San Leandro Unified School District
Division of Curriculum and Instruction:
English Learner Programs
Structured Language Protocols
Lessons for the First 15 Days of School
Grades K-5
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 1
Brief Overview:
Structured Language Protocols provide students with multiple opportunities to practice
oral language in order to demonstrate content knowledge.
In addition:
T h e y promote student learning in diverse classrooms.
T h e y create a communicative and relaxed atmosphere where students can
practice and internalize the content being taught.
English Language Learners are more likely to participate in class if given these
structured language.
English Only students also benefit.
They include high leverage CELDT strategies to use at the beginning and
throughout the school year.
Rationale:
Through careful modeling and practice at the beginning of the school year, students will
internalize the procedures for each protocol. Later, the teacher will be able to focus on
the content and language learning rather than the teaching of the specific Structured
Language Protocols. What is most important is that you are teaching students the
procedures for the Structured Language protocols through these introductory lessons.
These protocols require students to develop social skills such as making eye contact,
taking turns, speaking clearly and listening actively, which help lay the foundation for a
strong sense of classroom community. For each lesson, a topic has been suggested for
you to use to teach the protocol. The topics were chosen because they lend themselves
to community building in your classroom at the beginning of the school year, but may be
modified to better align with your classroom curriculum or to meet your students’ needs.
There are suggested topics for you to pose to the students, and sample responses written
at the different language proficiency levels. In most classrooms, at the beginning of the
year you will have a range of ELD proficiency levels, so the sentence frames for these
sample responses will help to give differentiated support to your students.
By taking the time to explicitly teach students how to use these Structured Language
Protocols at the beginning of the school year, students and teachers will be able to focus
their time and energy on learning the language and grade level content standards, as well
as build a strong classroom community.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 2
Table of Contents
Page
Overview and Rationale
2
First 15 Days of Instruction
3-10
Choral Response
11-12
My Turn, Your Turn
13-14
Think/Pair/Share
15-16
Whip Around
17-18
Talking Stick – Lesson 1
19-20
Talking Stick – Lesson 2
21-22
Lines of Communication – Lesson 1
23-25
Lines of Communication – Lesson 2
26-28
Give One, Get One
29-30
Tea Party – Lesson 1
31-32
Tea Party – Lesson 2
33-34
Clock Appointments
35-38
Numbered Heads Together – Lesson 1
39-40
Numbered Heads Together – Lesson 2
41-42
Think/Write/Pair/Share
43-44
Overview of AMAOs
45-50
Tips for Meeting AMAOs
51
Sample CELDT Test Chat Form
52
Speech Functions Strategy
53-56
Choose and Give Reasons Strategy
57-63
4 Picture Narrative Strategy
64-70
Writing Sentences
71-80
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 3
San Leandro USD –– First 15 Days of School (Grades K-1)
Instructions: For approximately the first 15 days of school, you should aim to teach the following three Structured Language Protocols to both your
English Only and EL students. The protocols do not need to be taught in order, but do need to be taught within the first 15 days. Each protocol consists
of a Structured Language Protocol and a CELDT High Leverage Strategy. Over the course of five days you can practice the protocols multiple times and
utilize variations on the protocols using your professional judgment for the needs of your particular group. It is suggested that you implement the “I
Do, We Do, You Do” model-- first model the strategy; then, have collaborative practice in groups/whole class, and finally, have students practice it
independently.
Protocol 1 (5 Days)
Protocol 2 (5 Days)
Protocol 3 (5 Days)
Choral Response
Think, Pair, Share
My Turn, Your Turn
Suggested Topic:
Classroom Procedures
Suggested Topic:
Favorites
Suggested Topic:
Classroom Description
CELDT High Leverage Strategies:
Speech Functions
(see pages of the SLUSD CELDT High
Leverage Strategies Packet)
CELDT High Leverage Strategies:
Choose and Give Reasons
(see pages 6, 31, and 56 of the Curriculum
Associates CELD Practice and Mastery
Book (K-1) for sample questions and
pages of the SLUSD CELDT High Leverage
Strategies Packet)
CELDT High Leverage Strategies:
4-Picture Narrative
(see pages 7-11, 32-36, and 57-61 of the
Curriculum Associates CELD Practice and
Mastery Book (K-1) for sample questions
and pages of the SLUSD CELDT High
Leverage Strategies Packet)
Standards: 1.0 Listening and Speaking Strategies
Beginning--Begin to speak with a few words or sentences by using a few standard English grammatical forms and sounds (e.g., single words or
phrases).
Intermediate--Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.
Advanced--Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing the communication of others.
** Note: Another high level CELDT strategy that is not included here is Following Directions. It is highly recommended that you build it into your ELA
time. ELA Standard 1.1: Understand and follow one and two-step oral directions.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 4
San Leandro USD CELDT Test Chat (K/1)
Suggested Teacher Script:
“During ELD time, we come together as a group to work on improving our English language.
I want to talk with you today about what we can do to improve. This is where you are in
your English Development. (Show visual of levels 1-5, you could shade in the CELDT level
they are at.) Let’s talk about the things you can do to move up to the next level in this
school year.”
Brainstorm as a whole class:
Guiding Questions:
1. Things you can do to improve your English.
2. Who can help you improve your English?
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 5
5
4
3
2
1
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 6
San Leandro USD ––First 15 Days of School (Grades 2-3)
Instructions: During the course of the first 15 days of school, you should aim to teach the following ten Structured Language Protocols to both your English
Only and EL students. The protocols do not need to be taught in order, but do need to be taught within the first 15 days. We understand that students may already
have been exposed to many of these, so you will not be required to spend the entire ELD time practicing these protocols. In addition to these protocols, you will
also implement the High Leverage CELDT Strategy Instructions. It is suggested that you implement the “I Do, We Do, You Do” model--first model the strategy; then,
have collaborative practice in groups/whole class, and finally, have students practice it independently.
Protocol 1
Protocol 2
Protocol 3
Protocol 4
Protocol 5
Choral Response
My Turn, Your Turn
Think/Pair/Share
Whip Around
Talking Stick
Suggested Topic:
Classroom Procedures
Suggested Topic:
Classroom Description
Suggested Topic:
Favorite Foods
Suggested Topic:
Recess Activities
Suggested Topic:
Things that are special
ELA Standards:
1.0 Listening and Speaking
Students listen critically and
respond appropriately to oral
communication.
ELA Standards:
1.0 Listening and Speaking
Students listen critically and
respond appropriately to oral
communication.
ELA Standards:
1.0 Listening and Speaking
Students listen critically and
respond appropriately to oral
communication.
ELA Standards:
1.0 Listening and Speaking
Students listen critically and
respond appropriately to oral
communication.
ELA Standards:
1.0 Listening and Speaking
Students listen critically and
respond appropriately to
oral communication.
Protocol 6
Protocol 7
Protocol 8
Protocol 9
Protocol 10
Lines of Communication
Give One, Get One
Tea Party
Silent Appointment
Numbered Heads
Suggested Topic:
Favorites
Suggested Topic:
Summer Activities
Suggested Topic:
Student Strengths
Suggested Topic:
Favorites Things
Suggested Topic:
Playground Scenarios
ELA Standards:
1.0 Listening and Speaking
Students listen critically and
respond appropriately to oral
communication.
ELA Standards:
1.0 Listening and Speaking
Students listen critically and
respond appropriately to oral
communication.
ELA Standards:
1.0 Listening and Speaking
Students listen critically and
respond appropriately to oral
communication.
ELA Standards:
1.0 Listening and Speaking
Students listen critically and
respond appropriately to oral
communication.
ELA Standards:
1.0 Listening and Speaking
Students listen critically and
respond appropriately to
oral communication.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 7
San Leandro USD ––First 15 Days of School (Grades 4-5)
Instructions: During the course of the first 15 days of school, you should aim to teach the following ten Structured Language Protocols to both your English
Only and EL students. The protocols do not need to be taught in order, but do need to be taught within the first 15 days. We understand that students may already
have been exposed to many of these, so you will not be required to spend the entire ELD time practicing these protocols. In addition to these protocols, you will
also implement the High Leverage CELDT Strategy Instructions. It is suggested that you implement the “I Do, We Do, You Do” model--first model the strategy, then
have collaborative practice in groups/whole class, and finally, have students practice it independently.
