2015 - 2016
GLENDALE ELEMENTARY SCHOOL DISTRICT #40
Language Acquisition Department
ELD (SEI Models)
Course Descriptions
K-8
Table of Contents
Introduction………………………………………………………………………………………………………2
Language Star……………………………………………………………………………………………………4
Key Language Acceleration Principles……………………………………………………………….6
ELP Standards…………………………………………………………………………………………………..8
ELP Standards and Common Core Standards Alignment…………………………………..9
SEI Model Refinements…………………………………………………………………………………….10
Required ELD Courses and Time Allocations………………….………………………………….12
Components of an ELD Literacy Classroom……………………………………………………….13
Block Descriptors (K-2 grades 240 Model)……………………………………………..…………17
Block Descriptors (3-8 grades 240 model)…………………………………………………………20
Block Descriptors (1-2 grades 180 model)…………………………………………………………23
Block Descriptors (3-5 grades 180 model)…………………………………………………………26
Block Descriptors (6-8 grades 120 model)…………………………………………………………29
Resources…………………………………………………………………………………………………………31
GESD Language Acquisition 3-13-15
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Introduction
Classes for ELL students are designed to teach the Arizona English Language Proficiency (ELP) Standards
through GESD curriculum in order to meet the specific needs of students. English Language
Development teachers must incorporate the elements referenced in this document in order to comply
with the ELD model as required by law.
ELD is a type of instruction that has as its orientation the teaching of English language skills to students
who are in the process of learning English. It is distinguished from other types of instruction in that the
instruction provided in an ELD classroom emphasizes the English language itself. ELD instruction focuses
on phonology (pronunciation – the sound system of a language), morphology (the internal structure and
forms of words), syntax (English word order rules), lexicon (vocabulary), and semantics (how to use
English in different situations and contexts). While there are some obvious connections to English
language arts instruction, ELD is foundational for English language acquisition since listening, speaking,
reading, and writing tasks conducted in English are considerably more difficult in the absence of
knowledge about how English operates. Grammar and Oral Conversation along with Vocabulary are
critical components of language instruction and are taught explicitly in the ELD classroom. As English
learners grow linguistically their instruction should become more rigorous, including more complex
academic discourse, making a smooth transition from ELP standards to English Language Arts
(ELA)/Common Core State Standards (CCSS) as the students reach English proficiency.
Literacy education is essential for all children. Without it our children cannot develop the complex
skills and knowledge they need to succeed and compete in a global economy. For ELL children
becoming literate in English, is critical. Without it, hope in this ever-competitive society of the
United States is bleak. By providing quality literacy instruction in an English Language Development
classroom, students are given the rich and complex language structures they will need to be able to
successfully access the content in a general education classroom. Our goal is for ELLs to acquire
English and critical literacy skills necessary for building a bridge between language and content.
Some students come to us with very limited schooling in their native languages. These students are
not only beginning English learners but beginning readers and writers as well. Students with limited
prior educational experiences must develop reading, writing, and other literacies as quickly as
possible so that they can use these skills as learning tools to acquire the concepts and skills they have
missed by not having had access to formal schooling in their native countries.
An ELD balanced and comprehensive literacy classroom will integrate curriculum with the
following instructional components: word study, vocabulary, comprehension, grammar, and
oral English conversation/vocabulary. Each component will facilitate and reinforce learning in
other components and jointly support effective and efficient reading comprehension.
K-3 grades:
During the reading block, balanced literacy is implemented in Kindergarten through third grade ELD
classrooms and incorporates the same components as in general education classrooms. The balanced
literacy approach is described as explicit teaching of skills and strategies as well as the integration of
purposefully chosen texts, including math, science, and social studies topics, to connect to literacy
instruction. Reading development is scaffolded from phonemic awareness and phonics, to
comprehension and the pursuit of meaning. In order to form deeper understanding,
GESD Language Acquisition 3-13-15
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teachers must front-load lessons with explicit English vocabulary instruction and clear concept
development. This will help students form connections between prior knowledge and new learning.
Building background knowledge is critical in an ELD classroom. Building on what students already
know about the content is one of the strongest indicators of how well they will learn new
information. Connections must be purposefully made throughout each lesson and throughout each
instructional block so students can use knowledge at the application level.
4-8 grades:
Comprehensive literacy, implemented in fourth through eighth grade, transitions students from
learning-to-read to reading-to-learn. ELD classrooms are expected to follow the same program
components as a general education classroom of this grade level. While students of Pre-Emergent,
Emergent, and Basic language proficiencies still need explicit skill instruction for English language
development and literacy, students at the Intermediate language level are guided more to general
education content with language support. These students spend more time constructing meaning
with informational text which is dense with concepts and vocabulary such as in math, science, and
social studies. In order to form deeper understanding, teachers must front-load lessons with
explicit English vocabulary instruction and clear concept development. This will help to bridge the
gap between prior knowledge and new learning. As they connect new facts and concepts to previous
knowledge, build schema for new vocabulary, and develop the ability to determine importance, the
increase in focus on informational print develops students’ ability to process content-area textbooks,
primary and secondary print sources, and visual resources. This process connects their reading and
research skills to real life situations and projects.
Initially, third grade teachers may use either the K-2 grades or 3-8 grades set of block
descriptors based on student need and classroom composition. If a classroom is composed of
many lower language level students or the majority of students having high academic needs,
the teacher may use the K-2 block descriptors which include sequential processing for
phonemic awareness. Teachers should, however, accelerate the instructional pace and move
into using the 3-8 block descriptors as soon as possible. If sequential processing is delivered as
whole group instruction, pacing should be accelerated in order to close the phonemic
awareness gap quickly and move more into grade level instruction.
Individualized Language Learner Plans (ILLPs)
The Individual Language Learner Plan (ILLP), mandated by ADE, was included in the ELD
instructional model to address special circumstances of schools with a low incidence of ELLs. It
is designed to ensure that ELLs placed in General Education classrooms still receive instruction
and support that the ELD instructional model provides. It includes English Language Proficiency
standards to be taught and indicates the teachers responsible for their instruction. General
Education teachers who teach ELL students on ILLPs are to use SEI strategies during the
instruction in order to support the language needs of these students. As per SEI refinements,
ILLPs for students who demonstrate overall proficiency at the Intermediate level on AZELLA and
are in at least their 2nd year of ELD instruction in Arizona will include 2 hours (120 minutes) of
instructional ELD goals per day.
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ELD Components – The Language Star
ELD instruction focuses on the five points of the language star as described below. These
components are to be woven into instruction in the balanced literacy block on a daily basis.
 Phonology – Studies the SOUND patterns of a specific language. It describes the way sounds
function within a given language or across languages. A phoneme is the smallest meaningful
speech sound in a language. Spoken words and syllables consist of sequences of speech sounds
(phonemes). Phonology can be integrated during word study and skills groups.

