IntegratedDesignated ELD

dataworks
INTEGRATED OR
DESIGNATED ELD
6 THINGS TO KNOW ABOUT ELD INSTRUCTION
DR. SILVIA E. YBARRA • JOHN R. HOLLINGSWORTH
Integrated or Designated ELD - 6 THINGS TO KNOW
Integrated or Designated ELD

In this article, we highlight 6 important things to know about ELD instruction.
They include definitions, content covered for integrated ELD, EL instructional
strategies, ELD proficiency levels, concepts covered for Designated ELD, and
common problems in current ELD teaching.
DEFINITIONS
What is the difference between integrated and designated English Language

Development (ELD)?
Integrated ELD
Integrated ELD refers to teachers providing language clarification and
language acquisition support during regular content area lessons. The
goal for Integrated ELD is for English Learners (ELs) to learn the content
and academic language used in each lesson. Learning Objectives for
integrated ELD lessons come directly from the content standards of the
lesson being taught, such as English Language Arts, Mathematics, History
Social Science, and Science.
Designated ELD
Designated ELD, on the other hand, is a protected time during the regular
school day when teachers provide lessons for English Learners to develop
English language proficiency. The overall goal of ELD instruction is
for students to learn English at the level of a native speaker. In school
settings, ELD instruction focuses on English Learners developing the
language skills needed to learn content taught in English and to be able to
express their content knowledge in English.
The Learning Objectives for ELD come from organizations such as

Teaching English to Speakers of Other Languages (TESOL) and state
departments of education.
2 Dataworks Educational Research • Ybarra & Hollingsworth • www.dataworks-ed.com

What do these two approaches look like in the classroom? We’ll look at
content, strategies, proficiency levels, concepts. First, we’ll look at the
content for Integrated ELD.
CONTENT COVERED FOR INTEGRATED ELD
Content Covered
Learning Objectives in integrated ELD lessons are dependent on the content
being taught and the grade level of the students. Let’s look at some content
taught at different grade levels and think about the language support that
should be given.
English Language Arts (ELA)

ELA standards do not teach students to speak English. The standards at
the primary grades focus mostly on teaching students to read English. ELA
standards teach “learning to read” through phonemic awareness, phonics,
fluency, vocabulary development, and reading comprehension lessons.
Around 3rd grade, the standards switch from “learning to read” to “reading
to learn.” Students analyze narrative, informational, and persuasive text
through 12th grade. In addition to reading, students are taught writing,
starting with penmanship, followed by writing sentences, paragraphs, and
essays.
Here are some sample Learning Objectives. The Objectives themselves

include vocabulary words (shown in bold) that need to be taught to all
students, including English Learners.
• Produce the sound of each consonant. (K)

• Draw inferences from text. (4th)
• Determine a theme by how the characters respond to challenges. (5th)
• Trace and evaluate an author’s argument. (7th)
• Analyze how authors manipulate time to affect the tone. (9-10th)

Dataworks Educational Research • Ybarra & Hollingsworth • www.dataworks-ed.com 3

Below is a sample lesson for ELA showing Concept Development. It includes

several opportunities for Integrated ELD. For example, the lesson is text-
based, containing written definitions, labeled examples, and Checking for
Understanding questions. Cause-and-effect clue words are provided in the
upper right corner. The vocabulary box in the lower right corner provides
additional definitions for ELs.
During teaching, the teacher pre-reads the sentences and then has students
chorally read. The teacher elaborates, using the example to explain the
Concept definitions to the students.
Concept Development for ”Analyze cause-and-effect text patterns.” (7th)

Click to see lesson - teach.educeri.com/lesson/967/

Mathematics
Math lessons also need language support. The Objectives themselves
(see examples below) contain many vocabulary concepts that need to be
taught to students. Current math testing is very text-based with more word
problems and mathematics vocabulary. It’s critical that mathematics lessons
include language support and vocabulary development.
• Use addition properties. (1st)

• Determine the unit fraction of a whole. (3rd)
• Make line plots to display a data set. (7th)
• Factor quadratic expressions (Algebra)
• Determine if two figures are congruent using rigid motions. (Geometry)
Below is a math lesson with language support. The lesson contains written
definitions. When teaching, the teacher pre-reads and has students chorally
read the text used to teach the math concepts. The teacher reads and
explains the word problem. The teacher has students pair-share in complete
sentences before choosing random students to answer the Check for
Understanding question.
Concept Development for “Multiply to solve fraction word problems.” (5th)

Click to see lesson - teach.educeri.com/lesson/1310

Science
Science standards include strands such as Physical Science, LIife Science,
Earth & Space Sciences, and Engineering, Technology, & Applications of
Science. Science lessons contain extensive vocabulary. Much of the learning
in science is learning the new vocabulary used to describe scientific ideas.
• Compare parents and their offspring (1st)

