Integrated ELD

Similarly to Designated English Language Development (ELD), integrated ELD is a valuable part of an English learner's education. Integrated ELD is taught by every teacher within the school. Every grade level and every content area is required to teach integrated ELD and use strategies and accommodations within their class to meet the needs of their English learners. The charts below is a simple template that will allow you to plan out the specific integrated ELD strategies that you will be using that align with your objectives and the activities students will be completing. The first chart can be used by 6th-8th grade content area teachers.

		Learning Objective	Student Task/Activity	Integrated ELD Component
Mon.	6th
	7th
	8th
Tue.	6th
	7th
	8th
Wed.	6th
	7th
	8th
Thur.	6th
	7th
	8th
Fri.	6th
	7th
	8th

This chart can be used by kindergarten through 5th grade teachers to integrate ELD into all of their subjects.

		Learning Objective	Student Task/Activity	Integrated ELD Component
Mon.	Reading
	Writing
	Math
	Science
	History
	PE
	Art
Tue.	Reading
	Writing
	Math
	Science
	History
	PE
	Art
Wed.	Reading
	Writing
	Math
	Science
	History
	PE
	Art
Thur.	Reading
	Writing
	Math
	Science
	History
	PE
	Art
Fri.	Reading
	Writing
	Math
	Science
	History
	PE
	Art

The following chart is a sample from my PE class. It is basic and simply just outlines and aligned the objectives, tasks, and integrated ELD components to make sure that English learners have the opportunities they need to be successful.

8/13-8/17		Learning Objective	Student Task/Activity	Integrated ELD Component
Mon. 8/13	6th	- Students will share knowledge of nutrition. - Students will learn nutrition knowledge from others. -Students will participate in sharing and listening.	Students will have a harkness discussion to assess pre-knowledge of nutrition. Students will be speaking and listening.	-Harkness discussion -Teacher prompt
	7th	- Students will share knowledge of nutrition. - Students will learn nutrition knowledge from others. -Students will participate in sharing and listening.	Students will have a harkness discussion to assess pre-knowledge of nutrition. Students will be speaking and listening.	-Harkness discussion -Teacher prompt
	8th	- Students will share knowledge of nutrition. - Students will learn nutrition knowledge from others. - Students will participate in sharing and listening.	Students will have a harkness discussion to assess pre-knowledge of nutrition. Students will be speaking and listening.	-Harkness discussion -Teacher prompt
Tue. 8/14	6th	-Students will understand the material covered in the reading. - Students will work as a group to share knowledge and expand ideas.	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.	-Student placement -Group work/discussion -Script writing
	7th	-Students will understand the material covered in the reading. - Students will work as a group to share knowledge and expand ideas.	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.	-Student placement -Group work/discussion -Script writing
	8th	-Students will understand the material covered in the reading. - Students will work as a group to share knowledge and expand ideas.	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.	-Student placement -Group work/discussion -Script writing
Wed. 8/15	6th	-Students will accurately present nutrition information to class. -Students will use presentation skills correctly while presenting. -Students will understand, and learn from peer presentations.	Students will present to class. Students will listen to group presentations.	-Group expert jigsaw -Planned scripts
	7th	-Students will accurately present nutrition information to class. -Students will use presentation skills correctly while presenting. -Students will understand, and learn from peer presentations.	Students will present to class. Students will listen to group presentations.	-Group expert jigsaw -Planned scripts
	8th	-Students will accurately present nutrition information to class. -Students will use presentation skills correctly while presenting. -Students will understand, and learn from peer presentations.	Students will present to class. Students will listen to group presentations.	-Group expert jigsaw -Planned scripts
Thur. 8/16	6th	-Students will accurately present nutrition information to class. -Students will use presentation skills correctly while presenting. -Students will understand, and learn from peer presentations.	Students will present to class. Students will listen to group presentations.	-Group expert jigsaw -Planned scripts
	7th	-Students will accurately present nutrition information to class. -Students will use presentation skills correctly while presenting. -Students will understand, and learn from peer presentations.	Students will present to class. Students will listen to group presentations.	-Group expert jigsaw -Planned scripts
	8th	-Students will accurately present nutrition information to class. -Students will use presentation skills correctly while presenting. -Students will understand, and learn from peer presentations.	Students will present to class. Students will listen to group presentations.	-Group expert jigsaw -Planned scripts
Fri. 8/17	6th	-Students will be able to classify carbohydrates, fats, and proteins.	Students will watch video on carbohydrates, fats, and proteins. Students will take notes from teacher lecture.	-Visual aids
	7th	-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 learning about ingredients and nutritional components of food. Students will be comparing and analyzing food options. Students will be discussing and evaluating with partners.	-Visual aids -Modeling -Partner talk
	8th	-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 learning about ingredients and nutritional components of food. Students will be comparing and analyzing food options. Students will be discussing and evaluating with partners.	-Visual aids -Modeling -Partner talk