Morphology – The study of the internal structure of words and patterns of word formation.
This includes root words, affixes, parts of speech, and verb tenses. Morphology can be
integrated during word study, skills groups, workstations, writing, and verb tense study.

Syntax – The study of rules where words and other elements of sentence structures are
combined to form grammatical structures. Linguistic elements, such as words, are put together
to form phrases and clauses that contain meaning. Syntax can be integrated during listening and
speaking, guided reading, workstations, writing, and verb tense study.

Lexicon – A lexicon is a reader’s receptive/listening bank of word meanings. It organizes the
mental vocabulary in a speaker’s mind.

Semantics – Semantics is the study of how meaning in language is created by the use and
interrelationships of words, phrases, and sentences.

Vocabulary - Lexicon and Semantics together make up one’s vocabulary. Lexicon and Semantics
can be integrated during word study, comprehension instruction, listening and speaking, guided
reading, skills groups, and workstations.
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SEI Methodologies are strategies for HOW to teach content. The methodologies themselves are not
WHAT is to be taught. Rely on content and then use the methodology as the vehicle to drive that
content.
Video clips of SEI methodologies can be found on IDEAL.
1. Go to www.ideal.azed.gov
2. Sign In
3. Click on Professional Development in the left-hand blue bar
4. Click on Office of English Language Acquisition Services in the middle of the page
5. Select any of the methodologies on the list to watch the video.
Although GESD is not currently using the IDEAL system, the methodology videos are still available.
Initially, ELD teachers are trained in the following methodologies. Verb Tense Study, Syntax Surgery,
and Language Warm-Up. Other methodology trainings will be offered throughout the year during
various professional development opportunities.
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Key Language Acceleration Principles
When teaching a foreign language we must have basic principles that guide our delivery of
instruction. Without them, our instruction is likely to be contradictory, counterproductive or just
entirely random. It is common to see and work with students who have been exposed to so many
different belief systems and methodological orientations that they are unsure of what it means to
learn a new language and what they should do to accomplish that. ADE endorses five basic
principles of language development upon which our methods for language acquisition are based.
Language Acquisition Achievement Advisors and site administrators will look for implementation of
these key language acceleration principles during observations and walkthroughs.
1. Complete Sentences:
Students should always be expected to speak in complete sentences. There are 3 prompts
that can be given. First, gesture for the complete sentence. If a student still does not
respond appropriately, repeat the question emphasizing key words that will give the student
clues to the complete response. As a last resort, give the student a sentence frame
indicating the complete response.
2. Error Correction:
It is critical that students practice correctly. Teachers need to train the English ear to tune
into mistakes in pronunciation and syntax. When making corrections, if the concept has
previously been taught, teacher will prompt the student to self-correct. If the concept has
not been taught, teacher will correct the error. The most important part of this process is for
the student to restate the sentence correctly.
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3. 50/50:
Students should talk in structured conversation at least 50% of the time. For example, the
teacher asks a question and students “think, pair, share” with a partner or small group.
Teacher asks one student to respond and then a different student to expand on the response
or answer an add on question related to the first.
4. Language Objective:
The lesson objective should drive the teacher’s questioning. Every teaching decision made
should align to the objective. The language objective and the Learner Evidence should align
with each other and also to the ELP standard chosen for that lesson.
5. Push:
There is a window of acceptable responses. Teachers should be aware of the needs of each
student in order to scaffold questions that will push students to higher levels of response.
No matter what the student’s language level is, he/she should be pushed to a higher level.
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English Language Proficiency (ELP) Standards
The English Language Proficiency Standards articulated by Grade Level Stages will provide a
clear delineation of what students need to know and be able to do at each language
proficiency/grade level. This allows teachers to better plan instructional goals for students at
any grade. ELD teachers will use ELP standards exclusively during the ELD blocks.
The Listening and Speaking Domain (LS): Used in the Oral English Conversation & Vocabulary Block
 Standard 1: Comprehension of Oral Communications
 Standard 2: Delivery of Oral Communications

