The English Language Development (ELD) model provides intensive academic and oral language support for level 1 Kindergarten English learners. During this session, the presenters will discuss how this model originated, explain the planning and implementation process, describe what a typical day looks like in this classroom, and share their expertise and other resources that have made the program successful.

1. +
English Language Development (ELD):
Supporting Kindergarten EL level 1 students in the
Mainstream Classroom

2. + “If you were a teacher…..”

3. + “If you were a teacher…..”

4. +
Stephanie Kilpatrick Guerrero
 EL teacher since 2006
 University of MN Twin Cities
 Masters of Education
 K-12 EL & Literacy
 Valley View Elementary School
 District Literacy Leadership team
 Mother of 3
 Danza / Travel / Crafts & Sewing

5. +
Rochelle Look
 Kindergarten Teacher since 2010
 University of MN Twin Cities
 Masters of Education
 Valley View Elementary School
 District Math Leadership team
 Pre-K – 2nd Grade District Alignment Team
 Academic Committee and PLC facilitator
 Mamma to 2 fur babies
 Healing through Holistic Nutrition/Wellness/Cooking

6. +
Columbia Heights Public School District
 19,675 people live in our community
Of that number 3,103 students
attend CH public Schools.
 Demographics for our district
CHHS: 812
CA: 700
HL: 537
NP: 502
VV: 552

7. +
In our district…
 79.5% Participate in free or reduced lunch
 24% Open Enrollment
 Home Languages of students enrolled during 2014-2015
school year:
• English: 58%
• Spanish: 25%
• Somali: 6%
• Arabic: 2%
• Tibetan: 1%
• Hmong: 1%
• Other: 7%

8. +
Valley View Elementary School
 Currently Enrolled: 536
 Valley View Demographics
1.7% American Indian/Alaskan Native
6.7% Asian/Pacific Islander
36.4% Hispanic
34.3% Black, not of Hispanic origin
20.9% White, not of Hispanic origin
Free & Reduced Lunch: 84.3%
 Those who qualify for EL services
Students identified as English Learners: 36.4%

9. +
History of the Elementary EL
program in Columbia Heights…
 Mid 1990’s:
 identified students were centralized at one elementary school
 Mostly Bosnian & Hmong
 2000s:
 Number of EL students steadily increased
 Spread out among 3 elementary buildings
 District continued to hire more EL teachers
 2005:
 EL teacher per grade level (K-5)
 Kindergarten Language Development Model (KLMD) fully
implemented in Kindergarten (adopted by SPPS)

10. +
History of the Elementary EL
program in Columbia Heights…
 2005-2012:
 KLDM model used in all 3 buildings for level 1 students (max 15)
 Mainstream instruction in the AM
 KLDM classroom in the PM
• Intensive language support for about 2 hours, daily
• Grade level content & standards
• Focus on literacy skills, concept development, and oral language
proficiency
 2012 - Present day:
 EL teacher per grade level (K-5)
 Number of Kindergarten level 1s & 2s has continued to rise since
2012
 KLDM model no longer equitable for Kindergarten
 Modified program in 2013 to what it is today
 English Language Development (ELD)

11. +
Kindergarten English Language
Development
 What does it look like?
 Those that qualify are placed into two mainstream classroom
 50% of students are level 1 & 2s language learners
 EL teacher collaborates with these 2 classrooms all day
 Team planning, teaching, & assessment
 Academic and oral language embedded into core academics
throughout the day
 Similar to KLDM from years past

12. +
Kindergarten English Language
Development
 Rigorous academic language instruction
 Collaborative teaching
 Prepares students for long-term academic
success
 Rituals and Routines of school: How do we
do school?

