This document provides guidance for implementing English Language Development (ELD) instruction in Granite School District. It includes: 1. Suggested time allocations and content areas for ELD instruction, including 45 minutes daily focused on oral language, grammar, reading, vocabulary and writing. 2. Guidance on grouping English Learner students by proficiency level and selecting instructional programs and practices to use during ELD, such as Imagine Learning English and Sheltered Instruction Observation Protocol. 3. Procedural checklists and lists for implementing ELD using the Imagine It! and Go Math! curricula, including identifying available materials and supports for each proficiency level. 4. Examples of how to

1. Granite School District Department of Educational Equity Revised 6/2013
English Language Development
(ELD) Resource Guide for
Elementary Schools 2013
Language Arts
• Oral Language
• Grammar
• Reading
• Vocabulary
• Writing
Math
• Oral Language
• Grammar
• Reading
• Vocabulary
• Writing
Science
• Oral Language
• Grammar
• Reading
• Vocabulary
• Writing
Social Studies
• Oral Language
• Grammar
• Reading
• Vocabulary
• Writing
ELD Model
45 Minutes Daily
Language Instruction

2. English Language Development (ELD) Table of Contents
Granite School District Department of Educational Equity Revised 6/2013
Section 1: Introduction to English Language Development
Section 2: ELD Steps of Implementation
Section 3: Procedural Checklist for ELD time using Imagine It!
Section 4: Procedural List for ELD time using Go Math!
Section 5: ELD Documentation Forms
Section 6: Using WIDA MPIs to make Content and Language Objectives

3. Section 1: English Language Development (ELD) Introduction
Granite School District Department of Educational Equity Revised 6/2013
English Language Development (ELD)
ELs are entitled to receive English Language Development instruction in order to ensure that:
ELs attain English to high levels of proficiency enabling them to meet the same state academic Core Standards as
all students are expected to meet.
Students meet both English Cognitive Academic Language Proficiency Skills (CALPS) as well as Social Basic
Interpersonal Cognitive Skills (BICS).
English Language Development (ELD) Description
ELD is a daily 45-minute block of time providing explicit language instruction targeted in each language domain:
reading, writing, speaking, and listening (Genesee, Lindholm-Leary, Saunders & Christian, 2006)
ELD is provided to all EL students scoring 1-4 on the Utah Academic Language Proficiency Assessment (UALPA)
ELD provides oral language, grammar, literacy, vocabulary, and writing development that can cross other
content areas such as science and social studies (National Literacy Panel on Language-Minority Children and
Youth, 2008)
ELD occurs in Tier 1 and Tier 2 instruction
ELD time is taught by a highly qualified ESL endorsed teacher
ELD instruction is driven by on-going language assessment (Calderón, Salvin, & Sanchez, 2011)
English Language Development (ELD) Grouping
Group students with like proficiencies (Saunders & Goldenberg, 2008)
Do not group more than two consecutive levels (Example Do not group Level 1 with Level 3 students)
Consider grouping across classes
Use small group language instruction with designed tasks requiring students to stretch into the next
proficiency level
Specifically target instruction to each proficiency level
ELD Grouping Options for EL Students with like-proficiency
Low Population of EL Students
(100 or fewer)
Option #1
Consider grouping students
across classes
Option #2
Consider grouping students
across grade level clusers
(K, 1-3,4-5,6)
Option #3
Use small group with targeted
language instruction
Option #4
School-based decision
High Population of EL Students
(100 or more)
Option #1
Group students in classes
with like proficiencies
Option #2
Use small group with
targeted language
instruction
Option #3
School-based decision
(Figure 1.2 ELD Grouping Options for EL Students with like-proficiency)

