The Designated ELD course includes its own set of Program Resources which are downloadable reference documents designed specifically to support Designated ELD instruction. These resources provide the instructional architecture, planning tools, assessment guidance, and differentiation strategies that underpin the digital lessons on the platform.
Program resources for Designated ELD are available on the Course Page under Teacher Resources (for grade-level and cross-grade documents) and on each Unit Page under Additional Resources (for unit-specific materials).
Course-level Teacher Resources in the Designated ELD Course:
Resource Element | What It Contains | How to Use It |
Assessment Playbook | A reference document detailing the ELA assessment framework, including assessment types, purposes, scoring guidance, and data use routines | Reference to get a picture of the assessment framework being used in the ELA course |
Designated ELD Design Framework
| The instructional architecture for the Designated ELD course, including the rationale for lesson types, language development progressions, and unit design | Understand the pedagogical foundation of D-ELD instruction; reference when planning or adapting lessons |
Designated ELD Routines Guide | Descriptions, rationales, and implementation tips for all Designated ELD instructional routines, including oral language practice routines and discussion structures | Prepare for lessons that use specific routines; ensure consistent implementation of language practice routines |
Differentiation Playbook | Strategies and guidance for differentiating instruction across proficiency levels, including scaffolding techniques and flexible grouping | Plan differentiated instruction; select appropriate supports for Emerging, Expanding, and Bridging students |
ELD Assessment Reporting Toolkit | Assessment data tracking tools, scoring routines, and reporting templates specific to ELD assessments and language proficiency monitoring | Record and analyze ELD assessment data; track language proficiency growth; support reclassification decisions |
ELD Typology Guide | A guide to ELD proficiency typologies, linguistic asset descriptions, and differentiation strategies organized by proficiency level | Identify student language profiles; select targeted supports; plan instruction responsive to proficiency levels |
Grade-Specific Designated ELD Family and Community Engagement Guide | Downloadable family communication templates tailored for families of English learners, unit summaries, and resources for home connections, including translated materials | Share Part II and Part III resources with ELs’ families to support at-home language development and engagement with school learning |
Grade-Specific Designated ELD Scope and Sequence | ELD Standards coverage across all units for the grade, including language function progressions | Plan D-ELD instruction across the year; verify ELD Standards are addressed; track language development arcs |
Grade-Specific ELD Standards Map | A full cross-reference of all CA ELD Standards with lesson-level citations across the grade. | Verify that specific ELD Standards are covered and find the lessons where each standard is taught |
Grade-Specific Strategic Reading: Text Selections & Complexity | Text complexity analysis for texts used in the grade-specific Designated ELD course, including linguistic complexity measures | Evaluate text appropriateness for English learners; plan language scaffolding for complex texts |
Multilingual & Home Connections Handbook | Resources for leveraging students' home languages and family connection strategies | Support multilingual learners in connecting home language knowledge to academic English; engage families |
OPTEL Observation Tool | A structured classroom observation instrument for multilingual learners aligned to the Designated ELD instructional model | Use during classroom observations to formatively assess students’ language progression. |
Research Base | The research foundations underlying the program's approach to language development, Integrated and Designated ELD, and text-based instruction | Understand the evidence base for instructional decisions; reference for professional learning or stakeholder communication |
Universal Access Handbook | Comprehensive guidance for providing access to all students, including accommodations for students with disabilities, newcomers, and long-term English learners | Plan accommodations and modifications; ensure all students can access D-ELD instruction |
Unit Language Toolkits | Student-facing resource for collecting vocabulary, sentence frames, language features, discussion moves, and home-language connections across each unit. Available in Emerging, Expanding, and Bridging base versions, with optional Newcomer, LTEL, and Dually Identified Companions. Students accumulate one completed toolkit per unit, building a four-unit language portfolio across the year. | Distribute to students in the appropriate base–companion combinations. Verify that students build the toolkit across the unit) and bring it into the Performance Task. Model linguistic note-taking by adding to the class's Unit Language Toolkit anchor chart, which you will create.
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