Protocol 1
Protocol 2
Protocol 3
Protocol 4
Protocol 5
Choral Response
My Turn, Your Turn
Think/Pair/Share
Whip Around
Talking Sticks
Suggested Topic: Classroom
Procedures
Suggested Topic: Classroom
Descriptions
Suggested Topic: Favorite
Foods
Suggested Topic: Recess
Activities
Suggested Topic: Things that
are special
Materials: Chart paper, pictures
of classroom procedures,
markers, list of classroom
agreements
Materials: Chart paper, markers
Materials: Chart paper,
markers, pictures of food,
realia, sentence frames
Materials: Chart paper,
markers, sentence strips, index
cards, pictures of recess games
Materials: Chart paper,
markers, talking sticks, sentence
strips
ELA Standards:
th
th
4 & 5 grade:
1.0 Listening and Speaking
Strategies
2.0 Speaking Applications
(Genres and their
Characteristics)
ELA Standards:
th
th
4 & 5 grade:
1.0 Listening and Speaking
Strategies
2.0 Speaking Applications
(Genres and their
Characteristics)
ELA Standards:
th
th
4 & 5 grade:
1.0 Listening and Speaking
Strategies
2.0 Speaking Applications
(Genres and their
Characteristics)
ELA Standards:
th
th
4 & 5 grade:
1.0 Listening and Speaking
Strategies
2.0 Speaking Applications
(Genres and their
Characteristics)
ELA Standards:
th
th
4 & 5 grade:
1.0 Listening and Speaking
Strategies
2.0 Speaking Applications
(Genres and their
Characteristics)
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 8
San Leandro USD ––First 15 Days of School for Grade 4 and 5
Protocol 6
Protocol 7
Protocol 8
Protocol 9
Protocol 10
Lines of Communication
Give One, Get One
Tea Party
Clock Appointments
Numbered Heads
Suggested Topic: Favorites
Suggested Topic: Summer
Activities
Suggested Topic: Student
Strengths
Suggested Topic: Favorite
Things
Suggested Topic: Playground
Scenarios
Materials: Chart paper,
markers, sentence strips
Materials: Chart paper,
markers, sentence strips, copies
of student activity sheet or plain
paper
Materials: Chart paper,
markers, index cards, sentence
strips
Materials: Chart paper, clock
appointment sheet, paper
Materials: Chart paper,
markers, sentence strips
ELA Standards:
th
th
4 & 5 grade:
1.0 Listening and Speaking
Strategies
2.0 Speaking Applications
(Genres and their
Characteristics)
ELA Standards:
th
th
4 & 5 grade:
1.0 Listening and Speaking
Strategies
2.0 Speaking Applications
(Genres and their
Characteristics)
ELA Standards:
th
th
4 & 5 grade:
1.0 Listening and Speaking
Strategies
2.0 Speaking Applications
(Genres and their
Characteristics)
ELA Standards:
th
th
4 & 5 grade:
1.0 Listening and Speaking
Strategies
2.0 Speaking Applications
(Genres and their
Characteristics)
ELA Standards:
th
th
4 & 5 grade:
1.0 Listening and Speaking
Strategies
2.0 Speaking Applications
(Genres and their
Characteristics)
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 9
San Leandro USD–First 15 Days of School for Grade 4 and 5
High Leverage Strategy 1:
*Writing Sentences
Answering the “Who, What,
Where, and When” questions
Describing pictures
Explicitly going over the
CEDLT Sentence Writing
rubric with students
High Leverage Strategy 2: High Leverage Strategy 3:
Speech Functions
Scenarios
Speech functions sentence
frames
Explicitly going over the
CELDT Speech Function
rubric with students
See “CELDT High Leverage
Strategies” handbook and “CELDT
Practice and Mastery Grades 3-5”:
Test Practice One for lesson samples
See “CELDT High Leverage
Strategies” handbook and “CELDT
Practice and Mastery Grades 3-5”:
Test Practice One for lesson
samples
ELA Standards:
th
th
4 & 5 grade:
1.0 Writing Conventions
ELA Standards:
th
th
4 & 5 grade:
1.0 Listening and Speaking
Strategies
2.0 Speaking Applications (Genres
and their Characteristics)
Four Picture Narrative
Orally describing the four
pictures in sequential order
Teach transition words
Explicitly going over the
CELDT Picture Narrative
Rubric with student
High Leverage Strategy 4:
Chose and Give Reasons
State preferences and
support with at least two
reasons.
Go over sentence frames of
“Chose and Give Reasons”
See “CELDT High Leverage
Strategies” handbook and “CELDT
Practice and Mastery Grades 3-5”:
Test Practice One for lesson
samples
See “CELDT High Leverage Strategies”
handbook and “CELDT Practice and
Mastery Grades 3-5”: Test Practice
One for lesson samples
ELD Standards:
th
th
4 & 5 grade:
1.0 Listening and Speaking
Strategies
2.0 Speaking Applications (Genres
and their Characteristics)
ELD Standards:
1.0 Listening and Speaking Strategies
2.0 Speaking Applications (Genres and
their Characteristics)
* Highest Priority
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 10
?
!
CHORAL RESPONSE
This structured language practice can be used while you are introducing your classroom routines on
the first day of school. As you generate or review classroom procedures, you can ask students to
chorally respond by restating the procedure. This lesson can be used to teach all of your procedures
or just one. Here is an example of how to review your expectations for lining up using choral
response.
Objectives:
• Students will learn the procedures for choral response.
• Students will learn to listen attentively while teacher models the language or provides a prompt.
• Students will learn signal (palm up pointing to the students) to know when to echo or respond to
the teacher’s prompt.
Suggested Topics: Classroom Procedures, lining up
Materials: Charts/pictures of steps for lining up. (Ex: Students sit quietly waiting to be dismissed.
Teacher calls group to be dismissed. Students push in chair and WALK silently to the line. Students keep
hands and feet to themselves. Students look at the head in front of them.)
Prompt(s): Examples:
• What do we do first?
• What do we do with our chair?
• Do we run to line?
• Do we touch the person in front of us?
Sample Responses:
• We sit quietly.
• We push in our chair.
• We line up quietly with our hands to ourselves.
• No, we walk.
• No, we keep our hands to ourselves.
Suggested Time: 30-45 minutes
Procedures:
1. Model how you expect students to line up. Create a list as you introduce the procedures. Draw
a picture of each procedure to go with each sentence.
2. Tell the students that one way to practice language is to repeat something all together. Explain
that this enables everyone to practice at the same time.
3. Tell students you are going to teach them some new procedures for Choral Response.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 11
a. I will ask you a question. When you are ready to answer, show “Thumbs Up.”
b. Give the signal for the group to reply chorally (palm extended out in front pointing towards
group). Affirm students waiting for the signal and responding.
4. Today we are going to talk about how to line up. Point to the procedures you have recorded
and model for the students. We line up quietly with our hands to ourselves, etc.
5. Now I am going to ask you a question about lining up and you will answer using choral response.
Watch for the signal before you begin. How do we line up? We line up quietly. How do you know
when to line up? We wait till you call our table number. Etc.
Wrap-Up & Reflection:
Today we learned how to use choral response using classroom procedures. We use choral response so
everyone gets a chance to respond. This way students don’t blurt out the answer before someone else is
ready and everyone has a chance to come up with their response.” Did you remember to use your
thumbs up signal when you were ready?” Did you wait for my signal before saying the answer?
Extension Activities/Further Practice:
• Continue introducing other classroom procedures and follow steps above. Examples: Dismissal to go
to the bathroom, sharpening your pencil, what to do if you need supplies, turning in your
homework, collecting papers, table monitors, what to do if you have a question, etc.
• Use Choral Response throughout the day within other content areas. Example:
 Reviewing math facts (What’s this number? What’s 4 + 2? What’s 54÷9?)
 Reviewing colors, numbers, letters, vocabulary words, days of the week, months of the
year
 Reviewing social studies or science facts (dates, characteristics of a mammal)
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 12
MY TURN, YOUR TURN
Objectives: The students will learn the procedures for My Turn, Your Turn including:
 Students will listen as the teacher creates a sentence and the student will repeat the
sentence when hand signal is given.
 Students will be able to create a sentence using targeted language that responds to the
teacher’s prompt.
Suggested Topics: Classroom Descriptions
Materials:
 Chart/word bank with adjectives, chart paper, markers
Prompt(s): Look around the classroom. Describe how the classroom looks. Use two adjectives to
describe your new classroom.
Sample Responses:
 •It is
and
 •The classroom is
 •I think the classroom looks
.
and
.
and
.
Suggested Time: 30-45 minutes
Procedures:
1. Tell students: “We are going to practice our language skills today, using a strategy called My
Turn, Your Turn. Today, we will be describing our classroom. In order to describe our classroom
we need to brainstorm a list of adjectives, or describing words, that we can use to describe our
classroom.”
2. The teacher will brainstorm a list with the class of possible adjectives and write them on a
chart for the students to use. You can also show pictures of what the adjective would look like.
3. Tell Students: “I am going to share with you today’s topic. It is your job to listen to my question
and how I answer the question. I am going to use the sample responses or sentence frames to
help me answer the question. After I respond, I will give you the response signal, which is a palm
up signal. (Model the signal, palm up towards the students) Then, you repeat my answer.”
4. “Our question/prompt for today is to describe how the classroom looks. Use 2 adjectives to
describe your new classroom.”
5. Model your thinking time, approximately 10 seconds and then share your response. “I am going
to take a few seconds to look around the classroom and think of which 2 adjectives I want to use.”
“I think the classroom looks clean and colorful.” (As a modification, you can also write the
sentence on the board or chart to assist the children with remembering what was said.)
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 13
6. “Now watch for the response signal and be prepared to repeat my sentence.” Show response
signal (palm up). Students should now repeat the sentence that you stated in step 5 all
together.
7. Tell students: “That was great. Now it is your turn to create a sentence using the sentence
frames to describe the classroom and it is my turn to listen.”
8. “Take a second and think of a response using the sentence frames. I will call on a volunteer to
share their response and the rest of the class and I will repeat your sentence.” Give approximately
10-15 seconds for the students to quietly formulate their sentence in their head. “Remember
class to wait for our turn until I share the response signal.” Ask for volunteers.
9. Call on a student to share their response. Show hand signal and you, with the rest of the class
will repeat what the volunteer said.
10. Repeat steps 8 through 10 as needed.
Wrap-Up & Reflection:
 Today we learned the strategy My Turn, Your Turn. We practiced listening to each other and
used sentences frames to help us use our language skills to answer a question or prompt. It is
important when we use this strategy to remember to wait for the response signal before we
repeat what was said.
Extension Activities/Further Practice:
 You can also do this as a partner activity. Partner A would start with the answer to the prompt
and Partner B would repeat their answer. Then, Partner B will respond and Partner A will repeat.
Each partner would need to remember to use the response signal.
 To further integrate this strategy, you can use it when making predictions before a story is read.
 This strategy can be used to model complete sentences, and sentences that use specific parts
of speech.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 14
THINK/PAIR/SHARE
Objectives:
Students will learn the procedures for Think/Pair/Share:
 Think of individual response
 Pair with a partner by taking turns sharing individual responses
 Share individual or partner’s response with the whole class
Suggested Topics: Favorite Foods
Materials:
Structured Language Practice Routine Cards, pictures of foods, realia, sentence strips or chart paper
with sample responses, markers,
Prompt(s): What is your favorite food? Give me two reasons why you like that food?
Sample Responses:
 • I like . It is
and
.
 • My favorite food is because
 • I enjoy eating
because
and
.
and
.
Suggested Time: 30-45 minutes
Procedures:
1. Show students pictures of different foods and/or realia. Tell them that today we are going to
talk about the foods we like to eat. Display and/or label the food and use My Turn, Your Turn or
Choral Response to say the names of the foods.