4. Section 2: English Language Development (ELD) Steps of Implementation
Granite School District Department of Educational Equity Revised 6/2013
Step 1: Grouping ELs by proficiency level
 Identify all EL students’ proficiency levels (refer to Section 5 for an example)
 Select a grouping option to meet the needs of your school
 Schedule 45-minutes daily of targeted language instruction in content areas of choice including Language Arts,
Math, Science, or Social Studies with an ESL endorsed Teacher (see table 2.1 and 2.2)
Step 2: Designing Effective Instructional Time
Program and Instructional Practices to use in ELD
 Imagine Learning English Computer Program
 Imagine It! ESL Support
 Go Math! ELL Interventions
 Sheltered Instruction Observation Protocol (SIOP)
Instructional Components of ELD
 Target instruction for each student’s proficiency level
 Provide a variety of opportunities for students to interact using English language in listening, speaking,
reading, and writing (Saunders & Goldenberg, 2008)
 Recognize the role of using student’s primary language to develop academic English language skills
 Align with grade level Core Standards and WIDA English Language Proficiency Standards
 Provide on-going English language assessments
 Create a supportive learning environment
 Advance students’ language proficiency levels using task requiring students to stretch their English language
skills (Saunders & Goldenberg, 2008)
ELD Model
45 Minutes Daily
Language Instruction
ELD Suggested Times by Proficency Level
Level 1 and 2
Oral Language
20 minutes
Grammar
5 minutes
Reading
10 minutes
Vocabulary
5 minutes
Writing
5 minutes
Level 3 and 4
Oral Language
10 minutes
Grammar
5 minutes
Reading
15 minutes
Vocabulary
5 minutes
Writing
10 minutes
Social Studies
•Oral Language
•Grammar
•Reading
•Vocabulary
•Writing
Science
•Oral Language
•Grammar
•Reading
•Vocabulary
•Writing
Math
•Oral Language
•Grammar
•Reading
•Vocabulary
•Writing
Language Arts
•Oral Language
•Grammar
•Reading
•Vocabulary
•Writing
(Figure 2.1 ELD Model)
(Figure 2.2 EDL Suggest Times by Proficiency Level)

5. Section 3: Procedural Checklist for ELD Imagine It! Program
Granite School District Department of Educational Equity Revised 6/2013
Step 1: Login to the GSD Intranet to open hyperlinks: https://gsdsites.graniteschools.org/Pages/Default.aspx
Step 2: Check Imagine It! program components used for ELD Time
ELD Recommended
Instructional Times
Oral Language Where to find materials
Level 1/2 Level 3/4
20 Minutes 10 Minutes
 Morning Message Primary Grade K-2
nd
 Building Background Found in the Red section “Reading and Responding” (Routine 12)
 Gallery Walks Log into the Intranet by grade level (Literacy Documents Link)
 Reciprocal Teaching Found on the GSD Intranet (Reciprocal Teaching Cards) (Reciprocal Teaching Videos)
 Handing- Off whole group procedure Routine Card C Found on the GSD Intranet (Handing-Off Videos)
 Discussion Starters (with bookmark) Found on the GSD Intranet (Bookmarks)
 e-Handbook CCSS Found in the GSD Literacy Curriculum Maps (Curriculum Maps Page)
Grammar Where to find materials
Level 1/2 Level 3/4
5 Minutes 5 Minutes
 Word Structure Located in the Green section “Preparing to Read”
 Grammar skills page
 Morning Message Located in the Green section “Preparing to Read”
 L.A. Big Book/ L.A. Handbook
 e-Handbook CCSS Found in the GSD Literacy Curriculum Maps (Curriculum Maps Page)
Reading: Phonemic
Awareness/Phonics/Fluency/Comprehension
Where to find materials
Level 1/2 Level 3/4
10 Minutes 15 Minutes
 Morning Message (Primary) Located in the Green section “Preparing to Read”
 Word Structure (Primary) Located in the Green section “Preparing to Read”
 Word Structure (Elementary) Located in the Green section “Preparing to Read”
 Sound Spelling Cards Found on the GSD Intranet (Shared Documents Link)
 Imagine It! stories on CDs
 Reciprocal Teaching Found on the GSD Intranet (Reciprocal Teaching Cards) (Reciprocal Teaching Videos)
 Handing-Off procedure Routine Card C Found on the GSD Intranet (Handing-Off Videos)
 Shared Reading/ Fluency Practice
 e-Handbook CCSS Found in the GSD Literacy Curriculum Maps (Curriculum Maps Page)
Vocabulary Where to find materials
Level 1/2 Level 3/4
5 Minutes 5 Minutes
 Word Structure Located in the Green section “Preparing to Read”
 Vocabulary Power Points Found on the GSD Intranet by grade level (Literacy Documents Link)
 Vocabulary Warm-up Skills Page
 Vocabulary Procedure Located in the ESL Guide Appendix
 Student Journals/Dictionaries
 Writer’s Notebook Found on the GSD Intranet (Writer’s Notebook Covers)
 e-Handbook CCSS Found in the GSD Literacy Curriculum Maps (Curriculum Maps Page)
Writing Where to find materials
Level 1/2 Level 3/4
5 Minutes 10 Minutes
 Inquiry Found on the GSD Intranet by grade level (Literacy Documents Link)
 Writer’s Notebook Found on the GSD Intranet (Writer’s Notebook Covers)
 Writing Process/ Writing Traits
 Write About It!

