English Language Development

(Elliott) #1

require less intensive designated ELD support than ELs at the Emerging or Expanding levels. Schools
consider the needs of students when designing program supports and instruction. Regardless of the
ways in which individual schools structure time for designated ELD, all ELs require both integrated and
designated ELD.


These decisions are made using a variety of data,
including—first and foremost—EL students’ learning
needs. Master schedules should be flexible enough to
accommodate students’ transition out of specialized
coursework when they are ready to do so. Content
teachers and teachers responsible for teaching
designated ELD collaborate regularly in order to ensure
that what is taught in designated ELD genuinely builds
into and from content instruction and integrated ELD.
Schools dedicate the time and resources needed for
effective collaborations between teachers and for optimal
student learning. Regardless of the structure schools
implement in order to provide designated ELD to their
EL students, this coursework should not prevent any EL
from participating in a comprehensive curriculum that
includes full access to all core disciplines and electives,
such as the performing and visual arts, world languages, and other classes all students need in order
to be college- and career-ready. Examples of integrated and designated ELD are provided in snapshots
and vignettes in the grade level sections of this chapter. A lengthier discussion of a comprehensive
approach to ELD is provided in chapter 2 in this ELA/ELD Framework.


Content teachers and teachers
responsible for teaching
designated ELD collaborate
regularly in order to ensure that
what is taught in designated ELD
genuinely builds into and from
content instruction and integrated
ELD. Schools dedicate the time
and resources needed for effective
collaborations between teachers
and for optimal student learning.

Grades 6 to 8 Chapter 6 | 547

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