Teacher ELD
Welcome to ELD
Welcome to our English Language Development (ELD) program, where we harness the robust capabilities of Seesaw's multimodal tools to enhance language acquisition through the core skills of listening, speaking, reading, and writing. This innovative program is designed to offer a harmonious blend of online and offline learning experiences, ensuring that students receive diverse and engaging educational opportunities. Our lessons provide students the message abundance they need to acquire the content language while meeting grade-level standards. Through student modeling and interactive tasks, learners can practice their skills in a supportive environment that nurtures their confidence and encourages growth. Our goal is to create a dynamic and inclusive space where every student can thrive in their journey to mastering the English language alongside core-subject standards!
Language Skills
Reading
Students develop reading skills by engaging with narrative and informational texts, identifying key details, making inferences, and analyzing text structures. Seesaw ELD lessons provide a structured approach to building reading comprehension.
Read-With-Me allows students to tap the text and have the words highlighted as they listen to and read along with the audio recording.
Speaking
Listening
Students develop listening skills with exposure to academic vocabulary, texts, and instructions. Each lesson provides videos, read-alouds, and multimodal activities that engage students in active listening.
Flexcards help students practice vocabulary with words or images paired with audio.
Students develop speaking skil that require them to narrate, e academic, content-based langu space to practice their speakin Frames provide multiple op themselves, and immediately get feedback. Collaborative protocols allow students to practice their speaking skills through peer-to-peer communication.
Seesaw Stars videos include visual examples of language usage in context. ng
Students develop their writing skills by engaging in tasks that require them to respond and explain their ideas with text. These writing tasks are designed to help students incorporate academic vocabulary and language structures. Open Response Formative Assessment allows students to practice writing and apply language skills. Teachers receive students’ responses in a report format, allowing them to manually grade and pro on their writing.
Subjects Overview
English Language Arts
Students develop comprehension skills by asking and answering questions, making inferences, and comparing and contrasting ideas within texts. These lessons provide a structured approach to developing foundational literacy skills through multimodal activities and students’ oral and written literacy abilities.
Math
Students deepen their mathematical understanding by exploring key concepts such as counting and cardinality, operations and algebraic thinking, numbers, and operations in base ten, measurement and data, and fractions. These lessons provide a structured approach to building mathematical reasoning and problem-solving through language.
Science
Students investigate phenomena across Physical Science, Life Science, Earth and Space Science, and Engineering. Students ask scientific questions, make observations about scientific phenomena, and construct evidence-based arguments.
Social Studies
Students make connections to real-world experiences and issues. Through inquirybased and culturally relevant explorations in economics, geography, government, and history, students develop critical thinking skills and enhance their ability to communicate ideas effectively.
Product Scope & Sequence Kindergarten
Language Arts
Lesson 1 Story Characters and Setting
Lesson 2 Story Characters, Setting, and Major Events
3 Story Retell
Lesson 4 Identify Story Events
Lesson 5 Ask and Answer Questions (Narrative)
Lesson 6 Describe Details and Facts
Lesson 7 Main Topic and Key Details
8
Lesson 9
Relationship Between Images and Text
Ask and Answer Questions (Informational)
Lesson
Product Scope & Sequence Kindergarten
Math
Lessons Theme CA EL Standards
Lesson 1 Numbers and Counting
Content Standards
Lesson 2 Flat Shapes
Lesson 3 Sort Into Categories
Lesson 4 Compare Objects by Length and Height
Lesson 5 Quantity I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. K.CC.4.a, K.CC.4.b, K.CC.5, K.CC.6
Lesson 6 Size
I.A.4.,
Lesson
Lesson
Product Scope & Sequence Kindergarten
Science
Lessons Theme CA EL Standards Science Content Standards
Lesson 1 All About the Seasons I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. K-ESS2-1
Lesson 2
Lesson 3
Weather Observations (Temperature)
Weather Observations (Forecasts)
Lesson 4 Forces (Push and Pull)
I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. K-ESS2-1
I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. K-ESS3-2
I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. K-PS2-1
Lesson 5 Speed and Distance I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. K-PS2-2
Lesson 6 Energy
Lesson 7 Plant and Animal Needs
I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. K-PS3-1
I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. K-LS1-1
Lesson 8 Animals Changing Environments I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. K-ESS2-2
Lesson 9 Plant and Animal Habitats K-ESS3-1
Lesson 10 Human Activity on Earth
I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12.
