ELD Course Descriptions

Beginning English Language Development

This course is designed for Newcomer students who display oral English fluency at the Emerging /Beginning level and have limited /no literacy skills in English. A Newcomer is defined as a student who scores at Level 1 or Level 2 on the ELPAC is at the Nearly Met / Not Met level on the SBAC and has been in the country for less than 1.5 years. The course is driven by the 2012 ELD Standards focusing on interacting in meaningful ways, learning about how English works, and foundational literacy skills. The curriculum includes a blend of digital and print resources. This course should be taken as the student’s core English class.  

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Beginning ELD Workshop

This course is designed for students who need a second block of ELD support to receive daily ELD instruction. A Newcomer is defined as a student who scores at Level 1 or Level 2 on the ELPAC and is at the Nearly Met / Not Met level on the SBAC and has been in the country for less than 1.5 years. The course is driven by the 2012 ELD Standards focusing on interacting in meaningful ways, learning about how English works, and foundational literacy skills. The curriculum includes a blend of digital and print resources. This course is an elective course which should be taken in addition to either Beginning English Language Development or a core English class, depending on availability.

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Advanced English Language Development (HS only)

This course is designed for students who display overall proficiency levels of Expanding and Bridging on the ELPAC assessment and have been in the country a minimum of 1.5 years. The course is driven by the 2012 CA ELD Standards, and supports advanced language acquisition in the following ways: It includes college-preparatory composition and literature comparable to other mainstream college-preparatory English courses, allows students to develop fluency in academic language, and includes assignments and activities that require students to accomplish a variety of intellectually challenging tasks, calling on them to demonstrate, at an advanced linguistic level of competence, their ability to use a variety of writing techniques, modes of development, and formal conventions. This means that students will acquire a wide variety of literacy skills and learning strategies through guided reading and writing tasks, within the three writing genres, argumentative, expository and narrative.  Students will use a range of media resources in guided research projects, and opportunities to communicate in a variety of formal and informal situations. Students will read nonfiction and fictional texts of demanding length and complexity in various genres to prepare them for advanced mainstream English and courses in other content areas. Through quality interactive instruction and activities, a print-rich environment, and public speaking experiences, students will continue to solidify cognitive academic language proficiency in all four language development domains.

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Advanced ELD Workshop (HS only)

This course is designed for students who need a second block of ELD support to receive daily ELD instruction, display overall Expanding and Bridging levels on the ELPAC assessment and are nearly met on SBAC and have been in the country a minimum of 1.5 years. This course is driven by 2012 ELD standards and supports advanced language acquisition requiring students to put into practice the use of academic language in all four language domains (reading, writing, listening and speaking) across curriculum areas.  The curriculum includes a blend of digital and print resources. This course is an elective course which should be taken in addition to Advanced English Language Development or a core English class, depending on availability. 

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Transitional ELD Workshop

This course is designed for Newcomer students who display oral English fluency at the Emerging / Beginning level and have limited / no literacy skills in English. A Newcomer is defined as a student who scores at Level 1 or Level 2 on the ELPAC and is at the Nearly Met / Not Met level on the SBAC and has been in the country for less than 1.5 years. The course is driven by the 2012 ELD Standards focusing on interacting in meaningful ways, learning about how English works, and foundational literacy skills. The curriculum includes a blend of digital and print resources. This course should be taken as the student’s core English class.

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Designated and Integrated ELD Instruction

“English learners 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.” (p. 119)
Designated ELD is defined as instruction provided during a time during the regular school day for focused instruction on the state-adopted ELD standards to assist English learners to develop critical English language skills necessary for academic content learning in English. (California Code of Regulations, Title 5 [5 CCR] Section 11300[a])
Integrated ELD is defined as instruction in which the state-adopted ELD standards are used in tandem with the state-adopted academic content standards. Integrated ELD includes specifically designed academic instruction in English. (5 CCR Section 11300[c])