The Reading Domain (R): Used in the Reading Block, including RTI lessons
 Standard 1: Print Concepts
 Standard 2: Phonemic Awareness/Decoding
 Standard 3: Standard Fluency (Stage I does not have this Standard)
 Standard 4: Comprehension of Text
The Writing Domain (W) : Used in the Writing Block
 Standard 1: Writing applications
 Standard 2: Standard English Conventions
 Standard 3: Writing Process
 Standard 4: Writing Elements (Stage I does not have this Standard)
 Standard 5: Research (Stage I does not have this Standard)
The Language Strand (L)
 Standard 1: Standard English Conventions (Parts of Speech, Sentence Construction)
Standard 1 to be used in the Grammar Block
 Standard 1: Standard English Conventions
 Standard 2: Vocabulary: Standard 2 to be used in the Oral English Conversation & Vocab. Block
The English Language Proficiency (ELP) Standards provide prerequisite language skills for English
language learners (ELLs) to access academic content. The standards provide the foundational linguistic
knowledge for students who are not proficient in English. A strong grammatical foundation is essential
in the language acquisition process for ELLs. There is a purposeful overlap of the ELP standards and the
Common Core language skills. The K-12 ELP standards should be utilized to guide instruction for English
language learners. Classroom materials used in ELD instruction reflect content from a variety of
academic disciplines including math, social studies, and science. Due to the nature of the content, some
performance objectives are repeated in subsequent grade levels. It is understood that the complexity,
depth, and difficulty of the performance objective’s content will increase from one grade level to the
next. (Education, 2003, p. ix)
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Alignment of English Language Proficiency (ELP) Standards
and Common Core Standards
As per ADE requirements for the SEI models, all ELD lessons must be planned using ELP standards with
ELP standards being cited in the lesson plan. Because the English Language Development classroom is a
transitional placement, lessons should be prepared with rigorous content so as to prepare students for
General Education while simultaneously developing the English language. Common Core standards
should be considered and may be cited as a secondary reference in ELD lesson plans as long as the ELP
standard is the primary standard being taught.
A Correlation guide has been prepared to assist the SEI teacher in planning reading, writing, oral
conversation, vocabulary, and grammar for various language proficiency levels while looking forward to
the rigor of Common Core standards. This Correlation guide can be found on the GESD Language
Acquisition web page under “Planning and Instruction”.
A sample of this correlation is found below:
Stage III, Writing
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The Arizona Department of Education has approved refinements to the SEI
model. They are described as follows:
Elementary Model:
Pre-emergent, Emergent, and Basic ELLs or students in their first year of ELD instruction in Arizona
Refinement:
Elementary and self-contained middle schools will be allowed flexibility to provide the following services to first year
ELLs and all ELLs below the intermediate proficiency level:
1. ELD instruction using the ELP standards during two “blocks”, totaling 4 hours:
a. Block 1: 120 minutes of integrated reading, oral English conversation and vocabulary
b. Block 2: 120 minutes of integrated writing and grammar.
2. Up to 30 minutes (teaching time) of literacy intervention services with non-ELLs that may count towards
the 4-hour requirement if those services meet the instructional needs of the ELL student.
Intermediate Level First through Eighth grade ELLs in at least their 2nd year of ELD instruction in Arizona
Refinement:
Allow elementary and self-contained middle schools flexibility to integrate required instructional domains and
reduce, up to 1 hour, the time required within the SEI Models for ELLs who:
 Demonstrate overall proficiency at the intermediate level on the Arizona English Language Learner
Assessment (AZELLA), and
 Are in at least their 2nd year of English language development (ELD) instruction.
For those ELLs for whom flexibility is appropriate, ELD instruction using ELP standards may be delivered during two
“blocks”, totaling 3 hours:
1. Block 1: 90 minutes of integrated writing and grammar
2. Block 2: 90 minutes of integrated reading, oral English conversation and vocabulary
Secondary Model
Intermediate Sixth through Eighth grade ELLs in at least their 2nd year of ELD instruction in Arizona
Refinement:
Provide an option for SEI English teachers(s) and / or ELL Coordinators to reduce, up to 2 hours, the time required
within the SEI Models for ELLs who:
 Demonstrate overall proficiency at the intermediate level on the Arizona English Language Learner
Assessment (AZELLA), and
 Are in at least their 2nd year of English language development (ELD) instruction.
For those ELLs for which flexibility is appropriate, the SEI teacher(s) shall recommend course selection based on
individual student data that includes AZELLA and at least one other form of data which could include the state
assessment, local formative assessment, student work, or course grades.
Refinements to the model will be implemented at sites where student numbers and staffing allow.
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For both Self-contained and Departmentalized ELD Classes receiving 240 minutes
Oral English Conversation/ Vocabulary & ELD Reading
90 minutes
Whole Group Instruction
Grammar & ELD Writing
120 minutes
ELD Reading RTI
(small group interventions)
ELD Reading RTI
(small group interventions)
Math
30 minutes
Special Area
Lunch
40 minutes
40 minutes
240 min. ELD
Block
Required ELD Courses and Time Allocations 2015-2016
10 minutes
80 minutes
As per ADE guidelines, no more than 30 minutes of RTI may fall within the 240 minute ELD block
For Self-contained ELD Classes receiving 180 minutes
Oral English Conversation/ Vocabulary & ELD Reading
90 minutes
Grammar & ELD Writing
90 minutes
Science in the General Education Classroom
Math
ELD Reading RTI
(small group interventions)
Special Area
Lunch
40 minutes
80 minutes
40 minutes
180 min.
ELD Block
Required ELD Courses and Time Allocations 2015-2016
40 minutes
40 minutes
For Departmentalized ELD Classes receiving 120 minutes
Site leadership will choose two ELD blocks adding to
60 minutes
120 minutes in a departmentalized setting.
Options include: Reading, Oral English Conversation/
60 minutes
Vocabulary, Writing, or Grammar.
General Education Studies (e.g.: Math, Science, Social
180 minutes
Studies, Reading, Writing)
ELD Reading RTI
40 minutes
(small group interventions)
Special Area
40 minutes
Lunch
40 minutes
120 min.
ELD Block
Required ELD Courses and Time Allocations 2015-2016
GESD will implement a district-wide Reading RTI program in order to serve students through intervention
programs at their academic reading levels. ELD students will be part of this RTI program. ELL & Gen Ed students
can be combined while participating in the Reading RTI program. For 180 min. and 120 min. models, Reading RTI
must take place outside of the required ELD minutes. For 240 min. models, 30 min. of reading RTI will be included
within the ELD block time and 10 min. of Reading RTI will be outside of the ELD block time.
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Components of an ELD Literacy Classroom
An ELD balanced and comprehensive literacy classroom will integrate curriculum with the following
instructional components: word study, vocabulary, comprehension, grammar, and English oral
conversation/vocabulary. Each component will facilitate and reinforce learning in other components and
jointly support effective and efficient reading comprehension.
Building Background knowledge, or, what students already know about the content, is one of the strongest
indicators of how well they will learn new information. Therefore, it is critical that teachers spend time
building background knowledge before teaching concepts. This component has three elements: 1)
Concepts are explicitly linked to students’ background experiences. 2) Links are explicitly made between
past learning and new concepts. 3) Key vocabulary is emphasized. The teacher may use one or more of the
following strategies: open-ended questions, graphic organizers (thinking maps), key vocabulary,
pictures/realia, role playing, and video clips.
Word Study will enable our students to develop an understanding and application of phonemic awareness,
phonics, morphology, syllabication, and spelling. Emergent readers will establish foundational skills
focused on breaking the code and alphabetic principals. Thus, transitioning into building conceptual
understanding of words and word-parts through direct and inquiry learning experiences where they
examine word structures, spelling patterns, and meaning.
Vocabulary development will demand that our students utilize academic words and sophisticated language
to increase their lexicon and connect to a network of information which boosts the student’s ability to
comprehend a variety of text and attach to the student’s prior knowledge. Vocabulary must be explicitly
taught and frontloaded before the lesson is taught in order for students to build connections and develop
meaning. Students are actively involved in applying strategies to use the vocabulary within multiple
experiences.
Comprehension will extend our student’s flexibility and strategic application of strategies and skills in a
variety of genres, increasing their ability to effectively construct meaning. Students will become automatic
at identifying the text structure to extract critical information in both literary and informational text. Our
students will become persistent in their quest to connect the text to their own background knowledge.
Teachers will assist students as they build schema by utilizing vocabulary development, role playing,
reading, writing, listening, and speaking. The students will be equipped with strategies that will help them
construct meaning in content areas with dense text and specific academic vocabulary.
Grammar study will give students the ability to skillfully employ words according to the grammatical rules
that govern their use. For this reason, all ELLs need to be taught the structure and conventions of the