2. Point out the language patterns and model using them with the students (refer to sample
responses
above). Ex: I like pizza. It is cheesy and delicious.
3. Now we are going to use the strategy Think/Pair/Share to practice telling about our favorite
foods. I will ask a question and then I will give the signal to think (index finger to temple-teacher
demonstrates). You will think silently about your answer. When I give you the pair signal (put two
index fingers together-teacher demonstrates) you will turn to your partner and A will share their
answer with B and B will listen, then B will share answer with A and A will listen. Then I will ask
partners to share with the whole class.
4. Teacher assigns partners. (Suggestions: give 2 different colored slips of paper, stickers, chips, etc.
to pair them, or simply designate A/B partners.) Raise your hand if you are partner A, raise your
hand if you are partner B
5. Ask for a volunteer partner group to come up and model in front of the class, using
Think/Pair/Share to respond to the prompt. Use the signals for Think/Pair/Share to help partner
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 15
group model telling about their favorite foods. Give students 15-20 seconds of think time
before giving the signal to pair with their partner. Call additional partner group if needed.
6. Now we are going to practice with our partners. Remember to watch for the think signal and
the pair signal, before you begin.
7. Give students the signal for thinking and have them wait before responding.
8. Signal partner A to share his/her response with partner B. Remind partner B to listen actively.
9. Signal partners to switch roles (partner B responds and partner A listens actively).
10. Teacher walks around making sure students are using the language structure responses.
11. Signal for the group to come back together and ask for volunteers to share responses with
the larger group.
Wrap-Up & Reflection:
Today we practiced the strategy called Think-Pair-Share. Remember that when one person is
responding you need to be listening actively. Now that we have learned this strategy, we will be using
it throughout the day with different subjects.
Extension Activities/Further Practice:
 You can also use this strategy for checking comprehension after reading a story. Remember
to use a sample prompt for the students’ to respond.
 You can also use this activity to set classroom agreements. Ask students to follow steps 111 and brainstorm goals for the year.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 16
WHIP AROUND
This routine can be used as a whole class or large group activity. The strategies gives students quiet or
wait time to consider what they know about a particular topic and time to sketch or record a number of
possible responses prior to being asked to share aloud. .
Objectives:
Students will learn the procedures for Whip Around including:




How to listen while the teacher poses a question or task.
How to listen attentively to others responses.
How to use the target language to respond orally or in writing.
How to share personal response with the class or larger group.
Suggested Topics: Recess
Materials:
Language patterns written on sentence strips or chart paper, paper or index cards for every student, picture
cards (downloaded from the Internet) of recess games
Prompt(s): What are some activities you can do during recess?
Sample Responses:
 I can
.
 During recess, I like to
 I enjoy spending my recess
.
.
Suggested Time: 30 to 45 minutes
Procedures:
1. Show the students the various pictures of recess games or activities. Use Choral Response to
review the names of the various activities and label each activity.
2. Today we are going to talk about what we can do at recess. Point to the sentence frames and
model for the students.
3. Have the students repeat after you. Now repeat after me. Watch for my signal. I enjoy playing with
the tether ball during recess.
4. Pose the question: What other activities do you enjoy during recess? With a partner brainstorm all the
activities that you enjoy during recess and write them on a piece of paper using the sentence
frames. (For kinder or first grade have them draw the picture or use the sentence frame: I
like
.)
5. Give the students 5 minutes to write down their ideas.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 17
6. Teacher “whips” around the class in a relatively fast paced and structured manner (down row,
around tables, etc.), allowing as many students as possible to share one of the recess activities they
came up with in 15 seconds or less. Encourage students not to repeat what has already been
shared, if possible.
Wrap-Up & Reflection:
• Today we learned how to use Whip Around to share different activities we can choose to do at recess.
You will see that we will be using whip around throughout the year, especially in ELD. What did you like
about Whip Around? Did you remember to make eye contact when you were working with your
partner? Were you being a polite listener? Did you stay on topic?
Extension Activities/Further Practice:
• This activity could be used in all content areas as a quick check in to see what individual students,
partner groups, table groups have learned. Examples of prompts: I now know that…, I learned…, I was
surprised to learn that…, I feel (an emotional response is given) because I now know…, This makes me
conclude…, I discovered…, I've revisited an old idea about…
• During ELD, teacher can have each partner group share out a sentence they have created during “You
Do It”.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 18
TALKING STICK – Lesson 1
Objectives:
Students will learn the procedures for Talking Stick.
• Students will learn how to take turns listening and speaking.
• Students will be able to respond to the prompt.
Suggested Topics: Things that are special to me (toys, people, books, pets, etc.)
Materials:
Talking stick for each group of 4-6 students (plastic microphone, colored popsicle stick, fancy pen or
decorated dowel, etc.) chart paper or sentence strips with language patterns and brainstorm lists
Sample Prompt(s): What is something that is special to you? What item is the most important to you?
Why?
Sample Responses:
• I like my
.
• My
is very special to me because
• I couldn’t live without my
because
.
.
Suggested Time: 30-45 minutes
Procedures:
1. Today we are going to talk about things that are special to us. Think about why these objects are
most important to you. It could a favorite toy, book, games or gift.
2. Students brainstorm their favorite objects. Teacher draws and labels objects on chart paper.
3. Now we’re going to practice talking about things that are special to us using the sentence
frames/sample responses.
4. Point to the sample responses you have selected and say them out loud asking students to repeat
after you.
5. Model for the students using the sample responses. I like my computer. My photo album is very
special to me because it reminds me of all the fun times I’ve had with my family. I couldn’t live
without my backpack because it helps me stay organized.
6. Tell students that one way to practice language is to use the talking stick strategy with a small
group of students. Explain that talking stick is a useful strategy because each student is able to
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 19
share their response and the other students in their group get to hear several responses. Show
the students the Talking Stick structured language practice routine card.
7. Tell students you are going to teach them the procedures for talking stick so they can talk
about things that are special to them using the sample responses.
8. Are their four volunteers who would like to help model talking stick for the class? I will ask a
question and you will listen. I will give you the think signal (index finger to temple) and you will
think of how you will answer the question using one of these sample responses. (Point to
responses).
9. Now I will give you the talking stick and you will decide who starts. Let’s watch this group and see
how they decide who gets the talking stick first. Give the group a few seconds to decide who goes
first. Compliment their use of cooperative behavior. The other members of the group are going to
listen while the first person speaks. Then the talking stick is passed to the right.
10. Ask the volunteer group, What is something that is special to you? Help the group model their
talking stick responses using the sample responses/sentence frames. Repeat with another group
of students if necessary.
11. Now we will all try. You can continue passing the talking stick to the right and sharing new
sentences using the sentence frames with your group until I tell you time is up. Let’s get into our
groups and decide who will get the talking stick first. Raise your hands when you’ve decided with
your group who is sharing first. Remember, it’s always polite to let someone go before you.
Everyone will have a chance to share in their group. (K/1 teachers, you may want to keep your
whole class together as one large group to model talking stick. As the year progresses and
you practice more as a group, your students may be able to work in groups of four.)
12. Ask What is something that is special to you? Show the think signal (index finger to the temple)
Allow 10-15 seconds of think time. Then ask students to begin sharing in their groups. Circulate,
provide feedback when necessary and affirm students for following the procedures correctly.
Wrap-Up & Reflection:
What did you learn about your classmates today? Did you like using the talking stick strategy? What tips
could you give someone else about using this strategy?
Extension Activities/Further Practice:
• Tell students once they’ve practiced a sample response, to try the strategy again using the
other sample responses.
• Use talking stick throughout curricular areas by posing questions students can discuss
(response to literature, social studies, science, problem-solving strategies in math, etc.)
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 20
TALKING STICK – Lesson 2
Objectives:
Students will continue to practice using the procedures for Talking Stick:
• Students will work in groups of 4 or whole class (K/1) to practice listening and speaking
• Students will practice taking turns speaking and listening attentively while someone else is
speaking
• Students will use the sample responses to respond to prompts
Suggested Topics: Special places you go with your family/Special people in their lives/Favorite weekend
activities
Materials:
Talking stick for each group of 4 students (plastic microphone, colored Popsicle sticks, fancy pen or
decorated dowel, etc.), chart paper and/or sentence strips with language patterns and brainstormed lists
Sample Prompt(s): Where do you like to go with your family? Why is this place so special?
Sample Responses:
 I like
.
 I like to go
with my family.

is a special place to me and my family, because_
 We really enjoy spending time
, because
.
.
Suggested Time: 30-45 minutes
Procedures:
1. Today we are going to talk about a place that is special to you and your family. Think about why this
place is special to you and your family.. It can be a place in your home, in your neighborhood, a
vacation spot, etc.
2. Students brainstorm their favorite places. Teacher writes the names of places on chart paper, and
illustrates.
3. Now we’re going to practice talking about places that are special to you and your family, using the
sentence frames/sample responses.
4. Point to the sample responses you have selected and say them out loud asking students to repeat
after you.
5. Model for the students using the sample responses. I like the park. I like to go to the beach with my
family. San Francisco is a special place to me any my family, because we really like to walk across
the Golden Gate Bridge. We really enjoy going to the zoo, because we love to see all the animals.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 21
6. Tell students that one way to practice language is to use the talking stick. Remind students
that they have used this strategy before. Show the students the Talking Stick structured
language practice routine card, to remind them.
7. Review the procedures for the talking stick with the students. Use Think/Pair/Share to
allow students to discuss what they remember about the strategy.
8. Are their four volunteers who would like to help model talking stick for the class? I will ask a
question and you will listen. I will give you the think signal (index finger to temple) and you will
think of how you will answer the question using one of these sample responses. (Point to
responses).
9. Now I will give you the talking stick and you will decide who gets it first. Let’s watch this group
and see how they decide who gets the talking stick first. Give the group a few seconds to
decide who goes first. Compliment their use of cooperative behavior. The other members of
the group are going to listen while the first person speaks. Then the talking stick is passed to
the right.
10. Ask the volunteer group, Where do you like to go with your family? Why is this place so special?
Help the group model their talking stick responses using the sample responses/sentence
frames. Repeat with another group of students if necessary.
