resources

PD Next Steps

Follow the Master Plan-mandated Designated ELD Times (see below)

Follow the LAUSD Designated ELD block sequence based on the Frame of Practice (see below)

Fostering Academic Interactions: Approximately 20 minutes: 8:30 - 8:50 a.m.
Using Complex Text: Approximately 20 minutes: 8:50 - 9:10 a.m.
Fortifying Complex Output: Approximately 20 minutes: 9:10 - 9:30

California English Language Development Standards (CELDS)

California English Language Development Standards

Student Vital Actions

(click here)

Students engage in rigorous tasks and texts: written, spoken, or multimodal and in print or digital form focused on content knowledge and linguistic development. [TLF 3c1, 3a4]
Students look for more precise ways of expressing their thinking, supporting each other to look for and use academic language, and focus on the knowledge and/or skills of the discipline and task. [TLF: 3a4, 3b2, 3c2]
Students develop linguistic awareness and adjust language choices according to purpose, social setting, and audience. [TLF: 3a4, 3b2, 3d3]
Students engage in a variety of collaborative discussions, build awareness about language and build skills and abilities to use language. [TLF: 3a4, 3b1, 3b2, 3c1, 3c2]
Students participate in class, group and partner discussions by using the constructive conversation skills: create, clarify, fortify & negotiate to build on other ideas/thinking, asking relevant questions, affirming others and adding relevant information[TLF: 2a3, 2c1, 3b2]
Students participate in sustained dialogue on a variety of topics and content areas; explain their thinking and build on others’ ideas; construct arguments and justify their positions with sound evidence; and effectively produce written and oral texts in a variety of informational and literary text types. [TLF: 2a3, 3b1, 3d3]
Students develop an understanding of how content is organized in different text types across disciplines using text structure, language features, and vocabulary, depending upon purpose and audience in preparation for oral presentations and writing tasks. [TLF: 3a4, 3b1, 3c1]
Students use the register of the discipline in sustained dialogue to extend and explain their thinking across the disciplines. [TLF: 3a4, 3b2]

Road Map to Reclassification

August

CELDT: For the first 30 days of instruction, focus instruction on standards addressed on CELDT

September

CELDT: For the first 30 days of instruction, focus instruction on standards addressed on CELDT
DIBELS: Focus instruction on early literacy indicators addressed by MOY DIBELS

October

CELDT: Annual CELDT due Oct 21
DIBELS: Focus instruction on early literacy indicators addressed by MOY DIBELS

November

DIBELS: Focus instruction on early literacy indicators addressed by MOY DIBELS
Grade Level ELA Academic Grades: First Reporting Period Grades

December

DIBELS: MOY DIBELS

January

CELDT: Current CELDT scores come in from the state
DIBELS: Review literacy indicators addressed by MOY DIBELS to guide instruction

February

CELDT: Focus instruction on standards addressed on CELDT
DIBELS: Review literacy indicators addressed by MOY DIBELS to guide instruction

March

CELDT: LAUSD CELDT 2nd Administration (for students who passed MOY)
DIBELS: Review literacy indicators addressed by MOY DIBELS to guide instruction
Grade Level ELA Academic Grades: Second Reporting Period Grades

April