A guide to designing programs in English language arts for limited English proficient (LEP) students is intended for school districts to use in developing their own program manuals based on locally relevant needs. An introductory section gives background for LEP program development, and subsequent sections outline (1) identification procedures for LEP students, (2) criteria for student classification as LEP, (3) characteristics of Category C, D, and E LEP students (the categories referring to specific proficiency levels), (4) program placement of C, D, and E LEP students, (5) skills to be developed, (6) English language development through the basal readers (including the three R's and six steps for English language arts), and (7) English language development through the content areas (including lesson design, sample activities, a worksheet for lesson development, and sample lessons for grade 1 math, secondary level science/math, and science at all levels). It is recommended that teacher training plans be developed after a needs assessment is completed in each district, and records be kept by each district and teacher to assure a coordinated inservice training program. It is also suggested that staff development be divided into five major segments: basic training for new teachers, professional growth for experienced teachers, professional growth for other instructional staff members, informational growth for administrators, and training of master teachers to serve as district teacher trainers. (MSE)