• Explain how communities protect the Earth’s resources and
environment. (5th)
• Explain how stars produce elements (middle school)
• Describe the Law of Conservation of Matter (high school)
History-Social Science
History standards call for teaching students about topics such as local
communities and neighborhoods in the early grades, and Ancient
Civilizations through the Modern Era in middle and high school. Students
need to learn vocabulary and language related to historical events.
• Describe how food is made and used. (2nd)

• Analyze the philosophy of government in the Declaration of
Independence. (8th)
• Compare the power shifts caused by World War II (high school)
INSTRUCTIONAL STRATEGIES FOR ELS
When teaching ELs, teachers must be sure that students are learning the
new content and the new language.
Student Engagement
To support learning, DataWORKS developed Academic
Engagement Norms to ensure that the students have
enough interaction with the materials. These strategies
include language support for pronunciation, reading, and

student use of complete sentences with academic vocabulary.
Checking for Understanding

Lessons for ELs need Checking for Understanding
throughout the lesson to provide immediate feedback
to the teacher if the students are understanding the
content and the language that they are being taught.
Be sure to “Teach First” before asking questions. If you
don’t teach first, you are assessing
background knowledge, not the learning
of new content you are teaching. Also, ELs need Effective
Feedback regarding both content and language.
Extensive strategies for teaching English Learners, including

lesson modifications, language objectives, and vocabulary
development are described in our best seller, Explicit Direct
Instruction for English Learners (Corwin Press, 2013)
PROFICIENCY LEVELS FOR ELD
ELD Proficiency levels have been given various labels. Some states have
five levels with generic names such Level 1, Level 2, Level 3, Level 4, and
Level 5. Other states have labels such as Beginning, Emerging, Developing,
Expanding, and Bridging. Regardless of how the proficiency levels are
named, they relate to the level of English proficiency that the students have.
• Beginning – limited or no understanding of English.

• Emerging – understand phrases or short sentences.
• Developing – understand more complex speech, but still may require
some repetition or slow speech.
• Expanding – language skills are adequate for most day-to-day
communication needs but still have occasional difficulty with abstract
concepts and some complex structures.
• Bridging – can communicate appropriately for different purposes and
audiences in variety of academic and social contexts.

CONCEPTS COVERED FOR ELD
Now let’s talk about the concepts taught during designated ELD lessons.
The concepts taught depend on the proficiency level of the students. At
the same time, the lessons need to advance in complexity as the students
advance in language proficiency.
Teach the same Concepts for the same proficiency levels

The concepts covered during ELD time depend on the English Proficiency
Levels of the students, not their grade level. The concepts taught in ELD
classrooms are the same for a 7-year old, a 10-year old, or an adult if they are
at the same ELD proficiency level. For example, all Beginning English Learners
would be taught Phonemic Awareness and Phonics because they need to
learn the connection between the sounds and letters of English.
Below is a lesson that might be taught to kindergarteners as an ELA lesson or

to high school students that are at the Beginning ELD proficiency level. The
only thing that changes is the artwork. The concept to teach is the same. This
doesn’t mean that schools should have 5-year-old and 15-year-old students in
the same classroom. It just means that the concepts taught are the same for
all students at the same proficiency level regardless of their age.
Segment Words
Click to see lesson

Teach the same Concept with increasing language

complexity as proficiency increases
Since the goal of ELD is to develop native-like fluency, English Learners must
be taught at increasing levels of complexity as their language proficiency
advances.
Many ELD standards repeat the same concepts across different proficiency
levels. For example, standards call for Emerging, Expanding, and Bridging
students to be taught to expand sentences using adverb phrases. These
lessons must cover the same concept (adverb phrases) but with increasing
complexity.
Below are sample lessons for adverb phrases at increasing complexity. The
first lesson uses simple adverb phrases with -ly (recently). The second
lesson uses adverb phrases with prepositions (during the show). The third
lesson uses adverb phrases with infinitives (to participate in the parade).
ELD Emerging - adverb phrases using -ly.


ELD Expanding - adverb phrases using prepositional phrases.

ELD Bridging - adverb phrases using infinitives.


Teach the same Concept with increasing reading

complexity as proficiency increases
We just saw an example of increasing language complexity for adverb
phrases. Another way to advance English Learners is by increasing the
complexity of the reading materials. For example, ELD standards call
for English Learners at several proficiency levels to draw inferences
from text they read. The complexity of the passages should advance for
proficiency levels. The examples below show the passages for lessons
on inferences with increasing reading complexity
Inference lesson for Emerging ELD level.

Click to see lesson

Inference lesson for Developing ELD level.

Click to see lesson
Inference lesson for Bridging ELD level.

