Designated ELD

Designated English Language Development (ELD) is an essential part of the educational process for English learners. For the 6th-8th grade Designated ELD is done during elective periods with Ms. Keen as we know. However, currently Ms. Keen is having to teach Designated ELD without any assistance from us as content area teachers. Not only is this difficult for her, but it also doesn't allow for the content area language development that could be possible. When done correctly, designated ELD allows for the students to be provided with the content area knowledge they will be needing within their content area classes, before they are required to perform within those content are classes. This allows English learners to be able to have access to the vocabulary and the language tasks they will be required to do beforehand so that they are able to be ready to use them in their content area classes. When done correctly, this truly allows English learners to have the pre-knowledge and understanding that many other students already have so that they are not starting a lesson or unit already behind. We provide English learners with integrated ELD strategies and accommodations throughout our lessons and units, but why not provide them with a head-start with Designated ELD instruction so that we can accommodate them by helping them maintain their improvement and growth in our lesson, rather than trying to get them caught up. For this to happen, we need to provide Ms. Keen with the information she needs to be able to assist our students in preparing for our content. This can be done in different ways, but I have created a template that will allow us to provide her with the necessary information that she will need. If we are able to provide her with this template a week or two before we will be teaching the material in our classes, she will have the time to prepare her designated ELD lessons to be able to help our students get ready for the lessons and language tasks they will be preforming in our classes. When we look at our English learner state testing scores, as well as general performance in our classes, it is clear that we as teachers need to do more to prepare them to be successful within our classess and content. The template is posted below.

(Subject)	6th Grade	7th Grade	8th Grade
Monday (date)	Topic:	Topic:	Topic:
Vocabulary	- - - - -	- - - - -	- - - - -
Objectives	- -	- -	- -
Task (what will students be doing with language).
Background/ Information
Materials/ Resources
Tuesday (date)	Topic:	Topic:	Topic
Vocabulary	- - - - -	- - - - -	- - - - -
Objectives	- -	- -	- -
Task
Background/ Information
Materials/ Resources
Wednesday (date)	Topic:	Topic:	Topic:
Vocabulary	- - - - -	- - - - -	- - - - -
Objectives	- -	- -	- -
Task
Background/ Information
Materials/ Resources
Thursday (date)	Topic:	Topic:	Topic:
Vocabulary	- - - - -	- - - - -	- - - - -
Objectives	- -	- -	- -
Task
Background/ Information
Materials/ Resources
Friday (date)	Topic:	Topic:	Topic:
Vocabulary	- - - - -	- - - - -	- - - - -
Objectives	- -	- -	- -
Task
Background/ Information
Materials/ Resources

Below I have an example of a completed template for my physical education classes.While some days and some lessons will have more language tasks and material to cover than others, this is a basic example of what it might look like to send to Ms. Keen so she can have everything she needs to teach our students.