13. +
Kindergarten English Language
Development
 Grade-level content & standards
 Focus on literacy skills, concept
development, and oral language
 Access to social & academic language with
English-speaking peers
 Enriched & supportive environment

14. +
“A day in Kindergarten with ELD”
 Morning Meeting: Responsive Classroom
 Math: Everyday Math Curriculum
 Reading: Read Well Curriculum
 Recess/Lunch/Specialists
 ELD
 Songs / chants / poems / Nursery Rhymes
 Total Physical Response (TPR)
 Repeated language structures
 Thematic units of study (seasonal, science, etc)
 Repeated read alouds
 Repeated shared reading & writing activities
 Class books / artifacts
 Writer’s Workshop
 Closing Circle: Responsive Classroom

15. +
Identifying our EL students
 Early Assessment using pre-LAS 2000
 Administered in the Spring before Kindergarten
 Chance to meet teacher & see the classroom
 One on one administration
 Oral language & pre-literacy components
 Level 1-5
 Used ONLY for placement purposes
 Summer & Fall registrants
 ACCESS assessment (February)

16. + Identifying our EL students
 Pre-LAS 2000
 Developmentally & linguistically appropriate for 4-6 years of age
 Assesses receptive & expressive language
 Quick & accurate
 Oral Language score is based on a combination of subtests
 Simon says (listening comprehension)
 Art Show / Human body (vocabulary)
 Say what you hear (language structures)
 Let’s tell stories (story retelling, vocabulary)

17. +
Identifying our EL students
 Pre-LAS 2000
 Pre-Literacy score
 Letter & number recognition
 Basic counting
 Color & shape recognition
 Spatial relationships
 Sight words
 Writing

18. +
Identifying our EL students

19. +
Identifying our EL students
Last First DOB L1 Oral Lvl Lit Lvl Teacher
Alvarado Kevin 6/10/10 Spanish 0 1 0 1 Grimm
Marsano Angelina 11/17/09 Spanish 0 1 0 1 Grimm
Rivera Landi Gina 5/30/10 Spanish 0 1 0 1 Look
Tamay Chnguan Brinda 2/21/10 Spanish 12 1 6 1 Look
Bermeo Kennedy 4/18/10 Spanish 16 1 4 1 Grimm
Mizhirumby Pallchisaca Mikaela 8/25/10 Spanish 23 1 27 1 Grimm
Brito Juan Carlos 7/10/10 Spanish 28 1 52 1 Grimm
Peña Huanga Amy 6/17/10 Spanish 29 1 31 1 Look
Espejel Medina Yamileth 4/2/10 Spanish 30 1 46 1 Look
Rodriguez Cruz 4/16/10 Spanish/English 31 1 27 1 Look
Garcia Genis Itzel 1/19/10 Spanish 33 1 56 1 Grimm
Cruz Chimborazo Jayden 8/8/10 Spanish 40 1 46 1 Look
Baños Alavarado Erick 12/19/09 Spanish 40 1 56 1 Look
Bonete Rooney 1/19/10 Spanish 45 1 9 1 Look
Vargas Hernandez Itzel 1/13/10 Spanish 45 1 38 1 Look
Garcia Leandro Alya 7/5/10 Spanish/English 45 1 43 1 Grimm
Robles Adriana 4/4/10 Spanish 46 1 37 1 Look
Vara Barreto Betsy 7/16/10 Spanish 49 1 37 1 Grimm
Espinoza Cardenas Janelly 4/30/10 Spanish 49 1 24 1 Grimm
Jimenez Miranda Natalie 7/27/10 Spanish 51 1 22 1 Grimm
Yang Cashis 12/15/09 English/Hmong 52 1 22 1 Look
Llauca Astudillo Ashley 11/16/09 Spanish 54 1 53 1 Look
Lama Norbu 2/2/10 Tibetan 58 1 76 2 Look
Peña Velez Cristian 4/16/10 Spanish 59 1 59 1 Dunckel
Avila Torrios Kayla 5/28/10 Spanish 62 2 65 2 Dunckel
Barrera Estrada Samuel 6/4/10 Spanish 63 2 68 2 Cahill
Kurkura Edasa 2/18/10 Oromo/English 64 2 66 2 Look
Zhagney Lema Grace 11/26/09 Spanish 65 2 36 1 Cahill
Conce Landi Heidy 11/27/09 Spanish 66 2 49 1 Grimm
Muyelema Alexis 9/10/09 Spanish 67 2 65 2 Dunckel
Sermeño Villa Harrington 2/22/10 English/Spanish 69 2 52 1 Dunckel
Kinati Robsen 6/12/10 English/Oromo 2 Dunckel
Vizhay Christopher 11/29/09 Spanish 72 3 39 1 Dunckel
Kurkura Kenna 2/18/10 Oromo/English 73 3 68 2 Look
Mukhtar Khalil 1/22/10 Somali/English 79 3 68 2 Look
Mohamed Hanan 11/9/09 English/Oromo 80 3 64 2 Cahill
Cardoso Alex 4/10/10 Spanish 81 3 52 1 Dunckel
Perales Estupiñan Christopher 5/3/10 Spanish/English 87 4 96 3 Cahill
Gebre Gabriel English/Polish 85 4 92 3 Cahill
Martinez Lopez Dario 5/8/10 Spanish 91 4 80 3 Grimm
Morah Chijindu (CJ) 5/16/10 English/Igbo 91 4 88 3 Grimm
Moscoso Arianna 9/28/09 English/Spanish 100 5 68 2 Dunckel
24 Level 1
8 Level 2
10 Level 3-5