Click to see lesson

Teach the same Concept with different levels of utility for

different proficiency levels
Many ELD grammar standards repeat across ELD levels. One way to
distinguish between these lessons is to focus on the utility of the content for
the English Learners.
Websites list the most commonly used English nouns, adjectives, prefixes,
multiple-meaning words, phrasal verbs (turn on, turn off, give up), and so
forth. Many ELD standards emphasize depth of learning in verb tenses. The
simple verb tense is addressed at all proficiency levels. Verb lessons could
teach the most common verbs in English. For example: to be, to have, to do,
to say, to go, to get, to make.
Below, see examples of Concept Development for lessons on the verbs: to

be and to have.
Verbs Lesson 1 (to be).


Verbs Lesson 2 (to have).

Click to see lesson
COMMON PROBLEMS IN CURRENT ELD TEACHING
DataWORKS has observed thousands of classes at the elementary, middle,

and high school level. We have found many well-intentioned schools that
think that they are meeting the needs of their English Learners but they are
not. Here are five examples.
1) Confusion between Designated ELD and ELA scaffolding

Many schools use their Designated ELD time to give students more of the
same content they’re learning in their grade-level classes. For example,
if students are being taught theme, designated ELD classes will often re-
teach theme using simplified text. This extended learning time is actually
scaffolding or differentiation for ELA content. It’s not a dedicated ELD time.
2) Tension between the student’s age and the

appropriateness of the ELD Learning Objectives
At schools we visit, we often see teachers objecting to teaching Phonemic

Awareness and Phonics to students above 3rd grade. Teachers don’t think
that older students should be learning Kindergarten content. For example,
Phonemic Awareness should not be taught to 10th graders because it is too
low level. As a matter of fact, Phonemic Awareness and Phonics need to be
taught to all students who are at the Beginning and Emerging Proficiency
levels because that is what they need to learn English correctly.
3) Overemphasis of Content For Designated ELD

Many of the Designated ELD classrooms that we observe concentrate on
the information presented in passages rather than the language aspect of
the passage.
For example, a 3rd grade lesson might have a Learning Objective such
as “The Life Cycle of a Butterfly.” The students are taught the stages
of a butterfly. They are asked to answer questions about a butterfly
and to discuss with each other the life cycle of a butterfly. This is a
science lesson about butterflies. The lesson is not teaching students to
generalize how language works in the context of a sequence.
A better lesson that would meet the ELD standards would be “Analyze
Sequential Order Text.” The lesson would present multiple passages with
different content for the students. The lesson should also provide practice
in the receptive skills of Reading and Listening and the productive skills of
Speaking and Writing. The follow examples focus on analyzing sequential
text in various contexts.
Focus on sequential order text. Analyze sequential order text orally.

Purpose of sequential order text. Provide transition words.
4.) Overemphasis on Topics or Themes as opposed to

Language
In many classrooms we observe, there is an overemphasis on themes. For
example, we observe units that address “heroes,” “bravery,” or “friendship.”
These themes allow for collections of readings, but the themes are not part
of ELD.
We also see topics such as “Going Shopping” or “Asking Directions.” These

topics are appropriate for beginning conversational English, but they don’t
match ELD standards for more advanced speakers.
5.) Many classrooms keep the English Learners at their

grade level as opposed to their proficiency levels
In many elementary school classrooms we observe, teachers don’t exchange
students for designated ELD time. Teachers continue teaching their existing
class. A classroom might have 30 students: 10 English-only students and
20 English Learners. There is very little probability that all these English
learners would be at the same proficiency levels.
As we have seen, the concepts, complexity, and reading difficulty of lessons

is different for different proficiency levels. Keeping the students in the
same classroom is not ideal since lessons would be too difficult for some
students and too easy for others. The best way to advance English language
development is for students to have lessons that are not so difficult that
they can’t follow them, nor to have lessons so easy that they don’t advance

student’s language skills. Students should be grouped by ELD levels for

designated ELD time and periodically releveled.
CONCLUSION
Most definitions of Integrated ELD and Designated ELD are very precise.
Integrated ELD means supporting language used during daily content area
lessons so English Learners can learn grade-level content. Designated
ELD is English Language instruction that’s in addition to daily content area
lessons.
Although educational ELD standards focus on developing academic

language used at school, the overall goal is for students to advance their
language proficiency to the level of a native speaker. This can best be
accomplished by structuring both programs effectively and correctly in the
classroom.
UPCOMING
How to Deliver Instruction to English Learners.

