Integrated ELD
AND
Designated ELD:
BOTH not OR
Magdalena Ruz Gonzalez, Project Director III
Multilingual Academic Support Unit
Curriculum and Instructional Services
OUTCOME
Illustrate the differences between
Integrated and Designated ELD found in the
ELA ELD Framework through videos and
vignettes
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Integrated ELD and
Designated ELD
“All teachers should attend to the language
learning needs of their ELs in strategic ways that
promote the simultaneous development of content
knowledge and advanced levels of English………
using the CA ELD standards in two ways:
1.
2.
Integrated ELD; and
Designated ELD.”
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Both/And: NOT OR
“ELs at all English proficiency levels and at all ages
require both integrated ELD and specialized
attention to their particular language learning needs,
or designated ELD.”
California Department of Education (2014)
English Language Arts/English Language Development Framework
for California Public Schools: Transitional Kindergarten through Grade Twelve
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Specially Designed Academic
Instruction in English (SDAIE)
SDAIE is “instruction in a subject area
delivered in English, that is specially
designed to meet the needs of limited
English proficient pupils. SDAIE is an
instructional methodology, not a program.”
(EC44253.2(b))
CCTC, Coded Correspondence 14-01: Approval of Amendments
to Title 5 of the California Code of Regulations Pertaining to EL
Authorizations for California Prepared Teachers and the World
Language: ELD Content Area Authorization
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Key Features of Integrated
ELD (in Content Areas)
“Effective instructional experiences for ELs throughout the day
and across the disciplines:
 Are interactive and engaging, meaningful and relevant, and
intellectually rich and challenging
 Are appropriately scaffolded in order to provide strategic
support that moves learners toward independence
 Build both content knowledge and academic English
 Value and build on primary language and culture
and other forms of prior knowledge”
California Department of Education (2014), Chapter 2, Figure 2.21
English Language Arts/English Language Development Framework
for California Public Schools: Transitional Kindergarten through Grade Twelve
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Planning for Integrated ELD





Text Analysis:
Text Level/Sentence and Clause Level/Phrase Level/
Word Level Understandings
Standards:
Content, CCSS ELA/Literacy, ELD Standards
Content Objectives:
Based on grade-level content standards
Language Objectives:
Links to the Content Objectives; based on
text demands using ELD Standards
(SDAIE) Strategies, Differentiation, Engagement,
Assessment Cycle:
Assess prior knowledge, scaffolds, modeling,
collaborative practice, independent practice, informal
assessment, re-teaching, checking for understanding,
etc.
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Let’s Observe
Integrated ELD in Science!
Locate Note taking Video Guide handout
 Partner Up:
Integrated ELD Science: Focus on
Academic Language (Grade 4),
Bell Gardens Elementary, Montebello, CA
 Use your notes to discuss the key ideas
observed.

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Designated ELD
“Designated ELD is a protected time during the
regular school day when teachers use the CA ELD
Standards as the focal standards in ways that build
into and from content instruction in order to
develop critical English language skills, knowledge,
and abilities needed for content learning in English.”
California Department of Education (2014) Chapter 2
English Language Arts/English Language Development Framework
for California Public Schools: Transitional Kindergarten through Grade
Twelve
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Essential Features of
Designated ELD Instruction
Intellectual Quality, Academic English Focus,
Extended Language Interaction,
Focus on Meaning, Focus on Forms,
Planned and Sequenced Events, Scaffolding,
Clear Lesson Objectives, Corrective Feedback
California Department of Education (2014) Chapter 2, Figure 2.23
English Language Arts/English Language Development Framework
for California Public Schools: Transitional Kindergarten through Grade Twelve
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Let’s Observe
Designated ELD!
Locate Note taking Video Guide handout
 Partner up:
Designated ELD: Focus on Science Text Features
(Grade 4), Bell Gardens Elementary, Montebello,
CA
 Use your notes to discuss the key ideas observed.

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A Quick Look into
Designated ELD and
Integrated ELD Vignettes
How do the vignettes link between
Integrated ELD and Designated ELD?
 Share your ideas with a new person.

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ELD in Action:
Vignettes 6.1 and 6.2
6.1 ELA Instruction in a Grade Six
Interdisciplinary Unit Close Reading of a Memoir
6.2 Designated ELD Instruction in Grade Six
Using Language Analysis to Deepen
Understanding of Complex Text
 What is the role of content, and how does the lesson
build into and from the content?
 How is academic language used, and how is the
teacher developing it?
 How does the teacher determine when students need
additional support?
 What strategies are used?
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Q&A
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Resources

Multilingual Academic Support,
LACOEhttp://mas.lacoe.edu

LACOE ELA ELD Framework Support Network
http://elaeld.lacoe.edu
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