Secondary Systematic ELD Instructional Units: A Teacher’s Perspective

SysELDSecUnit1Cover 72dpi 1To engage successfully in coursework taught in English, secondary English learners must operate from a competent second-language base. Many adolescent ELs are LTELs, or long-term English learners. They have spent most or all of their educational careers in American schools and are comfortable using English in most settings. On the surface, these students do not seem to need specific language instruction. However, their verbal fluency often masks their need to gain a deeper understanding of English.

This is where the Secondary Systematic ELD Instructional Units come into play. They have been carefully designed to offer language instruction that is interactive, student centered, standards aligned, and specific to students’ identified proficiency level.

Six units are planned for three proficiency levels – New to English/Beginning, Expanding/Intermediate, and Bridging/Advanced. The goal of Unit 1: Pathways to Success is to learn language to interpret a range of concepts related to success. English learners learn about and explain habits of success, discuss challenges that prevent people from meeting goals, and observe ways to develop habits of success.

I was fortunate to have the chance to talk with Duyen My Tong, a Secondary Systematic ELD teacher who taught the unit last fall, about her work, the classroom, and how students responded to the new unit. 

Welcome, Duyen! Today we are going to talk about the SysELD Pathways to Success Expanding Unit.

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English Language Development Materials: Five questions to answer before adopting

ccssAccording to Title III requirements, regardless of the type of program in which English learners are enrolled, they must receive instruction in English at their level of English proficiency, as well as meaningful access to grade-level academic content (Castañeda v. Pickard, 1981). School systems are compelled to structure the day to ensure English learners receive explicit language instruction for these two related, but distinct, purposes:

  • Integrated ELD to provide meaningful access to language arts (and other content) instruction. Grade-level content learning is in the foreground; it is the purpose for instruction – and while students’ language development needs must inform planning, the instructional goal is achieving the demands of grade-level content.
  • Dedicated ELD to grow students’ proficiency in English. Proficiency-level language learning is in the foreground; it is the purpose for instruction – and while grade-level literacy needs must inform planning, the instructional goal is developing English language.
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