6. Section 4: Procedural List for ELD Time using Go Math!
GSD 5/29/13
Elementary Math Lesson Plan Format
Granite School District policy requires elementary mathematics instruction to be ¼ of the day or 90 minutes per day.
Daily Math Routines
(15 minutes for all students.)
Spiral Review Problems
Every Day Counts Calendar Activities
Problem of the Day
How will students demonstrate understanding?
ELL Supports
Give student the problem(s) the night before with
multiple choices.
Use sentence stems. (e.g., ______is a factor
of_____.)
Give problems as a multiple choice with only 2
options, but require work to be shown.
Whole Group Instruction
(45 minutes for all students.)
Steps for teaching a new core concept:
1. Setting the Stage
Use Content Objectives and Language Objectives.
(Posted on board, explained to students, restated
during lesson.)
Ask questions to access prior knowledge.
State relevance of concept to real world.
Review prerequisite skills for new concept.
How will students demonstrate understanding?
2. Teach Whole Group
Help students make connections from concrete
pictorial to abstract symbolic representations.
Include:
o Literature
o Vocabulary
o Journals
o Graphic Organizers
o Technology
o Manipulatives
o Math Talk
o MathBoards
Use Guided Practice
o I do….(Teacher demonstrates.)
o We do….(Teacher and students practice
together.)
o You do…..(Students practice in cooperative
groups, in partners, or individually.)
How will students demonstrate understanding?
Note: Observe students to determine what additional on level
practice, interventions or academic extensions are needed during
Small Group.
3. Review and Discuss
Review content and language objectives.
Discuss homework/assign intended work for small
group.
How will students demonstrate understanding?
1. Setting the Stage
Have student repeat objective orally or highlight
a “frequently used” vocabulary word.
(e.g., reduce, multiple)
Use sentence stems to help with student
responses to questions. Gradually stop using
the sentence stems over time. It is a good
practice to post sentence stems on the wall for
easy referral.
Use real world videos or photographs to help
build prior knowledge rather than only
“talking” about it. (Use Safari Montage and
search by topic to find videos on rounding,
decimals, and more.)
Review with math journals to help link
understanding of prior concepts.
2. Teach Whole Group
Use peer translators.
Use the online glossary or student edition to
model vocabulary with pictures and definitions.
Use GSD Vocabulary cards and activities found
on the GSD website.
Use Guided Practice
o I do….(Teacher demonstrates.)
o We do….(Teacher and students practice
together.)
o You do…..(Students practice in cooperative
groups, in partners, or individually.)

7. Section 4: Procedural List for ELD Time using Go Math!
GSD 5/29/13
Differentiated Small Group Instruction
(30 minutes for all students.)
Students may need:
On Level Practice.
Interventions.
Academic Extensions. (Depth and complexity of
grade level content)
Ideas:
Small Group with Teacher
Math Centers
Vocabulary Activities
Partner Games
Independent Math Practice
Math Projects (e.g., art, songs)
Math Writing (e.g., journals)
How will students demonstrate understanding?
Interventions
o Use the Go Math! Teacher’s Edition for
ELL interventions that target vocabulary
instruction.
Math Centers on the Computer
Use websites on GSD maps.
http://www.ixl.com/math/grades
http://www.mathplayground.com/common_core_state_
standards_for_mathematics.html
http://www.learninggamesforkids.com/vocabulary-
games/foreign-languages/spanish-and-english-math-
match.html (Games in Spanish and English)
Supplemental Intervention Instruction
(Additional 30 minutes for targeted students.)
Students may need additional explicit, intense, targeted
instruction on specific conceptual components. (Additional
supports may be required.)
How will students demonstrate understanding?
Closure
Review
Final Questions

8. Week of:_________________ Section 5: ELD Documentation Form Example Teacher: ___________________________
Last Name First Name Grade
Current LEP
Prof. Level
Small group
with ESL
endorsed
teacher
Small group
with para
Imagine
Learning
English
Imagine It! ESL
Guide
SIOP
Strategies
Preview/
Review
Teaching Other
Eample: Doe John 1 2 X X X X
Granite School District Department of Educational Equity Revised 6/2013

