About Systematic ELD

Any district investing in instructional materials has an obligation to ensure materials:

  • Address key ELD/ELP standards aligned with CCSS and other content standards,
  • Are based on a strong instructional pedagogy, and
  • Follow an established scope and sequence of language skills by proficiency level.

Systematic ELD Instructional Units -- Materials Analysis

Some State Boards of Education, such as California and Oregon, have processes to review and adopt dedicated ELD instructional materials. Specific funds are generally not linked to those adoptions. However, they do provide helpful criteria for analyzing the alignment of materials to state ELD/ELP standards.

The Materials Analyses detail how the K-6 Systematic ELD Instructional Units meet common instructional materials criteria.

For a big picture view of how Systematic ELD aligns to Common Core and content standards: SysELD Instructional Units K-6 Content Connections pdf

For a big picture view of how Systematic ELD aligns to Common Core and WIDA standards: Systematic ELD, CCSS, and WIDA Content Connections pdf 

Grounded in the Research

It is clear in the research that dedicated ELD instruction should not serve as reading intervention. It is through the development of students’ oral and written language skills that English learners will gain the language knowledge needed to not only improve their comprehension of text during content instruction, but to also adroitly navigate their interactions throughout the day.

The language instruction and lesson delivery applied in the Systematic ELD Instructional Units is solidly grounded in the research.

In their article, English Language Development: Guidelines for instruction pdf, Saunders, Goldenberg, and Marcelletti (2012) present guidelines for implementing effective ELD programs. Group 3 and 4 speak specifically to curricular focus and instructional considerations, which should inform the selection of instructional materials for dedicated ELD:

Group 3: Curricular focus guidelines: What should be taught during ELD instruction?

  • ELD instruction should explicitly teach forms of English (e.g., vocabulary, syntax, morphology, functions, and conventions).
  • ELD instruction should emphasize academic language as well as conversational language.
  • ELD instruction should incorporate reading and writing, but should emphasize listening and speaking.
  • ELD instruction should integrate meaning and communication to support explicit teaching of language.

Group 4: Instructional guidelines: How should ELD be taught?

  • ELD instruction should be planned and delivered with specific language objectives in mind.
  • Use of English during ELD instruction should be maximized; the primary language should be used strategically.
  • ELD instruction should include interactive activities among students, but they must be carefully planned and carried out.
  • ELD instruction should provide students with corrective feedback on form.
  • Teachers should attend to communication and language-learning strategies and incorporate them into ELD instruction.

summer academyWelcome to E.L. Achieve's Summer Academy for 3-4 grade English learners in Saugus Union School District. The Elementary Team (Aidé, Laura, and Raquel) is using the month of July (19 instructional days!) to work with students to gather lots of video of instruction and planning to share with other teachers.

We will be teaching ELD and Language Arts. The theme of the program is Journeys. 

Students will refer to a range of texts to describe characters' thoughts and actions, the importance of setting and time, and important events (RL 4.1-4; RI 4.1-3; 4.8-9). Throughout the unit they will practice organizing their thoughts to speak and write coherently about different characters' actions and motivations to understand both their literal and figurative journeys (W4.1-2; 4.4-5; 4.8-10). 

At the end of the unit, students will use their reading and writing skills to write an opinion essay that explains a character's journey and how that journey impacted the story. They will cite at least two examples that describe the character's journey (their feelings, actions, or motivations). 

Other texts we will work with during shared and independent reading: Owen and Mzee: The True Story of a Remarkable Friendship, Grandfather's Journey, Voices from the Field, and The White Stallion.

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E.L. Achieve's 2020 Symposia

E.L. Achieve’s Symposia are an annual opportunity for partner district teams to strengthen leadership, evaluate progress, and refine their approach to serving English learners well.

Salem, OR: February 11-12

Irvine, CA: February 19-20

Farmington, AR: February 26-27

Arvada, CO: March 4-5

South San Francisco, CA: March 10-11

More Events

Busting the Myths about Integrated and Dedicated English Language Development

According to Title III, regardless of the type of program in which English learners are enrolled, each must receive instruction in English at their level of English proficiency as well as meaningful access to grade-level academic content.  

There are some peskily persistent misconceptions in the field about what this means.  Read about how to bust the myths.

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New Secondary ELD Units

Empowering Secondary Students:

Setting the stage for meaningful ELD

Many English learners at the secondary level see ELD as a sentence they must endure and an indication of academic failure. ELD must be reframed as intensive, accelerated, and short term. Our instruction needs to reflect a commitment to this reframing and clarify the purpose of dedicated language learning.

Learn More

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P: 760-290-3461
F: 831-536-1616


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