11. Now we will all try it. You can continue passing the talking stick to the right and sharing new
sentences using the sentence frames with your group until I tell you time is up. Let’s get into our
groups and decide on who will get the talking stick first. Raise your hands when you’ve decided
with your group who is sharing first. Remember, it’s always polite to let someone go before you.
Everyone will have a chance to share in their group. (K/1 teachers, you may want to keep your
whole class together as one large group to model talking stick. As the year progresses and you
practice more as a group, your students may be able to work in groups of four.)
12. Ask Where do you like to go with your family? Why is this place so special? Show the think signal
(index finger to the temple) Allow 15 seconds of think time. Then ask students to begin sharing in
their groups. Circulate, provide feedback when necessary and affirm students for following the
procedures correctly.
Wrap-Up & Reflection:
What was easier about using the Talking Stick strategy this time? What is something new you
learned about some of your group members? What do you feel your group did well while using this
strategy
today? (Ex: we shared, we listened, we remembered to pass the stick to the right, we made eye contact
with the speaker, etc.)
Extension Activities/Further Practice:


Tell students once they’ve practiced with one sample response, they can try the
strategy again using the other samples prompts.
Use talking stick throughout curricular areas by posing questions students can discuss
(response to literature, social studies, science, problem-solving strategies in math,
etc.)
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 22
LINES OF COMMUNICATION – Lesson 1
Objectives: Students will learn the procedures for Lines of Communication including:
ƒ Forming two lines facing each other
ƒ Responding to a prompt or question using sentence frames; speaking clearly
ƒ Actively listening to a partner; greeting and thanking a partner
ƒ Moving to a new partner
Suggested Topics: Favorites
Materials:
Chart paper or white board, language patterns written on sentence strips, Lines of Communication
Structured Language Practice Routine card, chime or musical cue to use as a signal (or use a clap or
choose a signal word), open space to form the class in two lines
Prompt(s):
What is your favorite animal? Why?
What is your favorite game at recess? Why?
What is your favorite movie? Why?
(For K/1, you may want to just use one prompt for this lesson)
Sample Responses:
My favorite animal/game/movie is
.
is my favorite animal/game/movie because
If I could choose any animal/game/movie it would be
.
because
.
Suggested Time: 30-45 minutes
Procedures:
1. Today we are going to be sharing some of our favorite things with our classmates, so that we get to
know more people. I will be asking you about your favorite animals, movies, and games. Let’s
think about our favorite animals. Brainstorm: ask students to share their favorite animal and
write/draw their responses on a chart or a web.
2. Point to the sentence frames and model answering the prompts in different ways using some of the
brainstormed answers (for K/1, you may want to just use the first sample response): My favorite
animal is a rabbit. A cheetah is my favorite animal because it can run so fast. If I could choose
any animal it would be a dog because it can fetch a ball. Have students repeat each sentence after
you using My Turn, Your Turn. Repeat the procedure of brainstorming and practicing responses for
favorite recess games and favorite movies (or other topics of your choice).
3. Tell students that one way to practice language and hear ideas from several different partners is to
use Lines of Communication. Show students the Structured Language Practice Routines Card for
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 23
Lines of Communication. In Lines of Communication, you will be standing in two lines, facing a
partner, with your body straight and your hands at your sides. When you hear the signal (chime,
clap, musical cue, signal word), you will step toward your partner and say “hello.” Then, I will ask
you a question and you will listen. I will give you the signal to think (index finger pointing at
the temple) and you will think silently about your answer. Once you hear the signal, partner A will
share first and partner B will listen actively. Then, partner B will share his/her response and
partner A will listen actively. When you hear the signal again, you will thank your partner and
Line B will move one person to the right. Call four students to the front of the room to model the
procedure. Have students demonstrate how to stand, step toward their partner and greet
him/her at the signal, think about their answer when asked the prompt, and take turns sharing.
After sharing, partners thank each other.
4. Now we’ll try it.
a. Letter off the students by designating who is A and who is B. For younger students, you
may want to pass out A and B cards or two different colored stickers. Show students
where Line A and Line B will stand in the classroom. Then, give students the signal to get
up and move to their designated line, facing a partner (with younger students, some
teachers find
it successful to have the two lines of students sitting down to face each other).
b. At the signal, they take one step toward each other and greet their partner. Ask the
students the first prompt, such as What is your favorite animal? and give them think time.
Remind students that partner A will share first. Give the signal, and have students take
turns sharing.
c. Give the signal again, and have Line B move down one person to the right, so that
everyone has a new partner. The student at the end of Line B who is left without a
partner moves down the center aisle to the opposite end of the line to find a new
partner.
d. Repeat the process with a new prompt, such as What is your favorite game to play at
recess? Then move the line down again for another prompt, such as What is your
favorite movie? (For K/1, you may want to repeat the same prompt again so that students
share
their response with different partners).
Wrap-Up & Reflection:
Ask for at least one pair of volunteers to come up in front of the class and demonstrate the
conversation that they had. Ask the class to affirm what they noticed about how the students speak to
each other (eye contact, speaking clearly, taking turns, using the sentence frames, etc.). Thank the
volunteers and ask the class reflective questions, such as:
What can you say to your partner if he/she is not speaking clearly or if you cannot hear him/her?
What can we do to get better at Lines of Communication next time?
What did you like about Lines of Communication?
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 24
Extension Activities/Further Practice:
Practice Lines of Communication in other subject areas, such as
o After a read aloud, ask students questions such as; Who was your favorite character? Did
you like the book?
o Sharing ideas about the science or social studies topic you are studying.
o Sharing strategies for solving math problems.
o Sharing any writing done with several different partners.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 25
LINES OF COMMUNICATION – Lesson 2
Objectives: Students will learn the procedures for Lines of Communication including:
ƒ Forming two lines facing each other
ƒ Responding to a prompt or question using sentence frames; speaking clearly
ƒ Actively listening to a partner; greeting and thanking a partner
ƒ Moving to a new partner
Suggested Topics: Follow up activity after an Instructional Read Aloud
Materials:
Chart paper or white board, language patterns written on sentence strips, Lines of Communication
Structured Language Practice Routine card, chime or musical cue to use as a signal (or use a clap or
choose a signal word), open space to form the class in two lines
Prompt(s):
Who is your favorite character? Why? Did
you like the book? Why?
What is your favorite part of the story? Why?
(For K/1, you may want to just use one prompt for this lesson)
Sample Responses:
My favorite character is _____________________________.
________________ is my character because ______________________________.
If I could choose any character, it would be ______________ because ____________________.
Suggested Time: 30-45 minutes
Procedures:
1. Today we are going to be sharing our favorite character with our classmates, so that we get to know
more people. I will be asking you about your favorite character from the story we just read.
Let’s think about our favorite characters. Brainstorm: ask students to share their favorite character
and write/draw their responses on a chart or a web.
2. Point to the sentence frames and model answering the prompts in different ways using some of the
brainstormed answers (for K/1, you may want to just use the first sample response): My favorite
character is
.
is my favorite character because
. If I could
choose any character it would be
because
. Have students repeat each
sentence after you use My Turn, Your Turn. Repeat the procedure of brainstorming and practicing
responses for did you like the book and favorite part of the story (or other topics of your choice).
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 26
3. Tell students that one way to practice language and hear ideas from several different partners is to
use Lines of Communication. Show students the Structured Language Practice Routines Card for
Lines of Communication. In Lines of Communication, you will be standing in two lines, facing a
partner, with your body straight and your hands at your sides. When you hear the signal (chime, clap,
musical cue, signal word), you will step toward your partner and say “hello.” Then, I will
ask you a question and you will listen. I will give you the signal to think (index finger pointing at the
temple) and you will think silently about your answer. Once you hear the signal, partner A will share
first and partner B will listen actively. Then, partner B will share his/her response and partner A will
listen actively. When you hear the signal again, you will thank your partner and
Line B will move one person to the right. Call four students to the front of the room to model the
procedure. Have students demonstrate how to stand, step toward their partner and greet him/her
at the signal, think about their answer when asked the prompt, and take turns sharing. After sharing,
partners thank each other.
4. Now we’ll try it.
a. Letter off the students by designating who is A and who is B. For younger students, you may
want to pass out A and B cards or two different colored stickers. Show students where Line A
and Line B will stand in the classroom. Then, give students the signal to get up and move to
their designated line, facing a partner (with younger students, some teachers find
it successful to have the two lines of students sitting down to face each other).
b. At the signal, they take one step toward each other and greet their partner. Ask the students
the first prompt, such as Who is your favorite character from the story? Give students
think time. Remind students that partner A will share first. Give the signal, and have
students take turns sharing.
c. Give the signal again, and have Line B move down one person to the right, so that everyone
has a new partner. The student at the end of Line B who is left without a partner moves
down the center aisle to the opposite end of the line to find a new partner.
d. Repeat the process with a new prompt, such as Did you like the story? Why? Then move the
line down again for another prompt, such as What was your favorite part of the story? (K/1,
you may want to repeat the same prompt again so that students share their response with
different partners).
Wrap-Up & Reflection:
Ask for at least one pair of volunteers to come up in front of the class and demonstrate the conversation
that they had. Ask the class to affirm what they noticed about how the students speak to each other (eye
contact, speaking clearly, taking turns, using the sentence frames, etc.). Thank the volunteers and ask the
class reflective questions, such as:
What can you say to your partner if he/she is not speaking clearly or if you cannot hear him/her?
What can we do to get better at Lines of Communication next time?
What did you like about Lines of Communication?
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 27
Extension Activities/Further Practice:
Practice Lines of Communication in other subject areas, such as
o Sharing ideas about the science or social studies topic you are studying.
o Sharing strategies for solving math problems.
o Sharing any writing done with several different partners.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 28
GIVE ONE, GET ONE
Objectives:
Students will learn the procedures for Give One, Get One:
• Giving and Getting responses from different partners
Suggested Topic: Summer Vacation Activities
Materials:
• Chart to list summer activities, pictures of things that can be done in summer, sentence strips or
chart paper with sample responses, markers, Grade K-1: copies of student activity sheet, Grades 26: paper that can be folded into eighths
Prompt(s):
• What is your favorite activity that you did on summer vacation?