These charts are just a simple way of being able to get your ELD components clearly written out and planned. Many of you may already have your integrated ELD components written out in your lesson plans and units. If you have a template to share that works for you, or thoughts on writing out and planning integrated ELD please share your thoughts and ideas so we can all have access to the best options and most effective ways to ensure our students are getting the best integrated ELD possible.

I have also put together a chart including some of the integrated ELD strategies I have learned and used throughout the years and are easy to use within any content area and can be adjusted if necessary to be used at most grade levels. 

ELD Strategy	Description
Sketch to Stretch	With this strategy students will be asked to sketch the content they are reading. Students are forced to re-read to find descriptions that they need to be able to draw their picture correctly. Students end up spending more time in the text than they normally would when simply asked to read it. This strategy works well in many content areas, but science specifically works very well. I have used this in my human muscles unit and it works great.
Sentence-frames	With this strategy the teacher provides sentence frames for students to complete for a variety of learning purposes. This can be adjusted for any content area and any grade level to be appropriate for many different objectives. Some English learners will benefit greatly from having a sentence frame modeled for them. A task that might seem impossible for them otherwise, allows them to follow the model provided in order to see success. It also gives them practice with being able to see what a well written sentence looks like and how it is constructed.
Sentence Reconstruction	Students listen to or read a sentence or text and have to try to reconstruct it again as closely to the original as possible. Students have to listen or read for understanding to be able to rewrite it out with the same meaning.
Sentence Deconstruction	Students use a form of coding that is previously taught to them, or for younger grade levels can be done as a whole class with the teacher. The coding allows them to identify parts of speech within the sentence to produce meaning. This works well with complex text or long detailed sentences.
Unpacking a Sentence	Students take a long sentence and split it into simpler sentences within the original. This simplifies the sentence into sentences that allow students to follow and understand the meaning.
Expanding Sentences	Almost the opposite of unpacking a sentence, students take short sentences and expand them using other parts of speech, or combining multiple sentences with conjunctions. For example, I teach PE. I coach sports. -> I teach PE and I also coach sports. Another example, The dog is sitting. -> The brown dog is sitting. -> The friendly brown dog is sitting. -> The friendly brown dog is sitting on the ground. -> The friendly brown dog is sitting quietly on the ground. -> The friendly brown dog is sitting quietly on the ground under the tree.
Harkness Discussion	A Harkness Discussion is a student led, teacher observed, class discussion. The discussion can be about any content area but works best with opinionated content. Students lead the conversation and work to respond to others and build on each other’s ideas. Students are also able to take notes during this discussion to gain ideas for others. A Harkness discussion looks to promote participation and learning, not simply saying a right answer. This gives students confidence to share their thoughts and ideas.
Role-play	Students use acting and physical movement to communicate a story or text.
Think-Pair-Share	This strategy allows students to work with others to share their ideas and gain insight from a partner before having to respond to the whole class or in written work. Students have time to think of their answer, pair up to share their idea with a partner and then are able to share with the class or in writing.
1-3-6	Students are given a task and work individually to complete it. After a given time they work together in a group of three to share and complete the same task using the knowledge from the three of them. Later they align with another group of three to form a group of six, again sharing their knowledge to complete the task.
K-W-L chart	This chart asks students to share what they already know about a topic before reading. They also share what they wonder about the topic which produces inquiry and excitement about the reading. After reading they share what they have learned about the topic. This can be done in any content area and can be adjusted for any grade level.

 Hopefully you can find some of these strategies useful within your content area or grade level. If you have other ELD strategies that work well please share them with us so that we can learn from those as well.

The following link is for an article,"40 Strategies for Teaching ELD Students" by Heather Wolpert-Gawron. These strategies are a great place to start for finding ways to better provide for your English learners.

http://tweenteacher.com/2012/04/24/40-strategies-for-teaching-eld-students/