I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. K-ESS3-3
Product Scope & Sequence Kindergarten
Social Studies
Lessons Theme nt Standards
Lesson 1 Our Classroom
Lesson 2
Community
Lesson 4 School Rules
Lesson 5 Helpers in Our School Community
6 Places in Our School Community
7 Our School Map
Lesson
Lesson
Lesson 8 Leaders in Our School Community
Lesson 9 Student Leaders
Lesson
Product Scope & Sequence Grade 1
Language Arts
1 Characters and Setting
5 Ask and Answer Questions (Narrative)
8 Ask and Answer Questions (Informational)
Lesson
Product Scope & Sequence
Lesson
Lesson
Lesson
Lesson
Lesson
Product Scope & Sequence Grade 1
Science
Lessons Theme CA EL Standards
Lesson 1 Observations of the Sky I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. 1-ESS1-1
Lesson 2 Daytime and Nighttime Patterns I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. 1-ESS1-1
Lesson 3 Seasonal Patterns I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. 1-ESS1-2 2
Lesson 4 Light Sources I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. 1-PS4-2
Lesson 5 Light and Different Materials I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. 1-PS4-3
Lesson 6 Sound and Vibration I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. 1-PS4-1
Lesson 7 Light and Sound Solutions I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. 1-PS4-4
Lesson 8 Plant and Animal Offspring Traits I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. 1-LS1-1
Inspired by Plants and Animals I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12. I.A.1., I.A.4., I.B.5., I.B.6., I.C.9., I.C.10., I.C.12.
Lesson 9 Animal Offspring Survival 1-LS-3-1 Lesson 10
Product Scope & Sequence Grade 1
Social Studies
Lessons Theme
Lesson
Lesson
Product Scope & Sequence
Grade 2-3
Language Arts
Lesson 1 Interpret Story Narrative
Lesson 2 Identify Story Events
3 Central Message
Lesson 4 Characters Respond to Major Events
5 Character Point of View
Lesson 6 Interpret Informational Text
Lesson
Ask and Answer Questions (Informational)
Relationship Between Images and the Text
Product Scope & Sequence
Grade 2-3
Math
Lessons Theme CA EL Standards Math Content Standards
1 Using Data with Addition and Subtraction
Lesson 2 Measurement with Standard Units
3 Addition and Subtraction with a Number Line
Lesson 4 Equal Grouping with Place Value
Lesson
Lesson
Lesson
Product Scope & Sequence Grade 2-3
Science
Lessons Theme CA EL Standards
Lesson 1 Properties of Materials
Lesson 2 Processes that Shape the Earth
Lesson 3 Earth’s Events Over Time
Lesson 4 Diverse Plants and Animals
Lesson 5 Plant Needs
Lesson 6 Forces and Interactions
Lesson 7 Plant and Animal Life Cycles
Lesson 8 Plant and Animal Habitats
Product Scope & Sequence
2-3
Social Studies
Lessons Theme nt Standards
Lesson
Product Scope & Sequence Grade 4-5
Language Arts
Lesson 1
Use Details to Make Inferences (Narrative)
Lesson 2 Describe and Compare Characters
Lesson 3 Identify Theme from Details
Lesson 4 Figurative Language
Lesson 5 Compare and Contrast Point of View
Lesson 6 Use Details to Make Inferences (Informational)
Lesson 7 Main Idea and Key Details
8 Historical Text
Lesson 9 Visual Information in a Text
Lesson 10 Reasons and Evidence
Lesson
Product Scope & Sequence
Grade 4-5
Math
Lessons Theme CA EL Standards Math Content Standards
Lesson
Product Scope & Sequence Grade 4-5
Science
Lessons Theme CA EL Standards Science Content Standards
1 Weathering and Erosion
Lesson 2 Earth’s Features
Lesson 3 Plant and Animal Structures
Lesson 4 Energy Transfer and Speed
5 Waves and Energy
Lesson 1 Patterns of the Earth and Sky
Lesson 2 Ecosystem Interactions and Survival
Lesson 3 Matter and Energy in Organisms
Lesson 4 Properties of Matter
Lesson 5 Water Distribution on Earth
Product Scope & Sequence Grade 4-5
Social Studies
Model: Integrated ELD
Module(s): Introduction Whole Class Experience