• What did you do during your summer vacation?
Sample Responses:
• I liked
.
• My favorite summer activity was
• In the summer, I really enjoyed
.
Suggested Time: 30-45 minutes
Procedures:
1. Create a brainstorming list of activities the students did over the summer. Show them some
pictures of possible summer activities.
2. Share the procedure with the students. (see structured language practice routine card) Grade K-1:
Each of you will get a piece of paper with a grid on it. Your grid has 2 squares on it. (The number of
squares can vary based on grade level) In 1 of the squares you will write or draw your favorite
summer activity. (In Kinder or 1st, the grid should have 2 squares. The student will draw or write
in 1 box and find 1 partner.) (For Grades 2-6: Pass out paper and have them fold it into 8ths.)
Grade 2-6: Fold your paper into 8 squares. (teacher models the folding) You will fill in 2 boxes with
your favorite summer activity. Then, you will find partners to fill out the rest of the boxes. Grades K-6:
Then, you will be given time to find a partner. You will share with them, using one of the sample
responses on the board, what one of your favorite activities were. If, your partner does not already
have your answer in one of their boxes, then you can write or draw it there. Then,
your partner will do the same thing. The goal is to keep switching partners, to get all of your
boxes filled with different responses.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 29
3. I am going to model my response and write it on my grid paper. In the summer, I enjoyed
swimming in the ocean. Can I have a student volunteer who would like to be my first partner?
4. Now the partners will share what they enjoyed over the summer. Decide who goes first. Partner
A will share one of their boxes from the grid paper using the sentence frames. Then, partner B
shares one of their responses. Each partner will draw their activity or write their sentence on
their partner’s paper.
5. Partner A: I really enjoyed going to the beach. Partner B: I liked playing outside. Teacher will
then model the trading of the papers and writing each other’s sentence down. Then, you
would find a new partner.
6. Allow students 6-8 minutes to fill up all of their boxes.
Wrap-Up & Reflection:
• The teacher will facilitate a debriefing of ideas. Write some sample sentence frames on a chart
or on the board to assist students with the language structure of reporting, for example:
• I learned from
that
.
• I found out from
that
.
•
said that
.
• One of my partners,
, told me that
.
• Teacher models: I learned from Sarah that she liked going to the movies this summer.
Extension Activities/Further Practice:
• Possible Topics Related to Literature: Flat Stanley, how many places did he go
• Possible Topics Related to Math: prime numbers, how many ways can you make 10
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 30
TEA PARTY – Lesson 1
Objectives:
Students will learn the procedures for Tea Party:
• Communicate with multiple partners in a meaningful way
• Repeated practice of language structures
Suggested Topics: Student strengths/ something students want to learn this year.
Materials: Index cards, paper, chart paper, sentence strips with sample responses, markers.
Prompt(s): What is one of your strengths? What are you really good at? What is something you want to
learn this year? What are your goals for this year?
Sample Responses:
• I am good at
.
• I’m good at a lot of things, but I’m really good at
• A strength of mine is
.
• One of my strengths is
.
.
Suggested Time: 30-45 minutes
Procedures:
1. Today we are going to talk about our strengths. Strengths are things that we are good at. For
example I am really good at
, so
is one of my strengths.
2. I will show you a great strategy for practicing language. It is called Tea Party. In this strategy, you
will all have the opportunity to share your response with several partners. Point to the structured
language practice chart while displaying to students.
3. Point to the sample responses on sentence strips or chart. We will be using these sentence frames to
help us communicate with our partners. I will first model several of these and you will repeat them as
a group. Then I will call on some volunteers to model the tea party strategy in front of the class.
Lastly, you will all practice this strategy together.
4. First, I’m going to think of one of my strengths. Let’s see…I really enjoy
and my
friends and family say I’m really good at
, so this is one of my strengths. Now listen as
I use the sentence frames. I am good at
. Now you repeat what I said. A strength of
mine is
. Repeat. I’m good at a lot of things, but I’m really good at
.
Repeat.
5. We are going to do a Think/Pair/Share to respond to the prompt-What is one of your strengths.
Remember to use one of the sentence frames to respond to the prompt. Now, Think (teacher put
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 31
finger to temple for at least 15 seconds). Now pair (teacher puts two index fingers together).
Now, who would like to share what their partner’s response? (teacher can call on volunteers or
pull sticks with children’s names on it, or another management technique that you use to make
sure all students have equal opportunities to talk.)
6. Here are your index cards. Please write at least one response using the sample frames. (K/1
modification would be to have the students draw a picture of something they are good at.)
7. Now, I’m going to model how Tea Party works. When you go to a party you talk to a lot of people.
So today you are going to continue to talk to people until I give the signal to stop. I have written
my response on this index card. When I hear the signal, I will go and find the nearest partner. I
will read my response to
( teacher input student’s name) and
(same
then
student’s name) will read
response to me. Then, we will switch cards, and I will find
another person to talk to and
will find another person to talk to. I will be sharing
’s response and
will share my response. (Teacher models this procedure
with a couple of students. K/1 modification is to have the students keep their own card, and
not trade with every person they speak to. Have students practice sentence frames several
times before beginning Tea Party.)
8. Now, can I have 6 students volunteer to come up and model the Tea Party for the class? Teacher
monitors students while they are modeling strategy.
9. When I give the signal, the Tea Party will begin. Remember, you want to talk to as many people as
you can, so as soon as you and your partner have shared your responses, trade cards and go find
a new partner. Partners are two people, so if there are three people someone needs to find
another partner. Make sure your name is on your card, so you can get it back at the end of the
party. Before you leave every person you talk to, remember to say thank you. (Teacher gives GO
signal).
10. Teacher gives STOP signal. Boys and girls, please look at the name on the card you have and
return it to its owner. Don’t forget to thank your partner.
Wrap-Up & Reflection:
How many people did you speak to during this Tea Party?
Did you feel the people in your class listened well?
Did you remember to trade cards?
Did you remember to thank all of the people you spoke to?
What might you or your class try next time to be more successful with Tea Party?
Extension Activities/Further Practice:
• If time permits, have students use one of the other frames to talk about their strengths and do Tea
Party again.
• Use Tea Party across other curricular areas (Ex: share background information before reading
a literature selection, talking about a new theme in Social Studies or Science, or different
combinations to make 10 in math, etc.)
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 32
TEA PARTY – Lesson 2
Objectives:
Students will learn the procedures for Tea Party:
• Communicate with multiple partners in a meaningful way
• Repeated practice of language structures
Suggested Topics: Students goals and expectations for the year.
Materials: Index cards, paper, chart paper, sentence strips with sample responses, markers.
Prompt(s): What is something you expect/hope to learn this year? What are your goals for this year?
Sample Responses:
• I want to learn
.
• I hope/expect to learn
.
• I am hoping to learn more about
• A goal of mine this year is to
this year.
.
Suggested Time: 30-45 minutes
Procedures:
1. Today we are going to talk about what we hope to learn this year, and what expectations we have for
grade. Goals are things that we want to accomplish or learn. For example my goal this year
grade standards. I am also hoping to learn
is to help all of you become proficient in the
more about each of you this year.
2. Remember the Tea Party Strategy that we learned and practiced? Teacher points to the structured
language practice chart while reminding the students.
3. Point to the sample responses on sentence strips or chart. We will be using these sentence frames to
help us communicate with our partners. I will first model several of these and you will repeat them as a
group. Then I will call on some volunteers to model the tea party strategy in front of the class. Lastly, you
will all practice this strategy together.
4. First, I’m going to think of one of my goals or expectations for this year. Let’s see…I really hope to this
year. Now listen as I use the sentence frames. I am hoping to learn more about each
of you this year. Now you repeat what I said. Repeat, I am hoping to learn more about each of you
this year. A goal of mine this year is to help all of you become proficient on the standards. grade
Repeat. A goal of mine this year is to help all of you become proficient on the grade
standards.
5. We are going to do a Think/Pair/Share to respond to the prompt-What is one of your goals or
expectations for this year. Remember to use one of the sentence frames to respond to the prompt.
Now, Think (teacher put finger to temple for at least 15 seconds). Now pair (teacher puts two index
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 33
fingers together). Now, who would like to share what their partner’s response? (Teacher can call on
volunteers or pull sticks with children’s names on it, or another management technique that you use to
make sure all students have equal opportunities to talk.)
6. Here are your index cards. Please write at least one response using the sample frames. (K/1
modification would be to have the students draw a picture of something they want to learn this year.)
7. Now, I’m going to model how Tea Party works. When you go to a party, you talk to a lot of people. So
today you are going to continue to talk to people until I give the signal to stop. I have written my
response on this index card. When I hear the signal, I will go and find the nearest partner. I will read
my response to ____________(teacher input student’s name) and then ___________(same student’s
name) will read _____________ response to me. Then, we will switch cards, and I will find another
person to talk to and __________ will find another person to talk to. I will be sharing _______’s
response and __________ will share my response. (Teacher models this procedure with a couple of
students. K/1 modification is to have the students keep their own card, and not trade with every
person they speak to. Have students practice sentence frames several times before beginning Tea
Party.
8. Now, can I have 6 students volunteer to come up and model the Tea Party for the class? Teacher
monitors students while they are modeling strategy.
9. When I give the signal, the Tea Party will begin. Remember, you want to talk to as many people as you
can, so as soon as you and your partner have shared your responses, trade cards and go find a new
partner. Partners are two people, so if there are three people someone needs to find another partner.
Make sure your name is on your card, so you can get it back at the end of the party. Before you leave
every person you talk to, remember to say thank you. (Teacher gives GO signal).
10. Teacher gives STOP signal. Boys and girls, please look at the name on the card you have and return it to
its owner. Don’t forget to thank your partner.
Wrap-Up & Reflection:
How many people did you speak to during this Tea Party? Did
you feel the people in your class listened well?
Did you remember to trade cards?
