Multilingual Learners
How to Write ELD Standards in a Lesson Plan
Start with the Applicable Framework
“ELD standard” can refer to different state or consortium frameworks. Use the framework, grade or grade band, proficiency-level guidance, course requirements, services, and local program that apply to the students and school. Do not combine wording from different frameworks as though it were one standard.
Record the standard code and exact wording from the current official source. Then identify the content task’s language demand: for example, describing a process, comparing evidence, explaining causation, interpreting a source, or arguing from data.
Content Objective and Language Objective
A content objective states the disciplinary knowledge or reasoning students will demonstrate. A language objective states the language function and features students will use while completing that task. The two objectives should be related but assessed separately.
| Field | Question | Example |
|---|---|---|
| Content standard | What disciplinary expectation applies? | Use evidence to explain a change in a system |
| ELD standard | What language expectation applies? | Explain relationships using connected statements and domain language |
| Content objective | What disciplinary response will students produce? | Explain two causes of the observed change using data |
| Language objective | What language function and feature will appear? | Use because, therefore, and two data references in an oral or written explanation |
| Support | What model, vocabulary, interaction, or access support is required? | Annotated model, term bank, rehearsal, and accessible response route |
| Evidence | How will content and language be reviewed? | Separate content and language criteria |
Write the Objectives
- Name the disciplinary task: Write the text, problem, source, investigation, or discussion students will complete.
- Identify the language function: Choose the function the task actually requires, such as describe, sequence, compare, explain, justify, or argue.
- Name relevant language features: Include only vocabulary, sentence relations, text organization, interaction, or register features required by the function.
- Set the response conditions: Record the source or prompt, support, grouping, time, and accessible oral, written, signed, visual, or multimodal route.
- Define the evidence: State what will demonstrate the content objective and what will demonstrate the language objective.
Integrated and Designated ELD
Integrated ELD
In integrated ELD, language instruction is planned within grade-level content instruction. Identify the content response and the language needed to complete it, provide explicit support, and review both kinds of evidence. Adding vocabulary, partner talk, or a sentence frame does not by itself establish content access or language development.
Designated ELD
In designated ELD, instruction focuses explicitly on language knowledge and use according to the applicable framework and local program. Plan from current language evidence and required services. The label does not establish growth, fluency, or readiness for unsupported content work.
Worked Example: Explain a Science Result
| Task | Use a table of temperature measurements to explain why one material changed state. |
|---|---|
| Content objective | Students will use two measurements and the relevant science concept to explain the observed change. |
| Language objective | Students will produce a connected explanation using two data references and the relations because and therefore. |
| Model | The teacher annotates a short explanation to distinguish the claim, data reference, scientific reasoning, and connecting language. |
| Support | Data table with accessible labels, term bank, oral rehearsal, optional sentence-start support, and written, signed, or recorded response route where appropriate. |
| Content evidence | Accurate data selection and scientific explanation. |
| Language evidence | Connected statements, accurate data reference, and use of the targeted relation. |
| Decision | Reteach the science concept when reasoning is inaccurate; model the language relation when the concept is present but the explanation is not connected. |
Choose Supports from the Task and Evidence
- Models and non-examples: Show the target function in the disciplinary task and explain the relevant features.
- Vocabulary support: Select terms required for the task, teach meaning and use, and check use in context rather than assigning an isolated list.
- Sentence or discourse support: Use a frame, organizer, rehearsal, or annotated example as temporary support; reduce or change it only from student evidence.
- Interaction: Use pairs or groups when interaction serves the language objective. Define individual participation and preserve an individual evidence check.
- Multiple response routes: Provide required accommodations and accessible oral, written, signed, visual, or multimodal options when the format is not the construct.
- Background knowledge: Supply the knowledge required for the task without assuming shared cultural experience or requiring personal disclosure.
Common Planning Errors
| Error | Revision |
|---|---|
| “Students will learn vocabulary” | Specify the terms, function, context, and response in which use will be reviewed. |
| Activity as objective | Replace “discuss with a partner” with the language response students must produce during or after discussion. |
| One objective for all proficiency evidence | Keep the shared disciplinary target where required and plan language support and evidence from the applicable descriptors and current student work. |
| Content and language scored as one result | Record separate criteria so a language demand does not hide content understanding and content accuracy does not hide the language need. |
| Frame used as completion evidence | Check whether the student selected accurate content and language rather than merely filling blanks. |
| Unsupported outcome claim | Describe the objective, support, observed response, and next decision without claiming confidence, fluency, engagement, or achievement. |
Review the Lesson Evidence
Review the disciplinary response and language response separately. Record the prompt, support, student work, scoring basis, and next action. Decide whether to reteach content, model the language function, adjust a support, gather another sample, or continue. One response does not establish general proficiency or program effectiveness.