Practice vocabulary
General Education Teacher
General education teachers are recommended to review their curricula and scope and sequence before embedding Seesaw ELD lessons into instruction. This will help teachers choose the appropriate Seesaw ELD lessons aligned with the themes, topics, and standards they teach in their district curriculum. Language and content are integrated into each lesson by grade band. Especially in grades K-1, teacher facilitation, modeling, and support are encouraged in the Introduction, Read, and Practice modules.
Module(s): Introduction Independent practice
Practice vocabulary
Module(s): Read Whole class experience
Practice 1 Independent practice
Module(s): Read Whole class experience
Practice 1 Independent practice
Module(s): Read Whole class experience or independent practice
Practice 2 Independent practice
Module(s): Read Whole class experience or independent practice
Practice 2 Independent practice
Module(s): Introduction 1 Whole class experience
Practice 1 Independent practice
Module(s): Introduction 2 Whole class experience
Practice 2 Independent practice Practice vocabulary
Module(s): Part 1 Whole class experience/Independent activity
Review vocabulary Create a glossary
Module(s): Part 2 Whole class experience/Independent activity
Review vocabulary Add to glossary
Timing of each session: 30 - 45 minutes
*Note: Bolded text correlates with modules in lessons
Module(s): Write Independent practice
Connect Partner activity
Module(s): Write Independent practice
Connect Partner activity
Module(s): Show What You Know
Student reflection & assessment
Module(s): Show What You Know
Student reflection & assessment
Module(s): Connect Partner activity
Module(s): Show What You Know
Student reflection & assessment
Module(s): Connect Partner activity
Module(s): Show What You Know
Student reflection & assessment
Week-At-A-Glance
Model: Integrated ELD
Module(s): Introduction Whole class experience
Read Whole class experience
Module(s): Introduction Whole class experience
Read Whole class experience
ELDSpecialist
ELDSpecialistsareadvisedtochooselessonsthatsupportthelanguageofthecontent area concepts that students are learning in their general education classrooms. Then, they can choose additional standards-aligned Seesaw ELD lessons to teach language throughcontent.Themodelbelowisbasedona30-minutepull-outsessionconducted2-3 times per week for students of varying proficiency levels. Especially in grades K-1, teacher facilitation, modeling, and support are encouraged in the Introduction, Read, andPracticemodules.
Module(s): Practice 1 Independent practice
Review vocabulary Create a word glossary
Module(s): Read Practice 1 Independent practice
Review vocabulary Create a word glossary
Timing of each session: 30 minutes
*Note: Bolded text correlates with modules in lessons
Module(s): Practice 2 Independent practice
Review vocabulary Add to word glossary
Module(s): Read Practice 2 Independent practice
Review vocabulary Add to word glossary
Module(s): Read Whole class experience or Independent practice
Write Independent practice
Module(s): Connect Partner activity
Module(s): Show What You Know
Student reflection & assessment
Module(s): Read Independent practice
Write Independent practice
Module(s): Connect Partner activity
Module(s): Show What You Know
Student reflection & assessment
Week-At-A-Glance
Model: Small Group
Co-Teaching/In-class Support
Teachers in a Co-Teaching/In-Class Support setting are advised to choose lessons that support the language of the content area concepts that students are learning in their general education classrooms. This will support teachers in choosing the appropriate Seesaw ELD lessons aligned with the themes, topics, and standards they teach in their district curriculum. Language and content are integrated into each lesson by grade band.