Did you remember to thank all of the people you spoke to?
Do you feel Tea Party worked better for our class this time? Why or Why Not? What
might you or your class try next time to be more successful with Tea Party?
Extension Activities/Further Practice:
• If time permits, have students use one of the other frames to talk about their goals for the year and
do Tea Party again.
• Use Tea Party across other curricular areas (Ex: share background information before reading a
literature selection, talking about a new theme in Social Studies or Science, or different
combinations to make 10 in math, etc.)
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 34
Clock Appointments
This routine can be used to create a variety of partner combinations to encourage a range of interactions
for practicing language.
Objectives:
Students will learn the procedures for Clock Appointments including:
• How to move from one partner to another.
• Staying on topic.
• How to show partner you are listening
• How to give affirmations
Suggested Topics: Favorite Things
Materials:
Clock appointment sheet, worksheet or paper folded in half or in fourths labeled with 2-4 favorites
(number of favorites would be dependent on grade level. Ex: What is your favorite color? What is your
favorite game? What is your favorite food? What is your favorite animal?
Other examples might include: What is your favorite city in the United States?, What is your favorite country?
And why? What is your favorite day of the week? Why?, What is your favorite drink?, What is your favorite
holiday? Why?, What is your favorite kind of book?, What is your favorite movie?, What is your favorite
music?, What is your favorite magazine?, What is your favorite (birthday) memory?, What is your favorite
movie?, What is your favorite radio station?, What is your favorite season? Why?, What is your favorite
sport?, What is your favorite time of day?, What is your favorite TV program?, What is your favorite Web
site?, What is your favorite vegetable (fruit)? Why?, Who is your favorite actor?, Who is your favorite
actress?, Who is your favorite athlete?, Who is your favorite baseball player?, Who is your favorite soccer
player?, Who is your favorite character from literature?, Who is your favorite musician?, Who is your favorite
singer?, Who is your favorite super- hero? Explain why., Who was your favorite teacher? Why?, What was
your favorite subject in school?
Prompt(s): What is your favorite
Sample Responses:
• I like
.
• My favorite
• My favorite
is
is
?
.
because
.
Suggested Time: 30-45 minutes
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 35
Procedures:
1. Explain to students that today they are going to make four (or 2) appointments. You will find
someone to be your 12:00 appointment and write his or her name on the line above the
clock. Then you will find someone to be your 3:00, 6:00, and 9:00 appointments.
2. Before dismissing them to make appointments, explicitly model the process with another student.
Ex: First, I find a person and ask, “Do you want to be my 12:00 appointment?” Show students
where each of you write your names.
3. Explain to students that they must return to their seats after they have filled each appointment
time with a different classmate’s name. (It helps to tell students that you want them to find all of
their appointments in two minutes and set a timer.) Inevitably, there will be a few students with
empty slots. Ask, “Is anyone missing a time appointment?” and facilitate matching students who
need appointments.
4. Then, say, today we are going to write or draw pictures about our favorite things. Show prompts
and responses. What is your favorite color?, My favorite color is green because lots of things in
nature are green. Etc. Model completing worksheet with students. Give students 10-15 minutes
to complete favorites worksheet.
5. Model how students will find their 12 o’clock appointment and share their information using
one of the sentence frames. If you are the “listener”, be sure to make eye contact with your
partner to show that you are listening. After listening say, “Thank you for sharing.” Then,
reverse roles.
6. When it is time for students to practice with one another, announce, “Find your 12 o’clock (or 3
o’clock, 6:00 or 9:00) appointment and tell him or her about your favorites. Be sure to use one
of the sentence frames to share your idea.”
7. Give students 2-3 minutes before switching to another clock partner. It is not necessary to do all
4 in one sitting.
8. Variation for K-1: Teacher might want to have the students’ names written on a label or piece of
paper. Instead of writing names, students would tape or glue their partner’s names onto the
page. K-1 students might only get two clock appointments, instead of four. Another suggestion
is to have multiple copies of students’ pictures (2-4) for them to trade with their clock
appointments.
Wrap-Up & Reflection:
• Today we learned how to use clock appointments to share our favorite things. You will see that
we will be using clock appointments throughout the year, especially in ELD. What did you like
about
clock appointments? Did you remember to make eye contact when you were listening to your
partner? Were you being a polite listener? Did you stay on topic? Did you remember to thank your
partner for sharing?
Extension Activities/Further Practice:
• This activity could be used in all content areas.
• Examples: making connections in stories, review comprehension questions or answers to
questions from a story, read and share written work etc…
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 36
• Some modifications for clock appointments could be:
o Cartoon characters
o Seasons
o Shapes
o Animals
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 37
Clock Appointments (K/1st)
You will make two appointments. Find someone to be your 12:00 o’clock appointment. Write his or her
name on the line above the clock.
Now make an appointment for 6:00 o’clock. Be sure to make appointments with two different people with
whom you don’t normally interact.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 38
NUMBERED HEADS – Lesson 1
Objectives: Students will learn the procedures for Numbered Heads Together, including:
ƒ Listening and participating in a small group discussion
ƒ Sharing a small group’s answer with the whole class
Suggested Topics: Playground Scenarios
Materials: Sentence strips or chart paper with prompts and sample responses.
Prompt(s):
1. What are some things you could do if you see someone has fallen down on the playground?
2. What would you do if you hear a student calling another student a mean name?
3. What could you do if another student is not following the rules in tetherball (or another game) during
recess?
Sample Responses:
1. I could
.
One thing I could do is
.
If someone has fallen down on the playground, I could
2. I would
.
One thing I would do is
.
If I hear a student calling someone a mean name, I would
3. I could
.
One thing I could do is
.
If another student is not following the rules in tetherball, I could
.
.
.
Suggested Time: 30-45 minutes
Procedures:
1. Today we are going to talk about some different situations that might happen out on the playground
during recess. What are some problems that might occur during recess? Elicit student
responses.
2. Tell students that they will be working in groups of four (modify group size if needed, depending on
your class). Within each group, number students off from 1-4 (or assign different colors, letters, etc.).
Some teachers place a sticker marked with a number on each desk so that students always know
their number for Numbered Heads Together.
3. Tell students that they will be talking in their small groups in response to a question. Remind them
that when talking in their group they should remember to take turns talking, look at the person
who is speaking, and make sure everyone in the group shares their ideas. Some teachers have
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 39
found it successful to have the four students stand up around the table, and physically put their
heads together as they discuss. After each member shares, the group should come to an
agreement on an answer.
4. Pose a question to the class (choose one of the prompts from above, or use your own). Today we
are going to think about what we can do when different problems happen on the playground
during recess. Prompt: What are some things you could do if someone has fallen on the
playground during recess? Demonstrate the signal to think (index finger to temple) and give think
time. Then, give the small groups an established amount of time (1-3 minutes) to discuss the
question, and decide on a group answer. Remind students that each person in the group needs to
be prepared to share the group answer.
5. Call out a number (1-4) and all students with that number raise their hand (or stand up), ready
to share their group’s response. Call on each student with the specified number to answer on
behalf of their team.
6. Give compliments/feedback to the class on the positive things you noticed about the groups’
interactions, such as I’m very impressed with the way I saw some groups listening actively to each
other. In some groups I saw that all group members shared their ideas. etc. Repeat the
Numbered Heads Together process with other prompts.
Wrap-Up & Reflection:
Ask the class to reflect on their work in their group:
Did you feel that the people in our class:
ƒ Listened well to each other?
ƒ Included all group members in the discussion?
ƒ Decided on a group answer?
What might you/your group/the class try next time to be more successful at Numbered Heads Together?
Extension Activities/Further Practice:
ƒ Numbered Heads Together can be used to process information or review content in math, science
or social studies. Pose a question to the class and have students discuss it in their groups and
come to a consensus on a group answer. Then, randomly call a number to have that student
share the group answer.
ƒ Use Numbered Heads Together to make predictions at a stopping point during a read aloud. Or,
use it for literature response after reading a selection (author’s message, character traits, etc.).
ƒ Use Numbered Heads Together to brainstorm ideas on a given topic. Older students can be
instructed to write down a list of brainstormed ideas. Then, the teacher can call numbers to have
a student from each group share one of the ideas from the list.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 40
NUMBERED HEADS – Lesson 2
Objectives: Students will review the procedures for Numbered Heads Together with a literature
selection, including:
ƒ Listening and participating in a small group discussion
ƒ Sharing a small group’s answer with the whole class
Suggested Topics: a grade-appropriate literature selection to use as an instructional read aloud.
Materials: Read aloud book (teacher choice), sentence strips or chart paper with prompts and sample
responses.
Prompt(s):
1. Sample prediction questions: What do you think will happen next? What do you think will
do?
2. Sample comprehension questions (modify for your grade level and the text):
What was the main problem in the story? What was the solution? What was the setting? Who was
the main character? What was the theme or author’s message?
Sample Responses:
1. Predictions: I think
.
I predict
.
2. The problem/solution/setting/main character was
I think the author’s message was
.
.
Suggested Time: 30-45 minutes
Procedures:
1. Before the lesson, choose a literature selection to read aloud to your class. Choose a stopping
point, or several stopping points, in the story that are appropriate for making predictions.
Determine comprehension questions (see ideas above) that can be asked after reading, based on
your grade level ELA standards.
2. Seat students in groups of four (modify group size if needed, depending on your class). Within
each group, number students off from 1-4 (or assign different colors, letters, etc.).
3. Read aloud part of the text. At your first stopping point, pause and pose a question to the class, such
as What do you think will happen next? Demonstrate the signal to think (index finger to temple) and
give think time. Then, give the small groups an established amount of time (1-3 minutes) to discuss
the question, and decide on a group answer. Remind students that each person in the group needs
to be prepared to share the group answer.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 41
4. Call out a number (1-4) and all students with that number raise their hand (or stand up), ready to
share their group’s response. Call on each student with the specified number to answer on behalf
of their team.
5. Give compliments/feedback to the class on the positive things you noticed about the groups’
interactions, and reminders about how they can improve.