AUTHORS
Silvia Ybarra, D.Ed.

is the chief researcher and co-founder of
DataWORKS Educational Research. She came to
the U.S. from El Salvador at age 11 as an English
Learner, and advanced as a teacher, principal,
and assistant superintendent. She knows what
English Learners need, based on practical
experience and solid research.
John Hollingsworth
is the president and co-founder of DataWORKS.
He has applied his analytical and presenting
skills to the field of education, transforming
lives with his insights into the teaching process.
John has published numerous articles, trained
thousands of educators, and presented at many
conferences. His mastery of lesson delivery is
inspiring to educators.
Together, this husband-and-wife team have built Dataworks Educational

Research into a leading professional development firm. They have
pioneered research-based teaching strategies based on the analysis of two
million student assignments and observations of 45,000 teachers in the
classroom. This has led to the worldwide use of their collection of effective
teaching strategies called Explicit Direct Instruction. They are co-authors
of Explicit Direct Instruction: The Power of the Well-Crafted, Well-Taught Lesson
(2009) and EDI for English Learners (2013).

dataworks dataworks-ed.com
®
(800) 495-1550
info@dataworks-ed.com
DataWORKS Educational Research was founded in 1997 with the

single purpose of improving student learning. Since then, DataWORKS
has steadily expanded, working with over 750 schools and districts,
in 25 states, in 10 countries, and on five continents around the world.
Fundamentally, DataWORKS supports teachers and school administrators
as instructional leaders and believes they are the keys to measurable
student achievement. That’s why DataWORKS offers various professional
development trainings, workshops, and tools to help educators take their
classrooms, schools, and districts to the next level.
© Copyright 2017 Dataworks Educational Research. All rights reserved.

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Integrated or Designated ELD

What is the difference between integrated and designated English Language

The Learning Objectives for ELD come from organizations such as

2 Dataworks Educational Research • Ybarra & Hollingsworth • www.dataworks-ed.com

CONTENT COVERED FOR INTEGRATED ELD

English Language Arts (ELA)

Here are some sample Learning Objectives. The Objectives themselves

• Produce the sound of each consonant. (K)

Dataworks Educational Research • Ybarra & Hollingsworth • www.dataworks-ed.com 3

Below is a sample lesson for ELA showing Concept Development. It includes

Concept Development for ”Analyze cause-and-effect text patterns.” (7th)

4 Dataworks Educational Research • Ybarra & Hollingsworth • www.dataworks-ed.com

• Use addition properties. (1st)

Concept Development for “Multiply to solve fraction word problems.” (5th)

Dataworks Educational Research • Ybarra & Hollingsworth • www.dataworks-ed.com 5

• Compare parents and their offspring (1st)

• Describe how food is made and used. (2nd)

INSTRUCTIONAL STRATEGIES FOR ELS

6 Dataworks Educational Research • Ybarra & Hollingsworth • www.dataworks-ed.com

student use of complete sentences with academic vocabulary.

Checking for Understanding

Extensive strategies for teaching English Learners, including

PROFICIENCY LEVELS FOR ELD

• Beginning – limited or no understanding of English.

Dataworks Educational Research • Ybarra & Hollingsworth • www.dataworks-ed.com 7

CONCEPTS COVERED FOR ELD

Teach the same Concepts for the same proficiency levels

Below is a lesson that might be taught to kindergarteners as an ELA lesson or

8 Dataworks Educational Research • Ybarra & Hollingsworth • www.dataworks-ed.com

Teach the same Concept with increasing language

ELD Emerging - adverb phrases using -ly.

Dataworks Educational Research • Ybarra & Hollingsworth • www.dataworks-ed.com 9

ELD Expanding - adverb phrases using prepositional phrases.

ELD Bridging - adverb phrases using infinitives.

10 Dataworks Educational Research • Ybarra & Hollingsworth • www.dataworks-ed.com

Teach the same Concept with increasing reading

Inference lesson for Emerging ELD level.

Dataworks Educational Research • Ybarra & Hollingsworth • www.dataworks-ed.com 11

Inference lesson for Developing ELD level.

Inference lesson for Bridging ELD level.

12 Dataworks Educational Research • Ybarra & Hollingsworth • www.dataworks-ed.com

Teach the same Concept with different levels of utility for

Below, see examples of Concept Development for lessons on the verbs: to

Verbs Lesson 1 (to be).

Dataworks Educational Research • Ybarra & Hollingsworth • www.dataworks-ed.com 13

Verbs Lesson 2 (to have).

COMMON PROBLEMS IN CURRENT ELD TEACHING

DataWORKS has observed thousands of classes at the elementary, middle,

1) Confusion between Designated ELD and ELA scaffolding

2) Tension between the student’s age and the

14 Dataworks Educational Research • Ybarra & Hollingsworth • www.dataworks-ed.com

3) Overemphasis of Content For Designated ELD

Focus on sequential order text. Analyze sequential order text orally.

Dataworks Educational Research • Ybarra & Hollingsworth • www.dataworks-ed.com 15

Purpose of sequential order text. Provide transition words.

4.) Overemphasis on Topics or Themes as opposed to

We also see topics such as “Going Shopping” or “Asking Directions.” These

5.) Many classrooms keep the English Learners at their