English language. Their mastery of English grammar, structure, and usage will greatly influence their ability
to read, to comprehend, to speak in English fluently, and to write. Teaching from the Language Strand of
the ELP Standards will provide students with an understanding of the parts of speech, how they combine to
form phrases and sentences, and the overarching structure of the English language. The concepts and skills
identified in the Language Strand are the building blocks for English learners in their quest toward English
proficiency.
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English Oral Conversation for students learning English is an opportunity to orally practice what they have
learned. Teachers must create ample, structured opportunities to practice using academic language, not
simply social uses of language. This interactive language development allows students not merely to
practice the English language but to push their peers in explaining their answers, justifying perspectives,
and using academic vocabulary in more structured settings. The language must be meaningful and
structured so as to scaffold and push students to higher levels of language complexity. The goal of an ELD
classroom is for students to then use these structures to independently communicate in student to student
conversations about their learning. In an ELD classroom, students should be engaged in academic
discourse 50% of the time. A conscious effort should be made to balance linguistic turn-taking between
teacher and student, and student to student conversations. Encouraging elaboration and justification of
responses rather than yes or no answers will push students to more difficult levels of language (Refer to key
language acceleration principles pgs. 6 and 7). Interactive Language Development is addressed in the GESD
teacher evaluation rubric under Engagement.
Whole Group Instruction refers to the practice of teaching the same material simultaneously to an entire
class. Whole group instruction generally implies the same or similar assignments to all students and an
expectation that all students will be evaluated using the same assessment technique. Whole group
instruction is typically associated with direction instruction. If the concept the students are learning is new,
then the teacher will need to build conceptual understanding during whole group instruction. If the
students need a shared understanding or background knowledge, then the teacher will need to build
conceptual understanding during whole group instruction. If data indicates a class need, then the teacher
will need to build conceptual understanding during whole group instruction.
Small Group Instruction: In order to address the specific needs of all students, instruction must be
differentiated. Small group instruction refers to students being grouped by need and instructed in small
groups (4-6 being ideal). During small group instruction, identified students are pulled together depending
on a common instructional level or skill deficiency. Groups should be fluid and change as often as
necessary in order to close gaps and build comprehension and fluency. If the students are at different
levels of proficiency (apply, explain, and justify) with a skill or strategy, then the teacher will need to
scaffold their use of the skill or strategy with different context and methods in small group instruction. If
the students are reading at different levels, then the teacher will need to scaffold their use of a skill or
strategy with different context and methods in small group instruction. If data indicates part of the class
needing extension, re-teaching or reinforcement, then the teacher will need to scaffold their use of the
identified skill or strategy with different context (types of print) and methods in small group instruction.
Small group instruction does not only refer to students with academic deficiencies. Groups needing
enrichment can also benefit from this type of group structure. Small group instruction can occur during any
instructional block after initial instruction in order to support or enrich students at their level.
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Independent Workshop Study refers to students working either alone or with other students but not
directly with the teacher. The skills or strategies practiced at this stage should be those that have already
been directly taught by the teacher. If the teacher is expecting flexible-fluent application of a skill or
strategy, then he/she will need to first ensure that the student is performing at the correct level of difficulty
and provide opportunities for massed practice during independent practice or at workstations. If the
students need distributed practice in order to maintain a skill, then the teacher will first need to ensure
that students have the skill at the accurate level and systematically plan timely opportunities for practice
during independent practice or workstations. Daily 5 is a structure that can be used for independent
workshop study.
Response to Intervention (Reading RTI): The district’s initiative is for every teacher to engage in small
group instruction for at least 40 minutes per day in order to meet the needs of diverse learners. RTI for ELD
teachers will be directed at reading instruction. The structure of this time is left up to school sites. Some
sites may develop a “walk to read” approach (students “walking” to meet with a teacher other than their
homeroom teacher to be instructed in a small group setting for a specifically needed skill) while at other
sites each teacher may be responsible for his/her own intervention program. For the 2015-16 school year,
this RTI instruction will be delivered during the Reading RTI block as seen in the schedule on page 12. The
SEI refinement model allows for no more than 30 minutes to be used for reading intervention within the
ELD 240 minutes. In order to allocate 40 minutes for Reading RTI, 30 minutes will be reserved within the
ELD block and 10 minutes will be reserved outside of the ELD block. For ELD 180 and 120 models, RTI
Reading must be scheduled separately from ELD minutes. ELD teachers are to use 95% group materials for
at risk groups during this Reading RTI block. At risk, or Tier II students, are identified as being struggling
readers who are not making adequate progress.
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ELD Course Descriptions
The block descriptors include suggested instructional elements that could be included within each of the
instructional blocks. Refer to pg. 20 for list of resources.
Initially in the school year, third grade teachers may use either the K-2nd grade or 3rd – 8th grade set of block
descriptors based on student need and classroom composition. However, the goal for third grade teachers
should be to move into the 3rd – 8th Grade block descriptors as soon as possible and no later than the third
instructional period. If sequential processing is delivered as whole group instruction, pacing should be
accelerated in order to close the instructional gap and move into the next steps of grade level teaching.
Oral English Conversation/Vocabulary & Reading:
*Metacognitive model: Teacher models while using a “think aloud” style to explain his/her thinking and
provide students with a clear, quality example free of distractions.
**Constructing Knowledge: Teacher guides the students in their conceptual understanding by scaffolding
questions, using clear labels, and helping students extend their thinking.
More information on modeling can be found in the teacher evaluation rubric under Facilitation.
*Workstations will be implemented by teachers while pulling small groups in the classroom. Daily 5 tasks
will provide students with independent work while the teacher is implementing RTI. Skills practiced
through workstations may include the following: Daily 5, independent practice of skills learned during
whole group instruction, spiral review, word sorts, use of affixes in vocabulary, comprehension strategies,
and literary appreciation.
Oral English Conversation/Vocabulary must be used to build background and frontload vocabulary and
concepts of the text students will be reading. Giving language learners this piece of “pre-teaching” before
the lesson is instructed will offer support and scaffolding as they build connections.
*Application of Oral English Conversation may include but is not limited to; summarizing or sequencing,
participating in social and academic conversations, giving/following multiple-step directions, reciting songs,
chants, poems, asking and responding to social and academic questions, reader’s theatre, and Socratic
seminar.
Sequential Processing: Oral Phonogram Review using phonogram cards may be taught during the Oral
Conversation/Vocabulary & ELD Reading block. This may take up to 30 minutes at the beginning of the
school year. Automaticity should increase throughout the year which will allow instructional time to
decrease to 10-15 minutes. The teacher will show each phonogram and students will say the
corresponding sounds. Teacher then asks knowledge and application questions and follows word building
strategies.
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240 Minute Model
Kindergarten through Second Grades
For all Kindergarteners
For all First and Second graders at the Pre-Emergent, Emergent,
and Basic proficiency levels
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240 Minute Minute Model for Kindergarten through 2nd Grades
Use ELP Standards From the Reading Domain and from the Listening & Speaking Domain as well as
Language Strand, Standard 2 for Vocabulary
All ELL Kindergarteners and Pre-emergent, Emergent, and Basic first & second grade ELLs or students in their first
year of ELD instruction in Arizona
K-2nd Grades Oral Conversation/Vocabulary & ELD Reading (90 minutes)
Whole Group:
Academic Vocabulary & Word Study
 Marzano
 Spiral Review
 Word Meanings
 Word Relationships
Expository or Narrative Comprehension
 Presenting for Meaning
 Structures
 Skills
 Comprehension Strategies
 ELD Methodologies (Text-Cavation,
Four Picture Story Frame,
Collaborative Story Retell)
 Literary Appreciation
 Research
 Model (*Metacognitive Model or
**Constructing Knowledge)
 Shared/Guided Practice
 Application
o *Application of Oral English
Conversation
 Independent Monitored Practice
Sequential Processing
 Oral Phonogram Review
GESD Language Acquisition 3-13-15
Resources
Training