20. +
Collaborative Teaching:
The Basics
 Two Professionals
 Delivering instruction
 A diverse group of students
 A single or shared space
 Reduced student-teacher ration
 Two types of professional expertise

21. +
Co-Teaching is not simply dividing the tasks and
responsibilities between two people.
Co-Teaching is an attitude of sharing the classroom &
students
Co-Teachers must always be thinking!
Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
We’re Both Teaching!
Collaborative Teaching:
The Basics

22. assist
Supplemental teaching
assist

23. +
The Two Teachers will share:
 What content to teach
 What language demands are in the lesson
 What co-teaching strategies to use
 Who will lead different parts of the lesson
 How to assess student learning
 Materials and resources
Adapted Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
SHARED: Planning

24. + SHARED: Instruction
While Co-Teaching, the Teachers will:
 Share leadership in the classroom
 Work with all students
 Use a variety of co-teaching approaches
 Be seen as equal partners
 Manage the classroom together
 Make changes as needed during a lesson
Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

25. + SHARED: Assessment
While Co-Assessing, the Teachers will:
 Both participate in student assessment
 Share the workload of daily grading
 Provide formative and summative assessment
 Jointly determine grades and grading practices
Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

26. + SHARED: Responsibilities
Planning
AssessmentTeaching
Adapted from Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

27. +
“A day in Kindergarten with ELD”
 Morning Meeting: Responsive Classroom
 Math: Everyday Math Curriculum
 Reading: Read Well Curriculum
 Recess/Lunch/Specialists
 ELD
 Songs / chants / poems / Nursery Rhymes
 Total Physical Response (TPR)
 Repeated language structures
 Thematic units of study (seasonal, science, etc)
 Repeated read alouds
 Repeated shared reading & writing activities
 Class books / artifacts
 Writer’s Workshop
 Closing Circle: Responsive Classroom

28. +
Content: Rituals and Routines and
Rule Creation
 First Six Weeks of School
 Rituals and Routines (lining up, walking in the hall, turn taking, care
of classroom tools, ect.)
 Modeling and Practice
 Hopes and Dreams
 Rule Creation

29. +
Content: Rituals and Routines and
Rule Creation

30. +
Content: Rituals and Routines and
Rule Creation

31. +
Content: Rituals and Routines and
Rule Creation

32. +
Content: Responsive Classroom
 Morning Meeting
 Builds community
 Provides opportunity for oral language practice
 Promotes social trust and comfort
 Creates a space for practicing social skills
 Each student is acknowledged
 Closing Circle
 Gives closure to the day
 Meta-cognition and self-evaluation
 Builds community

33. +
Morning Meeting
 Samples of share, message and greeting here.

34. +
Content: Literacy
 Balance literacy model throughout the day
 Rich oral language / Narrative skills
 Read Alouds (print awareness & print motivation)
 Shared Reading & Writing (large text for all students to see)
 Whole group reading lessons (comprehension)
 Leveled small group reading lessons (decoding & fluency)
 Independent reading / Literacy centers
 Whole group writing lessons
 Independent writing
 Alphabet knowledge
 Word work (phonics)
 Phonemic awareness

35. +
Content: Literacy
 Typical Day during Literacy Block
 Warm-up activity / song
 Whole group instruction (standards based)
 Response to Reading (weekly)
 Small group #1 / Literacy Centers
 Small group #2 / Literacy Centers
 Closing