6. Continue reading the text. Repeat the Numbered Heads Together process with the other prompts,
or prompts of your own, during and after the instructional read aloud.
Wrap-Up & Reflection:
Ask the class to reflect on their work in their group:
Did you feel that the people in our class:
ƒ Listened well to each other?
ƒ Included all group members in the discussion?
ƒ Decided on a group answer?
What might you/your group/the class try next time to be more successful at Numbered Heads Together?
Extension Activities/Further Practice:
ƒ Numbered Heads Together can be used to process information or review content in math, science
or social studies. Pose a question to the class and have students discuss it in their groups and come
to a consensus on a group answer. Then, randomly call a number to have that student share the
group’s answer.
ƒ Use Numbered Heads Together to brainstorm ideas on a given topic. Older students can be
instructed to write down a list of brainstormed ideas. Then, the teacher can call numbers to have a
student from each group share one of the ideas from the list.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 42
THINK/WRITE/PAIR/SHARE
Objectives:
Students will learn the procedures for Think/Pair/Share:
• Think of individual response
• Pair with a partner by taking turns sharing individual responses
• Share individual or partner’s response with the whole class
Suggested Topics: Favorite TV show
Materials:
Structured Language Practice Routine Cards, chart paper, sentence strips with sample responses, markers.
Prompt(s): What is your favorite T.V show? Give me two reasons why you like this show?
Sample Responses:
• I like
. It is
• My favorite T.V show is
• I enjoy watching
and
.
because
because
and
.
and
.
Suggested Time: 30-45 minutes
Procedures:
1. With the help of your students, create a list of T.V shows for students to later refer to. It is also a
good way to monitor appropriateness.
2. Tell them that today they are going to talk about the T.V shows they like to watch.
3. Point out the language patterns and model using them with the students (refer to sample
responses above). Ex: I like American Idol. It is fun and I like the singing.
4. Now we are going to use the strategy Think/Write/Pair/Share to practice telling about our favorite
show. I will ask a question and then I will give the signal to think (index finger to temple-teacher
demonstrates). You will think silently about your answer. After thinking I will give you the signal (hold
up a pen or pencil) for writing your response using one of the sample ones. When I give you the pair
signal (put two index fingers together-teacher demonstrates) you will turn to your partner and A will
share their answer with B and B will listen, then B will share answer with A and A will listen. Then I
will ask partners to share with the whole class.
5. Teacher assigns partners. (Suggestions: give 2 different colored slips of paper, stickers, chips, etc. to
pair them, or simply designate A/B partners.) Raise your hand if you are partner A, raise your hand if
you are partner B
6. Ask for a volunteer partner group to come up and model in front of the class, using
Think/Write/Pair/Share to respond to the prompt. Use the signals for Think/Write/Pair/Share to
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 43
help partner group model telling about their favorite show. Give students 15-20 seconds of think time
before giving the signal to write their response. Call additional partner group if needed.
7. Now we are going to practice with our partners. Remember to watch for the think signal, the write
signal, and the pair signal, before you begin.
8. Give students the signal for thinking and have them wait before responding.
9. Give students the signal for writing and have them write their response.
10. Signal partner A to share his/her response with partner B. Remind partner B to listen actively.
11. Signal partners to switch roles (partner B responds and partner A listens actively).
12. Teacher walks around making sure students are using the language structure responses.
13. Signal for the group to come back together and ask for volunteers to share responses with the larger
group.
Wrap-Up & Reflection:
Today we practiced the strategy called Think/Write/Pair/Share. Remember that when one person is
responding you need to be listening actively. Now that we had learned this strategy, we will be using it
thought out the day and with different subjects.
Extension Activities/Further Practice:
♦ You can also use this strategy for checking comprehension after reading a story. Remember to use a
sample prompt for the students’ to respond.
♦ You can also use this activity to set classroom agreements. Ask students to follow steps 1-13 and
brainstorm goals for the year.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 44
San Leandro Unified School District
Division of Curriculum and Instruction:
English Learner Programs
CELDT High Leverage Strategies:
Preparing EL Students for Success!
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 45
An Overview of the AMAOs
(Annual Measurable Achievement Objectives)
AMAO 1: Is the percent of English learners that
move from one overall level to the next as
measured by the CELDT.
AMAO 2
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 46
AMAO 2: Is the percent of English learners that
reach proficiency level as measured by the CELDT.
Any students who have been ELs four years must
become proficient on the CELDT.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 47
Two cohorts for AMAO 2:
ELs who have been in language instruction educational
programs for less than 5 years
ELs who have been receiving EL services for 5 years
or more
LEA must meet targets for BOTH cohorts to meet AMAO 2
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 48
AMAO 3: Academic Achievement on STAR’s
California Standards Tests (CST)
EL Subgroup must meet targets called Adequate Yearly
Progress (AYP )in:
– English Language Arts
 Participation rate (95%)
 Percent Proficient
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 49
AMAO 3: Academic Achievement on STAR’s
California Standards Tests (CST)

Mathematics


Participation rate (95%)
Percent Proficient
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 50
Improving CELDT Scores and
Meeting Your AMAO’s
IN THE FALL
1. Carry Out CELDT Test Chats with all ELL students: How did you do
(scale score? Overall level? High and Low Areas?)
2. Review the CELDT Blueprints--Get to know what is tested on the
CELDT.
3. Utilize CELDT high leverage strategies and the “1st 15 days”
Structured Language Protocols with students in the first month of
school.
4. Go over the CELDT Released Questions with all ELL students before
the test; Use the Curriculum Associates (CELD) materials for
student practice.
5. Choose 1-2 “Nemesis Standards” from the CELDT blueprints and
teach them as mini-lessons in August-October.
6. Administer the CELDT as late as possible within the testing
window.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 51
CELDT TEST CHAT
Name: _______________________________________________________________________
Advanced
Early Advanced
Intermediate
Early Intermediate
Beginning
I. HOW DID I DO ON THE CELDT LAST YEAR? (SCALE SCORE & LEVELS)
Overall
Listening
Speaking
Reading
Writing
Level
Score
II. HOW DO I WANT TO DO THIS YEAR ON THE CELDT?
Overall
Listening
Speaking
Reading
Writing
LEVEL/
SCORE
III. WHAT DO I NEED TO WORK ON TO DO WELL ON THE CELDT?
3 things that I plan to do to achieve my goal:
1.
________________________________________________________
2.
________________________________________________________
3.
________________________________________________________
2 people who will help me to achieve my goal:
1.
________________________________________________________
2.
________________________________________________________
1 way I will celebrate reaching my goal:
1. ________________________________________________________
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 52
CELDT PREPARATION ACTIVITIES FOR
SPEAKING SECTION
Speech Functions
SCORING RATIONALE FOR SPEAKING-SPEECH FUNCTIONS
Score Scoring Rationale
0
• Student does not perform the language function required.
• No response [NR].
• Response is entirely in another language [AL].
1
• Student performs the language function required
• Errors in grammar, vocabulary, and/or pronunciation
are significant enough to interfere with communication.
2
• Student performs the language function required.
• Speech is accurate enough not to interfere with
communication (i.e., minor grammatical, vocabulary, and/or
pronunciation errors may occur, but they do not affect
communication).
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 53
CELDT HIGH LEVERAGE STRATEGY
Speech Functions
1. Hacer un pedido
1. Make a request:
Me pudiera dar…?
Por favor…
Yo necesito…
Me gustaría…
Pudiera yo..?
Pudiera usted?
Pudiera usted por favor…?
Yo quiero…
2. Pedir información
May I have…?
Please…
I need…
I would like…
Can I/you…?
Would you…?
Will you please…?
I want…
2. Ask for Information
¿Cómo es que yo…?
¿Dónde esta …?
¿Quién me puede….?
¿Me pudiera ….? Pudiera usted…
¿Pudiera yo ir a …?
¿Cuándo es que….?
¿Pudiera usar…?
¿Cuándo fue que…?
¿ Qué …?
¿Pudiera repetir lo que dijo?
How do I…?
Where is the…?
Who can…me…?
Can you…?
May I go…?
When do we…?
May I use…?
When did…?
What…?
Will you please repeat what you
said?
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 54
SPEECH FUNCTIONS
DIRECTIONS: Prompt is read aloud to student and he/she responds orally.
Day 1:
1 . You have an emergency and have to make a phone call. Your friend has a cell phone.
What would you say to your friend?
2. You are at McDonald's with your aunt. You want to ask your aunt for more fries.
What would you say to your aunt?
3. There is a new student in your classroom. You want to know her name. What would
you say to the new student?
Day 2:
1. When you walked into the library, you accidentally bumped into the librarian and she
dropped the books she was carrying. You want to apologize to her. What would you
say?
2. You are drawing a picture. You want to borrow a blue marker from your friend.
What would you say to your friend?
3. You want cereal instead of oatmeal for breakfast. You want to ask your mother for
cereal. What would you say to your mother?
Day 3:
1. You go to the store and you want to buy a new pair of pants. You can't find your size.
What would you say to the salesperson?
2. You were at a birthday party and you spilled your drink on someone. You want to
apologize. What would you say?
3. You want a puppy for your birthday. You want to ask your grandmother if she would
buy you the puppy. What would you say to your grandmother?
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 55
Day 4:
1. You are at the video arcade. You need change for the video game. What would you
say to the manager?
2. There is a new student at your school. You see the student in the hall and he or she
looks lost. You want to offer to help the student. What would you say?
3. You want to ask your teacher permission to go to the nurse's office because you don't
feel well. What would you say to your teacher?
Day 5:
1. You have misplaced your backpack in the playground. You want to ask permission
from your teacher to go to the playground and look for your backpack?
2. You forgot to use the restroom during break time. You need to ask your teacher if you
can have permission to go to the restroom. What would you say to your teacher?
3. Your mother expects you to be home right after school. Your friend just invited you
over to his house after school to play his new video game. What would you say to
your mother?
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 56
CHOOSE AND GIVE REASONS
SCORING RATIONALE FOR SPEAKING-CHOOSE & GIVE REASONS
Score
Scoring Rationale
0
• Student does not make choice or does not support
choice with a relevant reason.