Teachers in a Co-Teaching/In-Class Support setting are recommended to assign lesson activities to a small group based on heterogeneous or homogeneous English Language proficiency levels. The model below is based on a co-teaching setting that includes students of varying proficiency levels. Especially in grades K-1, teacher facilitation, modeling, and support are encouraged in the Introduction, Read, and Practice modules.
Timing of each session: 30 minutes
*Note: Bolded text correlates with modules in lessons
Supporting Research Expert Advisors
Dr. Tamar Posner
Dr. Tamar Posner, Ph.D, is President and founder of MathAction, a nonprofit dedicated to innovative math education for K-16. She pioneered the development of Creative Math® programs and GaME Lab® for K-8, and MathAction® project-based investigations for middle and high schools. Tamar has a proven track record of transforming young people with a wide range of math abilities and interests into confident mathematicians who use math as an integral tool for understanding an increasingly complex world. She has served as a presenter, professional development leader, and math consultant to schools, districts, and organizations across the United States and abroad.
Dr. Tahira DuPree Chase
With nearly three decades of educational experience, Dr. DuPree Chase holds a Bachelor of Science from Norfolk State University, a Master's Degree in English Education and School Administration from CUNY Graduate Center and Mercy University, and a Doctorate in Executive Leadership from St. John Fisher University. Her career has spanned roles from substitute teacher to administrator, significantly impacting educational outcomes at both elementary and secondary levels through strategic leadership and initiatives aimed at enhancing educational quality and student well-being.
Dr. Kia Myrick McDaniel
Kia Myrick McDaniel, Ed.D., has dedicated her career to supporting and developing equitable educational opportunities for culturally and linguistically diverse students. She currently holds the position of Director of Curriculum and Instruction in a large urban school district, serving a student population of over 130,000, with 20% of them being multilingual learners. Dr. McDaniel brings a wealth of experience, having previously held positions as a classroom teacher, reading specialist, ESOL teacher, Supervisor of ESOL, and Coordinating Supervisor of Specialty Programs. She also serves as an adjunct professor and consultant. In these roles, she conducts professional development workshops, designs and evaluates curricula, and assists school districts and organizations in developing resources to meet the needs of multilingual learners.
Dr. Adria Klein
Adria Klein, Ph.D., is the Trainer and Director of the Comprehensive Literacy Center at one of the oldest colleges in California, and professor emerita of reading education at CSU San Bernardino where she was the Chair of the Department of Elementary and Bilingual Education. She earned her Ph.D. at the University of New Mexico in Reading and ESL. Dr. Klein is the co-author of many professional books and articles on reading and writing instruction and intervention, oral language development, multiliteracy learning, and early mathematics learning.
Supporting Research
Supporting Research - (Articles & Reports)
Alvarez, L., Ananda, S., Walqui, A., Sato, E., & Rabinowitz, S. (2014). Focusing formative assessment on the needs of English language learners. San Francisco: WestEd. https://www.wested.org/wpcontent/uploads/2016/11/1391626953FormativeAssessment report5-3.pdf
Annual Review of Applied Linguistics. (2011). Annual Review of Applied Linguistics, 31, 182–204. https://doi.org/10.1017/S0267190511000092
August, D. (2018). Educating English Language Learners: A Review of the latest research. https://www.aft.org/ae/fall2018/august
Choi, J., & Yi, Y. (2016). Teachers’ integration of multimodality into classroom practices for English language learners. TESOL Journal, 7, 304–32.