9. Section 6: Using WIDA MPIs to Make Content and Language Objectives
3rd
Grade Imagine It! Unit 1
Granite School District Educational Equity Revised 6/2013
*Content Stems GSD Literacy Curriculum Maps retrieved from
http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/languageartsk6/Pages/default.aspx
Language
Function
Content Stem
Student
Support
Model
Performance
Indicator
Language Functions Level 1 & 2 Content Stems
Imagine It! Curriculum Maps
Student Supports
Level 1 & 2 Listen/Speak
Answer questions
Determine
Find
Follow one- step
commands
Gestures
Identify _____
Match _____
Mimic
Point to _______
Produce phrases/ words
Repeat ______
Respond to questions
Seek information
Select
Sequence
Level 1 & 2 Read/Write
Answer questions
Compare
Create
Describe
Differentiate
Draw
Find objects
Identify
Label
List
Locate
Name
Predict
Produce words
Respond to
Select
Sequence
Sort
Brainstorming techniques
Capitalization
Captions when reading expository text
Central message is conveyed through
key details
Chapters and scenes
Character’s traits and how they lead to
action.
Concluding statement
Facts and details
Informative text
Irregularly spelled words
Key ideas
Literal and nonliteral words/phrases
Antonyms and synonyms.
Notes from sources
Noun
Punctuation
Purpose of a text and audiences
Questions
Real-life connections
Shades of meaning
Supporting details of a story
Task and purpose
Text features to locate information
Themes and plots from 2 similar
stories
Topic
o Audio Books
o Bilingual dictionaries
o Charts/ Tables/ Graphs/
o Class models
o Cooperative groups
o Graphic organizer
o Graphically supported
o Group/partner reading
o Highlighted text
o Illustrated models/ scenes/text
o In L1 or L2
o Internet/ Software programs
o Leveled books
o Manipulatives
o Models/ Figures
o Multimedia
o Number Lines/ Timelines
o Oral discourse/ statements
o Pairs/ Partners/ Triads
o Photographs/ Pictures
o Physical Activities/ TPR
o Read aloud
o Realia
o Sentence Frames
o Songs/ Chants
o Technology
o Using prior knowledge
o Videos Clips/ Films
o Visuals
o Word Banks
o Word/ phrase/chart walls

10. Section 6: Using WIDA MPIs to Make Content and Language Objectives
3rd
Grade Imagine It! Unit 1
Granite School District Educational Equity Revised 6/2013
*Content Stems GSD Literacy Curriculum Maps retrieved from
http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/languageartsk6/Pages/default.aspx
Language
Function
Content Stem
Student
Support
Model
Performance
Indicator
Language Functions Level 3 & 4 Content Stems
Imagine It! Curriculum Maps
Student Supports
Level 3 & 4 Listen/Speak
Apply
Ask questions
Clarify information
Connect information
Express connected
Follow multi-step directions
Indicate opposite
Interpret
Make predictions
Match/Sort
Narrate
Project
Propose
Provide details/ examples
Relate
Respond
Revise
Sequence
Show
Summarize
Tell how
Level 3 & 4 Read/Write
Compare/ contrast
Confirm predictions
Connect
Illustrate/show
Describe
Differentiate
Edit and revise
Explain/tell how
Identify
Interpret
Make up
Match/ Sort
Narrate
Propose
Provide details/ examples
Relate
Sequence/Summarize
Brainstorming techniques
Capitalization
Captions when reading expository text
Central message is conveyed through
key details
Chapters and scenes
Character’s traits and how they lead to
action.
Concluding statement
Facts and details
Informative text
Irregularly spelled words
Key ideas
Literal and nonliteral words/phrases
Antonyms and synonyms.
Notes from sources
Noun
Punctuation
Purpose of a text and audiences
Questions
Real-life connections
Shades of meaning
Supporting details of a story
Task and purpose
Text features to locate information
Themes and plots from 2 similar stories
Topic
o Audio Books
o Bilingual dictionaries
o Charts/ Tables/ Graphs/
o Class models
o Cooperative groups
o Graphic organizer
o Graphically supported
o Group/partner reading
o Highlighted text
o Illustrated models/ scenes/text
o In L1 or L2
o Internet/ Software programs
o Leveled books
o Manipulatives
o Models/ Figures
o Multimedia
o Number Lines/ Timelines
o Oral discourse/ statements
o Pairs/ Partners/ Triads
o Photographs/ Pictures
o Physical Activities/ TPR
o Read aloud
o Realia
o Sentence Frames
o Songs/ Chants
o Technology
o Using prior knowledge
o Videos Clips/ Films
o Visuals
o Word Banks
o Word/ phrase/chart walls

11. References
Granite School District Department of Educational Equity Revised 6/2013
1. August, D., & Shanahan, T. (2008). Developing reading and writing in second-language learners:
Lessons from the report of the National Literacy Panel on Language-Minority Children and Youth. Taylor
& Francis.
2. Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective instruction for English learners. The Future of
Children, 21(1), 103-127.
3. Genesee, F., Lindholm-Leary, K., Saunders, B., & Christian, D. (2006).Educating English language
learners: A synthesis of research evidence. Cambridge University Press.
4. Saunders, W., & Goldenberg,C. (2008). Research to guide English Language Development
instruction. In D. Dolson & L. Burnham-Massey (Eds.) Improving education for English
Learners: Research-based approaches. Sacramento, CA: CDE Press.