2.05.2014

Designated ELD: Defined

photo credit: Energy.gov

In this post, I’ll be working over the essential features of Designated ELD, to be deconstructed at a later time.  Check back for a  recap of the Framework on Integrated ELD.

Intellectual Quality
Students are supported to meet the demands of intellectually motivating, challenging, and purposeful learning activities.

Academic English Focus
Development of students’ proficiency with academic English and literacy in the content areas is a priority.

Extended Language Interaction
Increasingly sophisticated extended language interaction, with ample opportunities for meaningful communication in all domains: speaking, listening, reading and writing.

Focus on Meaning
Instruction is embedded with strategies to support students in making meaningful cognitive connections during learning activities, while practicing the language skills critical for understanding meaning in academic content areas.

Focus on Forms
Explicit focus on learning about how English works, in consideration of various purposes, audiences, topics, and text types in order to enable us to make meaning as members of discourse communities.

Planned and Sequenced Events
Instruction is planned and sequenced in order to strategically build language proficiency along with content knowledge.

Scaffolding
Teachers use various tools and strategies to support student learning, based on individual differences and needs.

Clear Lesson Objectives
Learning activities are designed primarily using the CA ELD Standards, building connections with the appropriate content standards.

Corrective Feedback
Judiciously selected corrective feedback on language usage embedded in instructional activities in ways that are most meaningful to students.

Formative Assessment Practices
Frequent informal observations and on-going formative assessment practices are used to analyze student writing, work samples, and oral language production in order to prioritize student instructional needs.
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