ELD Standards Webinar 3: Proficiency Level Descriptors

Summary

Highlights

• The webinar covers Proficiency Level Descriptors (PLDs) in detail. 📖
• Interactive elements like polls and Padlets are used to engage participants. 💬
• Participants learn about the three proficiency levels: Emerging, Expanding, and Bridging. 🔍
• Discussions highlight the continuum of language proficiency and educational strategies. 🧠
• Reflection and collaboration are emphasized through Q&A and Padlets. 🤝

Key Takeaways

• Understanding PLDs is essential for supporting EL students. 🌟
• PLDs help tailor instruction to fit students' proficiency levels. 🎯
• Emerging, Expanding, and Bridging are stages of language development. 📚
• Language acquisition isn’t linear; students may excel in some areas while needing support in others. 🔄
• Effective use of PLDs can guide differentiated ELD and content area instruction. 🎨

Overview

Chapters

• 00:00 - 01:00: Welcome and Introduction The webinar "Professional Learning for Successful Implementation of the California English Language Development Standards" is introduced by Gustavo Gonzalez. This is the third installment in a series of five webinars focused on these standards. The current webinar will cover Chapter 2, which discusses Proficiency Level Descriptors for the standards. It is designed to benefit teachers, administrators, instructional coaches, professional learning providers, and newcomers to the California English language standards.
• 03:00 - 07:00: Poll and Participant Engagement The chapter titled 'Poll and Participant Engagement' presents a webinar focusing on English Language Development (ELD) Standards. Gustavo Gonzalez and Christine Snyder, both associated with the California Department of Education, lead the session. The webinar is aimed at those already familiar with ELD standards or those wishing to refresh their knowledge.
• 07:00 - 27:00: Understanding the PLDs The chapter introduces Christine Snyder, who is affiliated with the Region 15 Comprehensive Center at WestED. This center is one of 19 federally funded regional comprehensive centers across the nation. Christine describes the role of these centers in providing capacity-building technical assistance to state leadership and staff.
• 27:00 - 40:30: Collaborative Mode of Communication The chapter titled 'Collaborative Mode of Communication' highlights the joint efforts between educational agencies and the comprehensive center working with the California Department of Education (CDE) as thought partners on a project. The chapter begins with an expression of pleasure for the collaborative environment. Christine Snyder invites audience participation by encouraging questions throughout the session, with plans to answer them towards the end of the webinar. Furthermore, FAQs related to English Language Development will be made available by the CDE.
• 40:30 - 58:00: Interpretive Mode of Communication The chapter discusses the Interpretive Mode of Communication, particularly in the context of ELD (English Language Development) Standards. It introduces methods for accessing further information, such as visiting the ELD standards web page or contacting the Language Policy and Leadership Office at LPLO@cde.ca.gov. The chapter also mentions scheduled opportunities to reflect on the topic discussed during the webinar.
• 58:00 - 74:00: Productive Mode of Communication The chapter focuses on identifying participants in a webinar through a poll and outlines the subsequent steps to engage attendees in a reflection activity. Participants are instructed to respond to reflection prompts in a Padlet, an online board, with a link provided in the chat. The webinar is hosted by Christine Snyder, who provides guidance on the session's procedures.
• 74:00 - 105:00: Metalinguistic Awareness and Accuracy of Production The chapter discusses the notion of metalinguistic awareness and its impact on the accuracy of linguistic production. It explores the roles of various stakeholders in the educational landscape such as teachers, paraeducators, site administrators, instructional coaches, professional learning providers, district administrators, school board members, county office education administrators, teacher education faculty, and community organization members. The transcript provides an example of a poll being conducted to identify the different roles of individuals present in an educational setting. It emphasizes the importance of recognizing and understanding the diverse roles in educational environments to strengthen linguistic proficiency and understanding among participants.
• 105:00 - 110:00: Closing and Future Webinars This chapter concludes with a discussion of poll results from the webinar attendees, revealing the diverse professional backgrounds of the participants. The majority are teachers, paraeducators, site administrators, or instructional coaches. There are also significant numbers of professional learning providers, district administrators, and school board members. A small percentage are from county offices of education or other categories. The chapter likely sets the stage for future webinars by understanding the audience's professional distribution.

