ENGLISH LANGUAGE DEVELOPMENT (ELD)

Department Overview

The purpose of English Language Development courses is to provide intensive language instruction to prepare students for the transition to regular English courses. Five credits of ELD per semester will count toward a student’s graduation requirement for English.

EL placement chart
EL placement chart

 


1900 ENGLISH LANGUAGE DEVELOPMENT I
7th - 12th
10.0 credits
Prerequisite: Teacher recommendation. ; CELDT Beginning and Early Intermediate Levels Must be enrolled concurrently in elective ELD I Literacy Support.


This integrated ELD standards-based introductory course for English Learners follows the natural progression of language acquisition and development, listening, speaking, reading, and writing. Major emphasis is on listening, oral language development and English language literacy.



1901 ELD I LITERACY SUPPORT
7th - 12th
10.0 credits
Requirement: Concurrent enrollment in ELD I. Elective credit only


This designated ELD course continues to focus on writing, reading, and oral communication, and builds into and from content area classes. Reading and writing are focus areas in order to develop the critical language English learners need for content learning in English.



1910 ENGLISH LANGUAGE DEVELOP II
7th - 12th
10.0 credits
Prerequisite: District placement/movement criteria; Teacher recommendation; CELDT Early Intermediate and Intermediate Levels. Must be enrolled concurrently in elective ELD II Literacy Support.


This integrated ELD standards-based course for English Learners continues to focus on writing, reading, and oral communication. Major emphasis shifts from listening, speaking and initial English literacy to intensified practice in English oral academic discourse, reading, and writing skills.



1911 ELD II LITERACY SUPPORT
7th - 12th
10.0 credits
Requirement: Concurrent enrollment in ELD II. Elective Credit only


This designated ELD course continues to focus on writing, reading, and oral communication, and builds into and from content area classes. Reading and writing are focus areas in order to develop the critical language English learners need for content learning in English.



1920 ENGLISH LANGUAGE DEV III (P)
9th - 12th
10.0 credits
Prerequisite: District placement/ movement criteria; teacher recommendation; CELDT Intermediate and Early Advanced levels; Must be enrolled concurrently in ELD III Literacy Support.
UC - "B" Approved

This course prepares English Learners to mainstream into English courses while continuing the listening, speaking, reading, and writing progression. Major emphasis is placed on the infusion of structured oral and written practice of academic language, while addressing appropriate ELD and grade-level English Language Arts standards.



1921 ELD III LITERACY SUPPORT
9th - 12th
10.0 credits
Requirement: Concurrent enrollment in ELD III. Elective credit only.


This designated course continues to focus on writing, reading, and oral communication, while also providing multiple exposure to skills/concepts, an in-depth study of genre and written forms, and additional reading and writing strategies to help students progress on the ELD standards.



1926 LANGUAGE & LITERACY FOR ELS
9th - 12th
10.0 credits
Prerequisite: Completion of ELD III or multiple measures including CELDT: Intermediate/Early Advanced, or ELPAC: Expanding proficiency levels.
UC - "G" Approved

Language and Literacy is designed to build academic language, improve literacy skills and content knowledge for Long Term English Learners (LTELs). The academic emphasis of this course are: 1) Academic language development; 2) State English Language Arts/Literacy standards; 3) California ELD standards and; 4) Strategies for Success. Course units strategically and intentionally emphasize academic language development, structured oral and written practice, reading comprehension and writing skills. The units build into and from other core content areas. Culturally and linguistically responsive units focus on learning, connect literacy and education, and allow students to see the relevancy of their learning by connecting it to current issues and their own lives.


 

 

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