WHAT IS SCAFFOLDED ELD

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WHAT IS SCAFFOLDED ELD

• AND
• HOW WILL I KNOW IT WHEN I SEE IT?

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Presented By

• Jean Hernandez
• 1095 JADESTONE LANE
• CORONA, CALIFORNIA 92882
• [phone]
•  jeanmhernandez_at_gmail.com

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FUNCTION
ELEMENTS OF SCAFFOLDED ELD
FORM
FLUENCY
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Scaffolded ELD
THE VOCABULARY
THE LESSON PLAN
THE FORMS
THE FUNCTION
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ELD Look For 1
In a Scaffolded ELD
Lesson, you will see a clear LANGUAGE
OBJECTIVE
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SAMPLE LANGUAGE OBJECTIVE

• STUDENTS WILL BE ABLE TO (Language Function)
• USING (Grammar Form) ..
• Students will be able to make predictions
• describe objects
• sequence events
• Using future progressive tense
• comparative adjectives
• adverbs

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The Language Objective
Language FUNCTION
Desired Language Result
Grammar FORMS
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LANGUAGE FUNCTIONS

• Give a reason to use language
• Are used in both academic social discourse
• Can develop higher level thinking
• Are embedded in reading/language arts and other
  subject areas
• Are used at every language level

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SAMPLE LANGUAGE FUNCTIONS
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ELD Look For 2
In a Scaffolded ELD Lesson, you will see One
of the targeted
standards/grammar form (from the ELD
Standards) specific to the language level of the
students
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GRAMMAR FORMS

• Are taken from the ELD Standards
• Use verbs, nouns, pronouns, adjectives, adverbs,
  prepositions, conjunctions, etc.
• Include targeted vocabulary terms
• Are different for each language level
• Progress in complexity
• Guide instruction
• (especially at the higher language levels)

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SAMPLE Grammar Forms
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ELD Standards Level Three Regular and
irregular past tense verbs
and past participles
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More GRAMMAR FORMS
ELD Standards Level Four Conditional Form

ELD Standards Level Three Possessive Nouns
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GRAMMAR FORM USED AS AN ASSESSMENT
ELD Standards Level Three Compound Sentences
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USING GRAMMAR FORM TO PRACTICE ORAL LANGUAGE
ELD Standards Level Two Past Progressive
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ELD Look For 3
In a Scaffolded ELD Lesson, you will see
students provided with many
opportunities to attain fluency through
oral language activities.
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ADEQUATE ORAL LANGAUGE PRACTICE IS ACHIEVED WHEN -

• STUDENT TALK
• IS GREATER THAN
• TEACHER TALK

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SAMPLEORAL LANGUAGEPRACTICE ACTIVITIES
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Think, pair, share
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INSIDE-OUTSIDE CIRCLES
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Roundtable Groups Talking Stick Sharing Hand
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CONGA LINE
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ECHO TALK
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Paying attention to sounds
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Using multiple modalities
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WALKING THROUGH A SCAFFOLDED ELD LESSON

• STEP
• BY
• STEP

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INSTRUCTIONAL STEPS

• 1. I DO IT!
  
  
  
• (Model)
• 2. WE DO IT!
• (Together)
• 3. YOU DO
  IT!
• (Independently)

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TEACHER MODELING GRAMMAR FORM WITH NEW VOCABULARY
TEACHER MODELS
First I Do It
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STUDENTS PRACTICE WITH TEACHER
NEXT We Do It
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STUDENTS PRACTICE INDEPENDENTLY
THEN You Do It
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First I Do It
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NEXT We Do It
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THEN You Do It
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I CAN DO THIS BY MYSELF!
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RECIPE FOR SCAFFOLDED ELD

• FIRST- Group students instruction
• by language level
• NEXT - Explicitly teach the language needed
• to increase proficiency (Teach one
  step
• above students current language
  level)
• THEN - Practice the language until it becomes
• fluent, automatic natural
• (Remember Oral Fluency!)

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Assessing Your ELD Lesson

• What NEW Language
• did Students
• Learn and Produce
• in This Lesson?

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FROM ORAL LANGUAGE TO WRITING YES, THERE
REALLY IS TRANSFER!
Grade 2, Level 3