Council of the Great City Schools. (2023). A framework for foundational literacy skills instruction for English Learners. https://www.cgcs.org/cms/lib/DC00001581/Centricity/domain/35/publication%20docs/CGCS_Foundational%20Literacy% 20Skills _ Pub _v11.pdf
Supporting Research
Supporting Research Continued - (Articles & Reports)
de Oliveira, L. C., & Lan, S. (2014). Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners. Journal of Second Language Writing, 25, 23-39.
de Oliveira, L. C., & Campbell Wilcox, K. (2017). Teaching science to English language learners: Preparing pre-service and inservice teachers (1st ed.). Palgrave Macmillan.
Education Northwest. (n.d.). What Teachers Should Know About Instruction for English Language Learners. https://educationnorthwest.org/sites/default/files/resources/what-teachers-should-know-about-instruction-for-ells.pdf
Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20074011.pdf.
Goldenberg, C. (2020). Reading wars, reading science, and English learners. Reading Research Quarterly, 55, S131-S144. Goldenberg, C., & Cárdenas-Hagan, E. (2023). Literacy Research on English Learners: Past, Present, and Future. The Reading League, 4(1), 12-20.
Supporting Research
Supporting Research Continued - (Articles & Reports)
Nordmeyer, J., Boals, T., MacDonald, R., & Westerlund, R. (2021). What Does Equity Really Mean for Multilingual Learners?. Educational Leadership, 78(6), 60-65.
Schwartz, S. (2023, November 3). ‘Science of Reading’ and English-Learner Advocates Reach Common Ground. Education Week. https://www.edweek.org/teaching-learning/science-of-reading-and-english-learner-advocates-reach-commonground/2023/11
The Education Trust-West. (2017). Unlocking Learning: Science as a Lever for English Learner Equity. Oakland, CA: Feldman, S. and Malagon, V.F. Retrieved from https://west.edtrust.org/wp-content/uploads/2015/11/Ed-Trust-West-UnlockingLearning-Report.pdf
U.S. Department of Education, Office of English Language Acquisition. (2020). Integration of English language while teaching mathematics. Washington, D.C. Retrieved from https://ncela.ed.gov/teacher-resources
Westerlund, R. (2024). Teaching Writing in the Content Areas: Research to Practice. Retrieved from https://www.colorincolorado.org/article/teaching-writing-content-areas-research-practice
Supporting Research
Supporting Research
Cárdenas-Hagan, E. (2020). Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction. Brookes Publishing Company.
Derewianka, B., & Jones, P. (2016). Teaching language in context (2nd ed.). Oxford.
Fenner, D. & Snyder, S. (2017). Unlocking English Language Learners’ Potential: Strategies for making content accessible. (1st ed.). Corwin.
Haynes, J. & Zacarian, D. (2010). Teaching English Language Learners Across the Content Areas. Alexandria, VA: ASCD.
Lems, K., Soro, T. M. & Charles, G. (2023). Building literacy with multilingual learners: Insights from linguistics. Guilford Press.
Ramirez, A. J. T., & Johnson, M. T. G. (Eds.). (2019). Teaching science to English language learners. Seidlitz Education, LLC.
Vogt, M., Echevarria, J. J., & Short, D. J. (2016). Making content comprehensible for English learners (5th ed.). Pearson.
Supporting Research
Supporting Research Continued - (Standards)
Buckles, S., Burke, F., Charkins, J., Grant, S. G., Hardwick, S., Lee, J., Levine, P., & Levinson, M. (2013). The College, Career, and Civic Life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history.
National Governors Association Center for Best Practices & Council of Chief Stat School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics.
Next Generation Science Standards Lead States. (2013). Next Generation Science Standards: For states, by states. The National Academies Press. Swan, K., Barton, K. C., National Council for the Social Studies. WIDA. (2020). English language proficiency standards, Kindergarten through Grade 12. Board of Regents of the University of Wisconsin System.