36. + Content: Literacy
 Warm-up activity / song

37. + Content: Literacy
 Whole Group Instruction
(comprehension)

38. +
Content: Literacy
 Whole Group lesson example

39. +
Content: Literacy

40. + Content: Literacy
 Reader’s Response example

41. + Content: Literacy
 Reader’s Response example

42. + Content: Literacy
 Small Group instruction, Read Well leveled texts

43. + Content: Literacy
 Small Group instruction, Read Well leveled texts

44. + Content: Literacy
 Small Group instruction, Read Well leveled texts

45. + Content: Literacy
 Supplements for Small Group, Clark Ness texts

46. + Content: Literacy Centers
Big Books
Book BoxesBook Bins

47. + Content: Literacy Centers
Partner Reading
Magnets
Stamping

48. + Content: Literacy Centers
Word
Work
Writing
Write
the
Room

49. +
Content: Literacy
 Word Work / Phonics / P.A. / Sight Words

50. +
Content: Literacy
 Word Work / Phonics / P.A. / Sight Words

51. +
Content: Literacy
 Word Work / Phonics / P.A. / Sight Words

52. +
Content: Literacy
 Word Work / Phonics / P.A. / Sight Words

53. +
Content: Math
 Priority Standards
 To focus instruction
 To go deeper within the concept
 To strengthen number sense
 Number Sense & Cognitively Guided Instruction
“Children may actually understand the concepts we are trying to
teach but be unable to make sense of the specific procedures
we are asking them to use. If we want to give children the
opportunity to build their understanding from within, we need to
understand how children think about mathematics.” –
Children’s Mathematics CGI; Carpenter, Fennema, Franke,
Levi, Empson

54. +
Content: Math
If children come to school with an intuitive knowledge of
mathematics, how do we as teachers, capitalize on their
knowledge and push them to more sophisticated thinking?
 Games
 Problem Solving Journals

55. +
Content: Math
 Number Talks
 Provides opportunity for discussion of student thinking
 Allows students to express their thoughts in variety of ways
 Students benefit from hearing their peers thinking
Direct Modeling, Counting On, Derived Facts, Grouping, Benchmark
Numbers…
insert video here

56. +
English Language Development
(ELD)
 Focus on literacy skills, concept development, and
oral language
 Access to social & academic language with
English-speaking peers

57. +
English Language Development
(ELD)
 Songs / Chants / Poems / Nursery Rhymes
 Total Physical Response (TPR)
 Repeated language structures
 Thematic units of study (seasonal, science, etc.)
 Repeated read alouds
 Repeated shared reading & writing activities
 Class books / artifacts
 Writer’s Workshop

58. +
ELD Examples
 Beginning of the year / Name Game
 Read Aloud / In November by Jane Yolen
 Spring / Baseball unit

59. +
Beginning of the Year
 Getting to know each other
 Building a safe community
 Focus on NAMES
 Learning each other’s names
 Greetings / Morning Message
 Songs / chants / poems
 Reading / Writing / Manipulating
 Name Game

60. +
Beginning of the Year

61. +
Beginning of the Year
Chants / “what’s your name” song

62. +
Beginning of the Year

63. +
Beginning of the Year

64. +
Beginning of the Year

65. +
Beginning of the Year

66. +
The Name Game
 New student each day
 Spell / Chant / Cheer name
 “Switch-a-Roo”
 Interview
 Student drawing / Class book
 Name on Word Wall
Olivia VIDEO

67. +
The Name Game

68. +
The Name Game
ASHLEY / switch-a-roo video

69. +
The Name Game

70. +
The Name Game

72. +
Baseball Unit
 Spring / 3-4 weeks of thematic study
 Content vocabulary / Word Wall
 Realia / Baseball Center
 Read Alouds
 Shared reading & writing
 Literacy & Math Games
 Taste tests
 Play the game!
 Student books
 Make uniforms
 Fieldtrip to St. Paul Saints baseball game

73. +
Baseball Unit

74. +
Baseball Unit

75. +
Baseball Unit

76. +
Baseball Unit

77. +
Baseball Unit

78. +
Baseball Unit

79. +
Baseball Unit

80. +
Baseball Unit

81. + Baseball Unit