• No response [NR].
• Response is entirely in another language [AL].
1
• Student makes choice and supports choice with
at least one relevant reason.
• Errors in grammar, vocabulary, and/or pronunciation
are significant enough to interfere with communication.
2
3
• Student makes choice and supports it with at least two
relevant reasons.
• Speech is generally accurate (i.e., minor grammatical,
vocabulary, and/or pronunciation errors may occur, but
they do not affect communication).
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 57
CHOOSE AND GIVE AND REASONS FUNCTION
TEACHER
Making a choice and supporting the choice with two reasons.
Teacher: I'm going to ask you a question, and I want to hear what you think.
1 . Suppose that you can go to either a sports event or an amusement park.
Which would you choose? Tell me why. Give me at least two reasons
[student response]
2.
score:
(0 ) ( 1 ) ( 2 )
I am going to ask you a question. Which do you like to do more, sing songs or
draw pictures? Tell me why. Give me two reasons.
[student response]
score:
(0 ) ( 1 ) ( 2 )
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 58
CUE PICTURES FOR CHOOSE AND GIVE REASONS
STUDENT
1.
2.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 59
CHOOSE AND GIVE AND REASONS FUNCTION
TEACHER
Making a choice and supporting the choice with two reasons
3.
On Saturday, one of your friends invites you to go to the beach and another
friend invites you to go to the mountains. Which would you choose?
Tell me why and give two reasons.
[student response]
4.
score: (0 ) ( 1 ) ( 2 )
You are at a school party. What would you rather have ice-cream or fruit?
Tell me why and give two reasons.
[student response]
score: (0 ) ( 1 ) ( 2 )
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 60
CUE PICTURES FOR CHOOSE AND GIVE REASONS
STUDENT
3.
4.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 61
CHOOSE AND GIVE AND REASONS FUNCTION
TEACHER
FUNCTION: Making a choice and supporting the choice with two reasons
5.
You have a day off from school. You can go to Six Flags or Disneyland. Which
would you choose? Tell me why and give two reasons.
[student response]
6.
Score: (0 ) ( 1 ) ( 2 )
You can either take a music class or an art class next semester. Which would you choose?
Tell me why and give two reasons.
[student response]
Score: (0 ) ( 1 ) ( 2 )
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 62
CUE PICTURES FOR CHOOSE AND GIVE REASONS
STUDENT
5.
6.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 63
4 PICTURE NARRATIVE
SCORING RATIONALE FOR 4 PICTURE NARRATIVE
Score
0
Scoring Rationale
No response [NR]
Spoken in another language [AL].
Unintelligible.
Response consists of a single word or a few words that may or
may not be related to the prompt.
1
Student attempts to tell a story based on the pictures but does not construct; coherent
narrative..
Response displays a very limited range of vocabulary. The student’s speech is often halting or
impeded.
Response includes numerous grammatical errors that interfere with communication.
Student’s speech is generally difficult to understand. Pronunciation often interferes with
communication.
2
Story is based on pictures but does not clearly express some major event.
Response displays some of the necessary vocabulary, but the student often cannot find the
right word.
Response shows control of basic grammatical structures but includes numerous errors, some of
which interfere with communication.
Student’s speech is sometimes difficult to understand. Pronunciation sometimes interferes
with communication.
3
Story is coherent and includes explanation of major events, but does not provide much
elaboration (e.g., explanations of details and context).
Vocabulary resources are generally adequate to perform the task. The student sometimes
cannot find the right word.
Response is generally adequate grammatically. Errors rarely interfere with communication.
Student may have an accent and/or make some errors in pronunciation, but pronunciation is
generally accurate and usually does not interfere with communication.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 64
4
Story is coherent and effective, including explanation of major events, with appropriate
elaboration (e.g., explanations of details and context) Contains more complex sentence
structure
Vocabulary resources are well developed. The student can almost always find the
appropriate word Uses precise word choice.
Response displays few grammatical errors and contains varied grammatical and syntactical
structures. Any errors are minor (e.g., difficulty with articles or prepositions) and do not
interfere with communication.
Student may have an accent, but both pronunciation and intonation are generally accurate
and do not interfere with communication
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 65
4-PICTURE NARRATIVE
SAY: Look at all the pictures below.
Then tell me a complete story using a lot of details.
3
4
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 66
4-PICTURE NARRATIVE
SAY: Look at all the pictures below.
Then tell me a complete story using a lot of details.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 67
4-PICTURE NARRATIVE
SAY: Look at all the pictures below.
Then tell me a complete story using a lot of details.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 68
4-PICTURE NARRATIVE
SAY: Look at all the pictures below.
Then tell me a complete story using a lot of details.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 69
Strategies for Sequencing
First of all,
At the beginning,
Then,
Next,
Next,
Then,
Finally,
At the end,
First,
Soon,
Later,
In conclusion,
Help students learn to use transition words from one picture to the next.
Strategies for Sequencing
Primero
Al principio
Al comenzar
Por la manana
Una vez
Luego
Después
Pronto
Al mediodía
Entonces
Después
Entonces
Más tarde
Por la tarde
Paso el tiempo
Por último
Al final
En conclusión
Por la noche
Finalmente
Help students learn to use transition words by having them practice in their primary
language.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 70
WRITING SENTENCES
SCORING RATIONALE FOR WRITING SENTENCES: WRITING SENTENCES RUBRIC
0
No Communication: Subject or predicate is missing. The
following characteristics may be seen as well.
• Content is not related to the prompt.
• Response consists of single words or simple phrases and is
not meaningful.
• Grammar and syntax distort meaning.
• Articles, possessives, prepositions, and plural endings are
missing and/or incorrect.
• Vocabulary is severely limited (random words with no
indication of comprehension).
• Spelling errors interfere with comprehensibility.
• Punctuation and capitalization errors distort meaning.
1
Emerging Communication: Simple subject and a simple
predicate are evident and in the correct word order. The
following characteristics may be seen as well.
• Content is reasonably related to the prompt.
• Response contains awkward clauses and/or non-standard
wording that affect meaning.
• Grammar and syntax contain errors that may interfere
with meaning (errors in subject/verb agreement, incorrect
verb form or tense, use of present participle without an
auxiliary verb).
• Articles, possessives, prepositions, and plural endings are
often missing and/or incorrect.
• Vocabulary is vague (primarily uses words such as “fun,”
“nice,” “cool,” “good”).
• Spelling errors make response difficult to comprehend, but
at least one word is correctly spelled (other than “a,” “I,” or
“the”).
• Punctuation and/or capitalization errors may interfere
with meaning.
2
Basic Communication: Subject and predicate are in the
correct word order. The following characteristics may be
seen as well.
Content is clear and appropriate to the prompt.
• Response is communicative but simple.
• Grammar and syntax contain minor errors that do not
interfere with meaning, but response is not written in
Standard English (errors in subject/verb agreement,
incorrect verb form or tense).
• Articles, possessives, prepositions, and plural endings may
be missing and/or incorrect.
• Vocabulary adequately addresses the prompt; lacks
complexity.
• Spelling errors do not interfere with meaning.
• Punctuation and/or capitalization have few errors that do
not interfere with meaning.
The meat is duin the pizza wet the hens
The pizza cooking its macking a pizza at
his job. A boy making a pizza with all his
ingrediants and his oven.
The men is to the one Pizza.
The man is about to cook a pizza with
chesse, salse, Pepporony, and mushrum.
Ther is this men doing a big pizza on a
table.
The boy is cooking a pizza.
The man is preparing a pizza.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 71
3
Fully Competent Communication: Subject and predicate
have some syntactical complexity (multiple subjects/objects,
use of infinitive or gerund as an object, compound/complex
sentence structure, prepositional phrases, relative clauses).
The following characteristics may be seen as well.
• Content is clear and appropriate to the prompt.
• Response is written in Standard English.
• Grammar and syntax contain no errors.
• Articles, possessives, prepositions, and plural endings
are correct.
• Vocabulary is detailed and precise with descriptive
adjectives and adverbs.
• Spelling contains no errors.
• Response may contain only one error in either
capitalization at the beginning of the sentence or
punctuation at the end of the sentence. May contain the
following minor mechanical errors: missing periods after
abbreviations, capitalization error in the middle of the
sentence, extraneous or missing commas.
The baker is making a pizza for
somebody to eat.
The man is making the crust for the
pizza.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 72
CELDT PREPARATION ACTIVITIES FOR WRITING
SENTENCES SECTION
Students who write longer and more complex sentences will score higher on the CELDT exam. One strategy is having
students look at a picture of high interest and answer and brainstorm answers to the who, what, when, where, why,
because questions. You may use the photograph on the next page or any picture or photograph of your choice.
Here’s an example of what you can do on your white board or a piece of chart paper:
Who?
What?
When?
Where?
Why?
More pictures are included for student practice. Students should write only one sentence per picture since that is what
they are asked to do on the CELDT.
This activity will also help students in preparation for the short composition section of the CELDT test.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 73
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 74
Who?
Which?
What?
How?
When?
Why?
Where?
Because?
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 75
¿Quién?
¿Cuál?
¿Qué?
¿Cómo?
¿Cuándo?
¿Por qué?
¿Dónde?
Porque
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 76
CELDT PREPARATION ACTIVITIES FOR
WRITING SENTENCES SECTION
Directions: Write a sentence that describes what is happening in the picture.
2
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 77
CELDT PREPARATION ACTIVITIES FOR
WRITING SENTENCES SECTION
Directions: Write a sentence that describes what is happening in the picture.
___________________________________________________________
___________________________________________________________
___________________________________________________________
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 78
CELDT PREPARATION ACTIVITIES FOR
WRITING SENTENCES SECTION
Directions: Write a sentence that describes what is happening in the picture.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 79
CELDT PREPARATION ACTIVITIES FOR
WRITING SENTENCES SECTION
Directions: Write a sentence that describes what is happening in the picture.
Adapted from Hayward USD and CRLP Results for English Learners 2008 & A Focused Approach to Systematic ELD
Structured Language Protocols San Leandro USD English Learner Department June 2012
Page 80