Story Town ELL
Support Kit and
Leveled Readers

Key Language
Acceleration
Principles

Word-for-Word
published
dictionaries


Scott Foresman
Science Text
Lesson Planning
with Science and
Social Studies
Content Integration

Foresman Science
Leveled Readers

Thinking Maps
(C&I)

Avenues
(Hampton Brown)

Close Reading (C&I)


DIBELS (C&I)
English to a Beat
(Hampton Brown)

SEI Methodologies

Writing Road to
Reading

Sequential
Processing (C&I)
Page 18
Use ELP Standards From the Reading Domain
Use ELP Standards From the Language Strand standard 1 for Grammar as well as From the Writing Domain
K-2nd Grades Grammar & ELD Writing (120 minutes)
Resources
Sequential Processing
 Written Phonogram Review
o Handwriting
o Phonogram dictation with immediate or
delayed feedback
o Word dictation with feedback
Verb Tense or Grammar Study
 Verb Tense
o Preview Chart
o Verb tense indicated by the Pacing Guide
 Model
 Shared/Guided Practice
 Monitored Independent Practice
 Grammar Study
o Preview Chart
o Focus skill with structured oral and written
practice
 Model
 Shared/Guided Practice
 Monitored Independent Practice
o ELD Methodologies (Verb Tense Study,
Morph House, Syntax Surgery)
Narrative and Expository Writing
o Write From The Beginning
o ELD Methodologies (Text-Cavation)
o Writing Process
o Paragraph Development
o Application of learned grammar skills

