Fillable Ieldp 1

Individualized English Language Development Plan (IELDP)
ELPAC Listening Speaking Reading Writing

Student Name: _______________________________________________________ Grade: ______
Charter: __________________________________ Learning Center: _________________________
ELA CAASPP Score: _______________________
Supervising Teacher: ________________________________________ Date: _________________
The teacher will……... The teacher will……... The teacher will……... The teacher will……...
Level 1:  Provide instruction/directions in  Provide instruction/directions in  Provide instruction/directions in  Provide instruction/directions in

Beginning native language native language native language native language
 Slow down, repeat, paraphrase  Slow down, repeat, paraphrase  Slow down, repeat, paraphrase  Slow down, repeat, paraphrase di-
directions directions directions rections
 Allow native language and  Provide short sentence stems and  Organize reading in chunks  Allow drawing and use of native lan-
same language peer support single words for practice before  Practice high frequency, concrete guage to express concepts
 Provide visuals, verbal cues, conversations terms  Allow students to use high frequency
Initial: slower speech, simplified lan-  Allow some nonparticipation in  Plan to use visual and linguistic recently memorized and short simple
guage simple conversations supports sentences
Novice  Provide bilingual word bank of key  Explain classroom environmental  Provide short simple sentence stems
 Plan to expect the student to
struggle to understand simple vocabulary print with present tense and high frequen-
conversations  Model pronunciation of social and  Use adapted text cy vocabulary
academic language  Limit, highlight and pre-  Limit, highlight and pre-
 Use movement and gestures
 Provide photocopied notes/study teach ̈vocabulary teach ̈vocabulary
and other linguistic support to
communicate language and guide  Provide bilingual dictionary/  Provide bilingual dictionary/electronic
expectations  Limit, highlight and pre- electronic translator - allowed at all translator - allowed at all times
teach ̈vocabulary times  Provide opportunity to edit/revise
 Limit, highlight and pre-
teach ̈vocabulary  Provide bilingual dictionary/  Use Audio textbooks/novels written work before grading
electronic translator - allowed at all (Librivox)  Scaffold writing assignments
 Provide bilingual dictionary/
times
Reading RIT Scores: _______________________
electronic translator - allowed  Activate prior knowledge: start with  Allow compositions and written as-
at all times  Activate prior knowledge: start with the familiar before moving on to signments accepted in native lan-
the familiar before moving on to new concepts guage
 Use Audio textbooks/novels
new concepts  Provide graphic organizers  Activate prior knowledge: start with
(Librivox)
 Provide graphic organizers  Utilize alternate reading assign- the familiar before moving on to new
 Activate prior knowledge: start
with the familiar before moving  Provide extra time for completion ments/materials at the student’s concepts
on to new concepts of complex material and/or assign- reading level.  Provide graphic organizers
ments  Utilize alternate reading assign-
 Provide graphic organizers
 Provide an opportunity for the ments/materials at the student’s
 Utilize alternate reading as-
student to take the test individually reading level.
signments/materials at the
with a teacher or paraprofessional  Provide extra time for completion of
student’s reading level.
 Provide opportunity for students to complex material and/or assignments
provide oral responses to be rec-  Provide an opportunity for the stu-
orded by the teacher or dent to take the test individually with
paraprofessional
a teacher or paraprofessional
 Provide bilingual word bank
 Substitute hands-on activity in place
of written activity
Referenced from the TEA & CDE . These are general guidelines for communication and scaffolding instruction. Teachers are encouraged
to use other strategies to provide linguistic accommodations.
Individualized English Language Development Plan (IELDP)
ELPAC Listening Speaking Reading Writing
The teacher will……... The teacher will……... The teacher will……... The teacher will ……...
Level 2:  Provide visuals, verbal cues, slower  Allow extra processing time  Allow wide range of reading  Allow drawing and use of native language
Somewhat speech, simplified language  Provide sentence stems with simple  Allow Grade-level comprehension and to express academic concepts
Developed  Preteach vocabulary before discus- sentence structures and tenses. analysis of tasks including drawing and  Allow writing on familiar concrete con-
sions and lectures  Limit, highlight and pre- use of native language and peer collab- cepts
 Teach phrases for students to request teach ̈vocabulary before discussions oration  Avoid assessment of language errors in
speakers repeat, slow down, or re- and lectures.  Provide high level visual and linguistic content area writing
phrase speech  Model and provide practice in pronunci- support using adapted text  Provide simple sentence stems
 Provide bilingual dictionary/electronic ation of academic terms  Preteach vocabulary  Scaffold writing assignments
Initial: translator - allowed at all times  Audio textbooks/novels (Librivox)
 Activate prior knowledge: start with the  Activate prior knowledge: start with the
Intermediate  Use Audio textbooks/novels (Librivox) familiar before moving on to new con-  Activate prior knowledge: start with the familiar before moving on to new con-
 Activate prior knowledge: start with the cepts familiar before moving on to new concepts
familiar before moving on to new con-  Provide graphic organizers cepts  Provide graphic organizers
cepts  Provide extra time for completion of  Provide graphic organizers  Utilize alternate reading assignments/
 Provide graphic organizers complex material and/or assignments  Utilize alternate reading assignments/ materials at the student’s reading level.
 Utilize alternate reading assignments/  Provide an opportunity for the student materials at the student’s reading level.  Provide extra time for completion of com-
materials at the student’s reading level. to take the test individually plex material and/or assignments
 Provide opportunity for students to pro-  Provide an opportunity for the student to
vide oral responses take the test individually
Level 3:  Allow extra time when academic mate-  Allow extra time after pauses  Allow abstract grade-level reading com-  Provide grade level appropriate writing
rial is unfamiliar and complex  Provide sentence stems with present, prehension and analysis with peer sup- tasks
Moderately  Provide visuals, gestures and verbal past, future and complex grammar port  Allow abstract and technical writing with
Developed cues when material is unfamiliar and  Provide vocabulary including abstract  Activate prior knowledge: start with the linguistic support including teacher mod-
complex and content-based terms familiar before moving on to new con- eling and student interaction
 Provide audio textbooks/novels  Limit, highlight and pre- cepts  Provide complex sentence stems to scaf-
(Librivox) teach ̈vocabulary  Provide visual and linguistic support fold writing assignments
Initial:
including adapted text for unfamiliar  Utilize alternate reading assignments/
Intermediate topics materials at the student’s reading level.
 Utilize alternate reading assignments/  Scaffold writing assignments
materials at the student’s reading level.
 Provide extra time for completion of com-
plex material and/or assignments
Level 4: Well  Allow extra time when academic mate-  Provide opportunities for extended dis-  Allow abstract grade-level reading  Provide complex grade level appropriate
Developed rial is unfamiliar and complex cussions  Provide minimal visual and linguistic writing tasks
 Provide visuals, gestures and verbal  Provide sentence stems with present, support  Allow abstract and technical writing with
cues when material is unfamiliar and past, future and complex grammar  Allow grade level comprehension and minimal linguistic support
complex  Provide vocabulary including abstract analysis tasks with peer collaboration  Use genre analysis to identify and use
 Provide audio textbooks/novels and content-based terms  Provide audio textbooks/novels the features of advanced English writing
(Librivox) (Librivox)  Provide opportunity to edit/revise written
work before grading
For all levels and domains be sure to set/review language and content objectives and utilize small group instruction when possible, or assign a buddy

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Individualized English Language Development Plan (IELDP)

ELPAC Listening Speaking Reading Writing

Level 1:  Provide instruction/directions in  Provide instruction/directions in  Provide instruction/directions in  Provide instruction/directions in

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