EL student progress is monitored regularly to ensure academic growth and graduation readiness.
Monitoring includes:
ELPAC levels
Course performance (D/F tracking)
GPA trends
Reclassification eligibility
RFEP follow-up
Teachers may be contacted for:
Academic feedback
Reclassification input
Progress updates
Intervention collaboration
English & ELD Teachers are required to complete the RFEP Monitoring Form once a year in the fall and the ELD Monitoring Form twice a year, in the fall and spring.
The California ELD Standards are designed to support English Learners in developing academic language across all content areas — not just in ELD class.
Content teachers should integrate ELD standards by intentionally teaching the language students need to access rigorous grade-level material.
This includes:
Embedding academic vocabulary instruction
Providing structured opportunities for speaking and discussion
Modeling academic writing
Using sentence frames and language supports
Teaching students how to justify answers using evidence
Planning both content and language objectives
The CA ELD Standards work alongside content standards to ensure students develop the listening, speaking, reading, and writing skills needed for academic success.
Language development happens in every classroom.
English Learners benefit from intentional instructional practices embedded within core content.
Pre-teach academic vocabulary
Use visuals and graphic organizers
Model thinking aloud
Chunk complex texts
Provide structured discussion opportunities
Check for understanding frequently
SDAIE (Specially Designed Academic Instruction in English) supports access to grade-level content while developing English proficiency.
Clear learning objectives (content + language)
Sentence frames for academic discussion
Guided note-taking
Collaborative learning structures
Modeling academic writing
Multiple modalities (visual, auditory, kinesthetic)
SDAIE ensures rigor without lowering expectations.
Academic language is often the barrier — not the content itself.
Sentence starters for discussion
Structured writing templates
Claim–Evidence–Reasoning frames
Academic vocabulary banks
Discussion stems (agreeing, disagreeing, clarifying)
Example Discussion Frame:
“According to the text, ___ suggests that ___.”
“I agree with ___ because ___.”
Providing language scaffolds increases participation and confidence.
Providing structured language support increases participation, comprehension, and academic confidence for English Learners — without lowering rigor.
“The author suggests that ___ because ___.”
“One example from the text is ___, which shows ___.”
“The theme of the text is ___ because ___.”
“I agree/disagree with ___ because ___.”
“The main argument is ___.”
“According to the text, ___.”
“This evidence demonstrates ___.”
“In conclusion, ___.”
Model annotating a text aloud
Provide vocabulary previews
Use color-coding for claims, evidence, and analysis
Offer paragraph templates
“First, I ___.”
“Next, I ___.”
“The solution is ___ because ___.”
“I know my answer is correct because ___.”
“The pattern shows ___.”
“The relationship between ___ and ___ is ___.”
“If ___ changes, then ___.”
Model step-by-step problem solving
Use visual representations
Provide math vocabulary banks
Allow students to explain verbally before writing
“The main cause of ___ was ___.”
“This event was significant because ___.”
“One consequence of ___ was ___.”
“The perspective of ___ was ___.”
“According to the document, ___.”
“The source suggests ___.”
“This supports the idea that ___.”
Provide timelines
Use graphic organizers (cause/effect charts)
Pre-teach key historical vocabulary
Chunk primary sources
“The data shows ___.”
“When ___ increases, ___.”
“The experiment demonstrates ___.”
“Based on the evidence, ___.”
Claim: “I believe ___.”
Evidence: “The data shows ___.”
Reasoning: “This supports my claim because ___.”
Use labeled diagrams
Highlight key vocabulary
Model lab report writing
Provide sentence stems for analysis
“The artist uses ___ to show ___.”
“This performance demonstrates ___.”
“The mood created is ___ because ___.”
“Can you explain that another way?”
“I would like to add ___.”
“I respectfully disagree because ___.”
“Can you clarify what you mean by ___?”
Provide word banks
Use Frayer Models
Post content vocabulary visibly
Encourage use of academic language in complete sentences
These sites give teachers practical tools:
🧩 ReadWriteThink (Graphic Organizers & Templates)
https://www.readwritethink.org/
📚 CommonLit (Text Scaffolds & Guided Questions)
https://www.commonlit.org/
📖 Newsela (Adjustable Reading Levels)
https://newsela.com/
📖 Classroom-ready strategies and examples by subject area.