English Language Development (ELD)
- ELD Curriculum
- Typical Schedules of Students in ELD
- Course Descriptions
- Reclassification Process
- Common Terminology
Lynbrook High School offers two levels of ELD instruction: ELD 2, and 3. Each ELD class is paired with a literature based English class specifically designed for the English learner. When appropriate, ELD students also take sheltered academic content courses such as sheltered World History, sheltered U.S. History, and sheltered Science courses until they are ready for mainstream content courses.
Sheltered classes are taught by trained and CLAD certified teachers who use SDAIE methods to effectively address the academic needs of English learners.
The ELD Program prepares students with an academic foundation that contributes to lasting student achievement. ELD teachers use various second language acquisition strategies to develop English vocabulary and comprehension skills. Instruction in the ELD classroom is conducted in English. Students in the ELD Program have access to the same grade level core curriculum and textbooks that mainstream students receive. ELD students participate in all of the same school activities as their grade level peers in the regular program.
ELD Level 2
UC/CSU Requirement: N/A
Recommended: Assessment. This course is designed for students who already have a foundational knowledge of English in academic and communicative vocabulary, sentence structure, reading of non-fictional and fictional texts, and writing. Through quality interactive instruction and activities, students will continue to build cognitive academic language proficiency in all four skill areas. Texts will be of greater length and complexity. Students will be introduced to additional expository and narrative writing genres, including persuasive, research and biographical essays.
ELD Level 3
UC/CSU Requirement: b
Recommended: Assessment. This course is designed for advanced learners of English as an additional language. Students acquire sophisticated academic and communicative vocabulary, sentence structure, reading of non-fictional and fictional texts, and writing. Students read non-fictional and fictional texts of demanding length and complexity in various genres to prepare them for advanced mainstream English and courses in other content areas. Through quality interactive instruction and activities, a print-rich environment, and public speaking experiences, students will continue to solidify cognitive academic language proficiency in all four skill areas. Students will be introduced to additional expository and narrative writing genres, including full research reports and reflective essays.
Literature and Writing (sheltered)
Grades: 9-12UC/CSU Requirement: b
|Recommended: Assessment. This course integrates the study of literature with instruction in the writing process. Students will explore the ideas and issues of literature while improving their writing, speaking, listening, thinking and language skills. Materials include poetry and prose, fiction and non-fiction.|
World Literature and Writing (sheltered)
Grades: 10-12UC/CSU Requirement: b
|Recommended: Assessment. Using works of world literature, the student will explore themes of human experience and inquiry. The literature will include novels, plays, stories and poetry by historical and contemporary authors from around the world. This literature-based program provides instruction and experiences for students to build their listening, speaking, reading, writing and thinking skills.|
American Literature and Writing (sheltered)
Grades: 11–12UC/CSU Requirement: b
|Recommended: Assessment. This course provides rigorous and challenging experiences for the student in the areas of critical reading, critical thinking, effective discussion, note-taking, essay test-taking, expository writing and research. The core of the curriculum is a chronological or thematic study of American literature, its literary periods and major writers. Outside reading focuses on broader philosophical ideas, encouraging wider reading including classics by American authors.|
*Students in the ELD program will concurrently be placed in a sheltered literature course appropriate to their English level. ELD students are assessed yearly for appropriate placement.
When ELD students have met all of the requirements of the ELD Program, they can attend the mainstream education program. This process is called reclassification. Students are reclassified based upon multiple measures and include state standardized tests, such as the ELPAC, teacher judgment, parent input, and other measures of student performance as needed.
The following terms are regularly used in the English Language Development Program:
ELD: English Language Development
EL: English Learners
LEP: Limited English Proficient
FEP: Fluent English Proficient
ELPAC: English Language Proficiency Assessments for California
Initial ELPAC: The testing process when the child first enters the program.
Annual ELPAC: The testing that happens in the fall once the child is enrolled in the ELD Program for one year and has not passed the initial ELPAC.
Reclassified: The student has passed the required tests and changes from the status as English Learner to the Fluent English Proficient designation.
SDAIE: Specially Designed Academic Instruction in English
CLAD: Cross-Cultural Language and Academic Development, the certification for a teaching credential that authorizes teachers to work with English Learners
Lynbrook's English Language Development (ELD) program offers special instruction for students learning English as a second language. Our curriculum is driven by the California Department of Education's content standards. The curriculum is designed to accelerate students' acquisition of English so that students can enter mainstream content courses as quickly as possible. The ELD department works to ensure that all English Learners, from newcomers to those who have lived here for a number of years, develop the literacy and language skills necessary to access the high school curriculum. We strive to prepare our students for the language demands of the post secondary world, both in the work place and in college. Our ELD students come from all parts of the world and enrich the diversity of our school community.
The goals of the ELD Program are:
- To accelerate English Learners' acquisition of basic intercommunication skills, as well as cognitive academic language proficiency to enable them to participate fully in the mainstream classroom.
- To provide all students with an understanding of and respect for each other's cultural traditions and values.
- To develop a positive self-concept, an ability to relate well to others, and acceptable standards of conduct and citizenship.