Writing Road to
Reading

Phonogram Cards

The Painless PlanLess Grammar Guide

Write from the
Beginning and
Beyond
Training

Sequential
Processing (C&I)

Verb Tense Study

Syntax Surgery

Basic Grammar

Advanced
Grammar

Write from the
Beginning and
Beyond (C&I)

Lesson Planning
with Science and
Social Studies
Content Integration
K-2nd Grades ELD Reading – RTI 40 minutes
(30 min. part of 240 block, 10 min. outside of 240 block)
Resources
Instructional Groupings
 Skill Groups
o 95% Group Materials
 Phonological Awareness Kit
 Phonics Lesson Library Crate
o Phonemic Awareness
o Phonics
o Segmenting & Blending
o Word Sorts & Dictation
o Contextual Clues

Phonological
Awareness Kit
(95% Group)

Phonics Lesson
Library
(95% Group)
Training

95% Group
Phonological
Awareness
(C&I)

95% Group
Phonics Lesson
Library (C&I)

Daily 5/C.A.F.E.
(C&I)
*Work Stations/Skills
GESD Language Acquisition 3-13-15
Page 19
240 Minute Model
Third through Eighth Grades
For all Third through Eighth graders at the Pre-Emergent,
Emergent, and Basic proficiency levels
GESD Language Acquisition 3-13-15
Page 20
240 Minute Minute Model for 3rd through 8th Grades
Use ELP Standards From the Reading Domain and from the Listening & Speaking Domain as well as Language Strand, Standard 2
for Vocabulary
Pre-emergent, Emergent, and Basic or third through eighth grade ELL students in their first year of ELD instruction
in Arizona
3rd – 8th Grades Oral Conversation/Vocabulary & ELD Reading (90 min)
Whole Group:
Academic Vocabulary & Word Study
Expository or Narrative Comprehension
Instruction
 Presenting for Meaning
 Structures
 Skills
 Comprehension Strategies
 ELD Methodologies (Text-Cavation,
Four Picture Story Frame,
Collaborative Story Retell)
 Literary Appreciation
 Research
 Model (Meta-Cognitive or
Procedural)
 Shared/Guided Practice
 Independent Monitored Practice
Application
 Application of grammar
 ELD Methodologies (Language WarmUp, This or That, Vocabulary Frames,
Function Junction, Vertical Sentences,
Reverse Questioning)
 Summarizing or Sequencing
 Participating in social and academic
conversations
 Giving/following multiple step
directions
 Reciting songs, chants, poems
 Asking and responding to social and
academic questions
 Oral Presentations
 Reader’s Theatre
GESD Language Acquisition 3-13-15
Resources

Inside
(Hampton Brown)

Word-for-Word
published
dictionaries
Training

Key Language
Acceleration
Principles

Lesson Planning
with Science and
Social Studies
Content Integration

Close Reading (C&I)

Science and Social
Studies Content
Integration

SEI Methodologies

Thinking Maps
(C&I)
Page 21
3rd – 8th Grades ELD Reading – RTI 40 minutes
(30 min. part of 240 block, 10 min. outside of 240 block)
Use ELP Standards From the Reading Domain
Resources
Instructional Groupings
 Skill Groups
 Skill Groups
o 95% Group Materials
 Phonics Lesson Library Crate
 Multisyllable Routine Cards
o Phonemic Awareness
o Phonics
o Segmenting & Blending
o Word Sorts & Dictation
o Contextual Clues
Training

Phonics Lesson
Library
(95% Group)

95% Group
Phonological
Awareness (C&I)

Multisyllable
Routine Cards
(95% Group)

95% Group Phonics
Lesson Library
(C&I)

95% Group
Multisyllable
Routine Cards (C&I)

Daily 5/C.A.F.E.
(C&I)
Work Stations/Skills
o Daily 5
o Independent Practice
o Spiral Review
o Word Sorts
o Skills
o Strategies
o Literary Appreciation
3rd – 8th Grades ELD Grammar and Writing (120 minutes)
Use ELP Standards From the Language Strand, standard 1 for Grammar
and from the Writing Domain
Resources
Verb Tense or Grammar Study

 Verb Tense
o Preview Chart

o Verb tense indicated by the Pacing Guide
 Model
 Shared/Guided Practice
 Monitored Independent Practice
 Grammar Study
o Preview Chart
o Focus skill with structured oral and written
practice
 Model
 Shared/Guided Practice
 Monitored Independent Practice
o ELD Methodologies (Verb Tense Study,
Morph House, Syntax Surgery)
Narrative and Expository Writing
o Write From The Beginning
o ELD Methodologies (Text-Cavation)
o Writing Process
o Paragraph Development
o Research
o Application of learned grammar skills
GESD Language Acquisition 3-13-15
Training
The Painless PlanLess Grammar Guide

Verb Tense Study

Syntax Surgery
Write from the
Beginning and
Beyond – Teacher
Text

Basic Grammar

Advanced
Grammar

Write from the
Beginning and
Beyond (C&I)

Lesson Planning
with Science and
Social Studies
Content
Integration
Page 22
180 Minute Model
First and Second Grades
For First and Second graders in their second year of AZ SEI instruction
who are at the Intermediate proficiency level
GESD Language Acquisition 3-13-15
Page 23
180 Minute Model for 1st - 2nd Grades
Use ELP Standards From the Reading Domain and from the Listening & Speaking Domain as well as
Language Strand, Standard 2 for Vocabulary
Intermediate Level First & Second grade ELLs in at least their 2nd year of ELD instruction in AZ
Lessons should be planned using ELP standards, referencing Common Core standards as a guide for rigor.
1st - 2nd Grades Oral Conversation/Vocabulary & ELD Reading (90 minutes)
Whole Group:
Word Study
 Academic Vocabulary & Word Study
o Marzano
o Spiral Review
o Word Meanings
o Word Relationships
Expository or Narrative Comprehension
 Presenting for Meaning
 Structures
 Skills
 Comprehension Strategies
 ELD Methodologies (Text-Cavation,
Four Picture Story Frame,
Collaborative Story Retell)
 Literary Appreciation
 Research
 Model (*Metacognitive Model or
**Constructing Knowledge)
 Shared/Guided Practice
 Application
o *Application of Oral English
Conversation
 Independent, Monitored Practice
Sequential Processing
 Oral Phonogram Review
GESD Language Acquisition 3-13-15
Resources
Training