PE	6th Grade	7th Grade	8th Grade
Monday 8/13	Topic: Nutrition	Topic: Nutrition	Topic: Nutrition
Vocabulary	- Nutrition -	- Nutrition -	- Nutrition -
Objectives	- Students will show pre-knowledge of nutrition. -	- Students will show pre-knowledge of nutrition. -	- Students will show pre-knowledge of nutrition. -
Task (what will students be doing with language).	Students will be orally sharing facts, thoughts, or ideas about nutrition with partners and with the class.	Students will be orally sharing facts, thoughts, or ideas about nutrition with partners and with the class.	Students will be orally sharing facts, thoughts, or ideas about nutrition with partners and with the class.
Background/ Information	Students might benefit from writing out a few facts they know about nutrition. They might practice sharing with others so they will be ready to share during class.	Students might benefit from writing out a few facts they know about nutrition. They might practice sharing with others so they will be ready to share during class.	Students might benefit from writing out a few facts they know about nutrition. They might practice sharing with others so they will be ready to share during class.
Materials/ Resources
Tuesday 8/14	Topic: Nutrition	Topic: Nutrition	Topic: Nutrition
Vocabulary	- Calories - Carbohydrates - Fats - Protein - Fiber - Calcium - Fast-food	- Calories - Carbohydrates - Fats - Protein - Fiber - Calcium - Fast-food	- Calories - Carbohydrates - Fats - Protein - Fiber - Calcium - Fast-food
Objectives	- Students will understand the material covered in the reading. - Students will work as a group to share knowledge and expand ideas.	- Students will understand the material covered in the reading. - Students will work as a group to share knowledge and expand ideas.	- Students will understand the material covered in the reading. - Students will work as a group to share knowledge and expand ideas.
Task	Students will be reading an article within a group. Students will have a group discussion on article. Students will plan a group presentation on article.	Students will be reading an article within a group. Students will have a group discussion on article. Students will plan a group presentation on article.	Students will be reading an article within a group. Students will have a group discussion on article. Students will plan a group presentation on article.
Background/ Information	The names of students will be provided for each article.	The names of students will be provided for each article.	The names of students will be provided for each article.
Materials/ Resources	- Articles as provided.	- Articles as provided.	- Articles as provided.
Wednesday 8/15	Topic: Nutrition	Topic: Nutrition	Topic: Nutrition
Vocabulary	- Calories - Carbohydrates - Fats - Protein - Fiber - Calcium - Fast-food	- Calories - Carbohydrates - Fats - Protein - Fiber - Calcium - Fast-food	- Calories - Carbohydrates - Fats - Protein - Fiber - Calcium - Fast-food
Objectives	- Students will accurately present nutrition information to class. - Students will use presentation skills correctly while presenting.	- Students will accurately present nutrition information to class. - Students will use presentation skills correctly while presenting.	- Students will accurately present nutrition information to class. -Students will use presentation skills correctly while presenting.
Task	Students will present to class. Students will listen to group presentations.	Students will present to class. Students will listen to group presentations.	Students will present to class. Students will listen to group presentations.
Background/ Information	Students may benefit from basic presentation skills instruction. Eye-contact, standing straight and still, loud voice, etc.	Students may benefit from basic presentation skills instruction. Eye-contact, standing straight and still, loud voice, etc.	Students may benefit from basic presentation skills instruction. Eye-contact, standing straight and still, loud voice, etc.
Materials/ Resources	-Article provided.	-Article provided.	-Article provided.
Thursday 8/16	Topic: Nutrition	Topic: Nutrition	Topic: Nutrition
Vocabulary	Same as 8/15	Same as 8/15	Same as 8/15
Objectives	Same as 8/15	Same as 8/15	Same as 8/15
Task	Same as 8/15	Same as 8/15	Same as 8/15
Background/ Information	Same as 8/15	Same as 8/15	Same as 8/15
Materials/ Resources	Same as 8/15	Same as 8/15	Same as 8/15
Friday (date)	Topic: Nutrition	Topic: Nutrition	Topic: Nutrition
Vocabulary	- Carbohydrates - Fats - Proteins	- Serving Size - Calories - Sugar - Cholesterol - carbohydrates - Fats - Proteins - Gram	- Serving Size - Calories - Sugar - Cholesterol - carbohydrates - Fats - Proteins - Gram
Objectives	- Students will be able to classify carbohydrates, fats, and proteins.	-Students will be able to interpret a food label accurately. -Students will compare food labels and ingredients. -Students will analyze food options based on labels.	-Students will be able to interpret a food label accurately. -Students will compare food labels and ingredients. -Students will analyze food options based on labels.
Task	Students will watch video on carbohydrates, fats, and proteins. Students will take notes from teacher lecture.	Students will be learning about ingredients and nutritional components of food. Students will be comparing and analyzing food options. Students will be discussing and evaluating with partners.	Students will be learning about ingredients and nutritional components of food. Students will be comparing and analyzing food options. Students will be discussing and evaluating with partners.
Background/ Information		Students might benefit from looking at food labels prior to class and discussing with others some thoughts or new information they have learned.	Students might benefit from looking at food labels prior to class and discussing with others some thoughts or new information they have learned.
Materials/ Resources		Food labels, or examples online	Food labels, or examples online

We all have English learners in our classes and we need to provide for their needs as much as any other student. We may not be in charge of teaching designated ELD, however we are in charge of making sure that it allows our students the opportunities they need to be successful. I encourage you to use this template, or create a template of your own that can work even better at providing Ms. Keen with the information she needs. Please share ideas or thoughts as well as other template ideas so that we can all work together to allow our students the best opportunities we can.