ELD - English Language Development

As you know, our first semester was filled with adjustments and ongoing changes. I would like to thank you for your flexibility and patience as we navigate through this year. ELD classes work on developing academic language.  We do this by focusing on vocabulary development, different parts of speech and the application of both in our everyday language. Our goal is to not only further develop this academic language in conversations, but also to transfer what they learn into their writing. Here are the things we have focused on so far.

Kindergarten:
Students worked on using nouns and present progressive verbs to describe what they saw on our virtual field trip to the farm. They worked on how to use adjectives (number, size, color) and prepositions to describe the animals and plants on the farm. Students practiced asking and answering questions using present progressive verb, prepositions and compared
different quantities of plants. They compared the sizes of animals using adjectives of quantity and comparative adjectives in the singular and plural forms. Students described who did the work on the farm using pronouns. They described where and when the farmers worked on the farm using prepositions of time and past tense. The students also used regular and irregular past tense verbs, pronouns, and prepositions to ask and answer questions about what they saw on the farm.


First Grade:
Students discussed what they saw on their virtual field trip to the city. They described places and things around the city using topic-specific nouns and adjectives. They asked questions using is/are to prompt others to talk about the city. Students also used prepositions to have a conversation about the location of places and things in the present tense. Students used topic- specific nouns and present tense verbs to tell about their activities at the museum and then composed two sentences using the same verb. They used sequence words and past tense verb phrases to tell about what they did at the museum and action verbs to discuss about getting to and waiting for the parade. Students used nouns, adjectives, and past tense verbs to talk about the parade and to talk about what they did at the park. They also used nouns, verbs, and an adjective to tell where doctors and nurses work and what they do and what police and firefighters do. Lastly, students used “when” to answer questions about community helpers.

Second Grade:
Students used topic- specific nouns and adjectives/adjectives of quantityto describe the city in present tense and past tense statements. They asked and answered questions to compare the city to where they live using new vocabulary and comparative adjectives. The students used past tense action phrases to tell what they did at the subway station and what
they did at the museum. They also use topic-specific nouns, past tense verb phrases, and prepositions of time to tell how long they did things at the museum and subway station. Students used action verbs to talk about getting to and waiting for the parade and verb phrases and prepositions of time to talk about what they did at the park. Lastly, they used topic- specific nouns and action phrases to ask and answer questions about what community workers do.


Third Grade:
Students described the weather and places in a snowy town using topic specific vocabulary in past tense sentences. They substituted nouns with pronouns when describing the snowy destination in positive/ negative past tense sentences and used prepositions to discuss location. They also used conjunctions and the past progressive tense when describing what they did and/or didn't do on their virtual field trip. Students practiced using adverbs to add detail and used prepositions of time to describe and order actions. They described past tense actions using duration phrases that begin with “for” or “all”. Students then explained the duration of activities using spent + progressive verb phrases. Students created questions beginning with How long...? and prepositions of time to have conversations about how long an activity lasted. They used the present perfect verb tense to ask and answer questions about whether they have done/seen certain things in the snow as well as, ask and answer questions about experiences in the snow. Lastly, they used conjunctions to either explain or
contrast their snow day activities. After they practiced these skills orally, they wrote sentences/paragraphs to show application of what was learned.

Fourth Grade:
Students described the weather and places in a snowy town using topic specific vocabulary in past tense sentences. They substituted nouns with pronouns when describing the snowy destination and used prepositions to describe the locations of places in positive/negative past tense sentences. Students used conjunctions and the past progressive tense when describing what they did and didn't do on their virtual field trip and practiced using adverbs to add detail. Students used prepositions of time to describe and order actions. They explained the duration of activities using progressive verb phrases. Students formulated questions beginning with How long...? and prepositions of time to have conversations about how long
activities took place. Students contrasted the activities they did on their snow day using past tense statements that are both positive and negative and used the present perfect verb tense to ask and answer questions about whether they have done/seen certain things in the snow. Lastly, they used the present perfect verb tense to ask and answer questions
about experiences in the snow. After they practiced these skills orally, they wrote sentences/paragraphs to show application of what was learned.


Fifth Grade:
I have been working with 5th graders on developing and applying previously learned concepts into their classroom writing assignments including Habitat Research paper and currently Opinion Writing.


~ Mrs. Milford