Story Town ELL
Support Kit and
Leveled Readers

Key Language
Acceleration
Principles

Word-for-Word
published
dictionaries


Scott Foresman
Science Text
Lesson Planning
with Science and
Social Studies
Content Integration

Foresman Science
Leveled Readers

Thinking Maps
(C&I)

Avenues
(Hampton Brown)

Close Reading (C&I)


DIBELS (C&I)
English to a Beat
(Hampton Brown)

SEI Methodologies

Beyond Retelling
(C&I)

Sequential
Processing (C&I)

Writing Road to
Reading
Page 24
1st - 2nd Grades Grammar & ELD Writing (90 minutes)
Use ELP Standards From the Language Strand standard 1 for Grammar as well as From the Writing Domain
Resources
Sequential Processing

 Written Phonogram Review
o Handwriting
o Phonogram dictation with immediate or
delayed feedback
Word dictation with immediate or delayed
feedback
Verb Tense or Grammar Study

 Verb Tense
o Preview Chart
o Verb tense indicated by the Pacing Guide
 Model
 Shared/Guided Practice
 Monitored Independent Practice
 Grammar Study
o Preview Chart
o Focus skill with structured oral and written
practice
 Model
 Shared/Guided Practice
 Monitored Independent Practice
ELD Methodologies (Verb Tense Study, Morph
House, Syntax Surgery)
Narrative and Expository Writing

o Write From The Beginning
o ELD Methodologies (Text-Cavation, 4Picture Story Frame)
o Writing Process
o Paragraph Development
o Application of learned grammar skills
GESD Language Acquisition 3-13-15
Training
Writing Road to
Reading

Sequential
Processing (C&I)
The Painless PlanLess Grammar Guide

Verb Tense Study

Syntax Surgery

Basic Grammar

Advanced
Grammar
Phonogram Cards

Write from the
Beginning and
Beyond
Write from the
Beginning and
Beyond (C&I)

Lesson Planning
with Science and
Social Studies
Content Integration
Page 25
180 Minute Model
Third through Fifth Grades
For Third through Fifth graders in their second year of AZ SEI instruction
who are at the Intermediate proficiency level
GESD Language Acquisition 3-13-15
Page 26
180 Minute Model for 3rd through 5th Grades
Use ELP Standards From the Reading Domain and from the Listening & Speaking Domain as well as Language Strand, Standard 2
for Vocabulary
Intermediate Level third through eighth grade ELLs in at least their 2nd year of ELD instruction in AZ
Lessons should be planned using ELP standards, referencing Common Core standards as a guide for rigor.
3rd – 5th Grades Oral Conversation/Vocabulary & ELD Reading (90 minutes)
Whole Group:
Expository or Narrative Comprehension
Instruction
 Presenting for Meaning
 Structures
 Skills
 Comprehension Strategies
 ELD Methodologies (Text-Cavation,
Four Picture Story Frame,
Collaborative Story Retell)
 Literary Appreciation
 Research
 Model (Meta-Cognitive or
Procedural)
 Shared/Guided Practice
 Independent Monitored Practice
Academic Vocabulary & Word Study
Application
 Application of grammar
 ELD Methodologies (Language WarmUp, This or That, Vocabulary Frames,
Function Junction, Vertical Sentences,
Reverse Questioning)
 Summarizing or Sequencing
 Participating in social and academic
conversations
 Giving/following multiple step
directions
 Reciting songs, chants, poems
 Asking and responding to social and
academic questions
 Oral Presentations
 Reader’s Theatre
GESD Language Acquisition 3-13-15
Resources

Inside
(Hampton Brown)

Word-for-Word
published
dictionaries
Training

Key Language
Acceleration
Principles

Lesson Planning
with Science and
Social Studies
Content Integration

Close Reading (C&I)

Science and Social
Studies Content
Integration

SEI Methodologies

Thinking Maps
(C&I)

Beyond Retelling
(C&I)

Delving Deeper into
the AZCC RS (C&I)

Preparing for
AzMerit in an ELA
Classroom (C&I)
Page 27
3rd – 5th Grades ELD Grammar and Writing (90 minutes)
Use ELP Standards From the Language Strand, standard 1 for Grammar
and from the Writing Domain
Resources
Verb Tense or Grammar Study

 Verb Tense
o Preview Chart
o Verb tense indicated by the Pacing Guide

 Model
 Shared/Guided Practice
 Monitored Independent Practice
 Grammar Study
o Preview Chart
o Focus skill with structured oral and written
practice
 Model
 Shared/Guided Practice
 Monitored Independent Practice
o ELD Methodologies (Verb Tense Study,
Morph House, Syntax Surgery)
Narrative and Expository Writing
o Write From The Beginning
o ELD Methodologies (Text-Cavation, 4Picture Story Frame, Collaborative Story Retell)
o Writing Process
o Paragraph Development
o Research
o Essay
o Integration of Grammar taught during the
Grammar block
GESD Language Acquisition 3-13-15
The Painless PlanLess Grammar
Guide
Write from the
Beginning and
Beyond – Teacher
Text
Training

Verb Tense Study

Syntax Surgery

Basic Grammar

Advanced
Grammar

Write from the
Beginning and
Beyond (C&I)

Lesson Planning
with Science and
Social Studies
Content Integration
Page 28
120 Minute Model
Departmentalized Sixth through Eighth Grades
For Sixth through Eighth graders in their second year of AZ SEI
instruction who are at the Intermediate proficiency level on a
departmentalized schedule
GESD Language Acquisition 3-13-15
Page 29
120 Minute Models for 6th through 8th Grades
Intermediate Level third through eighth grade ELLs in at least their 2nd year of ELD instruction in AZ This model
follows a departmentalized model of instruction.
Lessons should be planned using ELP standards, referencing Common Core standards as a guide for rigor.
6th – 8th Grades ELD Reading (60 min)
Use ELP Standards From the Writing
Domain
Use ELP Standards From the Reading Domain
Whole Group:
Resources
Expository or Narrative Comprehension
Instruction
 Presenting for Meaning
 Structures
 Skills
 Comprehension Strategies
 ELD Methodologies (Text-Cavation,
Four Picture Story Frame,
Collaborative Story Retell)
 Literary Appreciation
 Research
 Model (Meta-Cognitive or
Procedural)
 Shared/Guided Practice
 Independent Monitored Practice

Inside
(Hampton Brown)

Word-for-Word
published
dictionaries
Training

Key Language
Acceleration
Principles

Lesson Planning
with Science and
Social Studies
Content Integration

Close Reading (C&I)

SEI Methodologies

Project Based
Learning (C&I)

Thinking Maps
(C&I)

Delving Deeper into
AZCC RS (C&I)

Preparing for
AzMerit in an ELA
Classroom (C&I)
6th – 8th Grades ELD Writing (60 minutes)
Resources
Narrative and Expository Writing
o Write From The Beginning
o ELD Methodologies (Text-Cavation)
o Writing Process
o Paragraph Development
o Research
o Essay
GESD Language Acquisition 3-13-15

Write from the
Beginning and
Beyond – Teacher
Text
Training

Write from the
Beginning and
Beyond (C&I)

Lesson Planning
with Science and
Social Studies
Content Integration
Page 30
Resources
A balanced and comprehensive literacy curriculum uses resources that are selected to strategically develop
reading skills to meet the Arizona State Standard. Resources are selected to strategically develop reading
skills and strategies. A cohesive reading curriculum uses resources to connect and scaffold skills and
strategies constructing meaning with increasingly complex text. Reading material is selected by first
identifying the strategy or structure to be taught, and then choosing a short text that best supports the
application of these skills. Essential literature and research opportunities are provided to allow students to
critically analyze text and use it in real-life situations (e.g., learning or literary conversations, research
projects, speeches, communications, etc.)





Language Acquisition Resources (L.A. Website)
English Language Proficiency (ELP) standards
ELD Pacing Guides
ELP/Common Core Standards Correlation Guide
Sample Lesson Plans
ELD 240, 180, and 120 Lesson Plan Templates


GESD Adopted Resources
Harcourt Storytown Grades K - 5
McDougal Littell Grades 6-8









Site Professional Books and Support Materials for the Reading Standards
Student/Teacher Support Materials
Time Kits
Read Naturally
Quick Reads
The Comprehension Toolkit
The Writing Road to Reading
Reading Handbook
Write From The Beginning
Book Room Text Selections
Thinking Maps
Technology Support






Study Island
Read Naturally
DIBELS
Story Town
95% Group Materials
Rosetta Stone (Only for Pre-Emergent students on ILLPs)
GESD Language Acquisition 3-13-15
Page 31
Resources for the ELD Classroom
Textbooks
1. Story Town ELL Support Kit and
Leveled Readers
Harcourt (Kinder-5th grades)
2. Inside
Hampton Brown-National Geographic
(6th-8th grades)
3. Word-for-Word published
dictionaries
(2nd-8th grades)
Bilingual Dictionaries, Inc.
4. The Writing Road to Reading and
phonogram cards
(Sequential Processing for K-2nd
grades)
5. Phonological Awareness Kit
95% Group
(Kinder-2nd grades)
6. Phonics Lesson Library
95% Group
(1st-3rd grades)
7. Multisyllable Routine Cards
95% group
(3rd-8th grades)
8. The Painless, Plan-Less Grammar
Guide
Innovative Grammar
(K-8th grades)
9. Avenues (Kinder-5th grades)
Hampton Brown
10.High Point (6th-8th grades)
Hampton Brown
11.English to a Beat (Kinder-5th grades)
Hampton Brown
12.Write Source (1st-8th grades) Great
Source Educational Group
13.Rosetta Stone
(Only Pre-Emergent ELL students
serviced through ILLPs)
Purpose/Use
Check in/out
Supplemental textbooks for ELLs
(Reading Block)
School Librarian
Supplemental textbooks for ELLs
(Reading Block)
School Librarian
Daily Instruction and assessment
accommodations for ELLs, ELLs on ILLPs,
former ELLs (Year 1 and 2), and ELLs
withdrawn by parent request. *
Whole group instruction for K-2nd grades
(EOC/V and Writing Blocks)
Library Clerk will check out
classroom sets of
dictionaries to ELD and Gen
Ed teachers (as needed).
C&I will have materials for
teachers at trainings
Small group interventions
(RTI block)
Small group interventions
(RTI block)
Supplemental program for whole group
instruction and small group interventions
Daily grammar instruction
(Grammar block)
Yolanda Garcia will
maintain inventory and
check in/out the materials
to the teachers every school
year.
After School tutoring program for ELLs
implemented by the Language
Acquisition Dept. Teacher may also
check these resources out for
supplemental use in the ELD classroom.
Supplemental program for whole group
instruction and small group interventions
(Writing block)
Computer based program to be used 30
minutes per day during the Oral
Conversation/Vocabulary block.
Language Acquisition AAs
will maintain and check
in/out the licenses and
headphones each year.
*No accommodations should be provided during assessments that are not also provided during instruction.
GESD Language Acquisition 3-13-15
Page 32