ELD Standards Webinar 3: Proficiency Level Descriptors Transcription

• 00:00 - 00:30 Gustavo Gonzalez: Welcome to today's  webinar, Professional Learning for   Successful Implementation of the California  English Language Development Standards.   This is the third of five webinars regarding  the California English Language Development   Standards. This webinar will highlight Chapter 2,  Proficiency Level Descriptors for the California   English Language Development Standards. We welcome  teachers, administrators, instructional coaches,   professional learning providers, and anyone  who is new to the California English language,
• 00:30 - 01:00 English Language Development Standards, or  who would like to refresh their familiarity   with the ELD standards. Gustavo Gonzalez: My  name is Gustavo Gonzalez. I am an Education   Programs Consultant in the Language Policy and  Leadership Office, or LPLO, in the Multilingual   Support Division at the California Department of  Education, or CDE. I will be presenting today,   today's webinar along with my co-presenter,  Christine Snyder. Christine Snyder: Thank you,
• 01:00 - 01:30 Gustavo. Um, so good afternoon. As Gustavo  mentioned, my name is Christine Snyder,   and I am with the Region 15 Comprehensive Center  at WestED. Christine Snyder: The Region 15   Comprehensive Center is one of 19 federally funded  regional comprehensive centers. The leadership   and staff at the comprehensive center provide  capacity building technical assistance to state
• 01:30 - 02:00 educational agencies, and the comprehensive center  collaborated with the CDE as thought partners on   this project. It is a pleasure to be here today.  Christine Snyder: So, there will be opportunities   to ask questions during today's session. We will  answer as many questions as we can toward the end   of today's webinar and submit your questions  in the question and answer, or Q&A feature.   We'll also post frequently asked questions, or  FAQs, on the CDE English Language Development,
• 02:00 - 02:30 or ELD Standards, web page at a later date  following today's webinar. And we will post   in the chat the link to the ELD standards web  page. Another way is to email your questions to   the Language Policy and Leadership Office email  address at LPLO@cde.ca.gov. And we will post in   the chat the LPLO email address. And in addition,  we programmed opportunities to reflect on today's
• 02:30 - 03:00 content and post a response to the reflection  prompts in the Padlet. And we will post in the   chat the link to the Padlet. Christine Snyder:  And so now, we will take a few moments to see who   is in attendance for today's webinar. A poll will  appear on your screen and please complete the poll   by identifying what your role or position is at  your local level. And if the poll does not appear,
• 03:00 - 03:30 um, or if the poll does not feature your role  or position, just please select other. So the   poll will show the following options: Who is  in attendance? Teacher, paraeducator, site   administrator or instructional coach, professional  learning provider, district administrator,   or school board member, county office of education  administrator, teacher education faculty,   community organize, organization member or  other. And so, let's close that poll in about
• 03:30 - 04:00 five seconds. Five, four, three, two, one. All  right, let's see those poll results. And joining   us today are 56 percent teacher, paraeducator,  site administrator or instructional coach. Great,   welcome. And 23 percent, professional learning  provider, district administrator or school board   member. And then almost a tie, uh, 11 percent  other and 10 percent county office of education
• 04:00 - 04:30 administrator, teacher education faculty community  organization member. Wonderful. Thank you,   and welcome to everyone. Great to see you here  today. Christine Snyder: So, before we jump into   the content, we would like to find out more about  your knowledge of the California English Language   Development Standards, or CA California ELD  Standards, Proficiency Level Descriptors, or PLDs.
• 04:30 - 05:00 So, a second poll will appear on your screen.  Please complete the poll by identifying what   knowledge you have had with the, or what knowledge  you have with the PLDs. So please select the best   answer that most resembles um, your present level  of knowledge, and the poll will show the following   options. How knowledgeable are you of the  California ELD Standards PLDs? I have extensive   knowledge of the PLDs. I have some knowledge of  the PLDs, or I have little or no knowledge of the
• 05:00 - 05:30 PLDs. So, let's give you a chance to indicate.  And let's close it in about five seconds. Five,   four, three, two, one. Okay, let's close it  and let's see the results. Oh, fantastic! Well,   this is great. Seventy percent of folks by,  most folks here, I have some knowledge of the   PLDs. That's great. That's exactly why you're  here. Twenty-two percent, I have little or no
• 05:30 - 06:00 knowledge of the PLDs. Perfect. You're  in the right place. And 8 percent of us   have an extensive knowledge of the PLDs. So,  everybody welcome. Thank you so much, and we   hope today's webinar will be extremely helpful to  you, no matter your present level of familiarity,   in becoming an expert on the California ELD  Standards. Christine Snyder: So, we'll be using   a Padlet today and it houses resources for today's  webinar, questions for engagement opportunities
• 06:00 - 06:30 later in the presentation, and registration links  for upcoming webinars in the series. And we'll   post the link to the Padlet in the chat, or you  can navigate it, to it using the QR code on your   screen. Christine Snyder: And um, our agenda items  for today's webinar include 1) What are the PLDs?,   2) Why it's important to be familiar with  the PLDs, 3) Organization of the PLDs,   4) PLDs in the proficiency levels, and 5)  Closing. Christine Snyder: So, the goals
• 06:30 - 07:00 for today's webinar are for participants  to be able to explain what the PLDs are,   explain why it's important to be familiar with the  PLDs, and to explain the relationship between the   PLD levels. We posted in the chat a link  to the CDE web page where you can access   the pdf version of the California ELD Standards  and just click on the ELD Standards tab, and then
• 07:00 - 07:30 you will see the link there, and that will be in  the chat. Christine Snyder: So, in the next part,   we will do a deep dive into the PLDs. Christine  Snyder: So, beginning on page 17, Chapter 2,   which is titled Proficiency Level Descriptors  for the California ELD Standards, the PLDs
• 07:30 - 08:00 provide an overview of the stages of ELD through  which English learner students are expected to   progress as they gain increasing proficiency in  English as a new language. Christine Snyder: So,   why is it important to be familiar with the PLDs?  It's important for all teachers of EL students   to be familiar not only with the ELD standards  but also with the PLDs, because PLDs depict the   student knowledge, skills and abilities across a  continuum. And they identify what English learner
• 08:00 - 08:30 or EL students know and can do at early stages  and upon exit from each of the three proficiency   levels. So, that's Emerging, Expanding,  and Bridging levels. And it is important   because the descriptors can be used as a guide  to provide EL students with targeted instruction   in ELD as well as differentiated instruction in  academic content areas. Christine Snyder: So,
• 08:30 - 09:00 it's very important to note that while the PLDs  describe an aligned set of knowledge, skills,   and abilities at each proficiency level that  reflects a linear progression across the levels,   this is done for purposes of presentation  and understanding. Actual second language   acquisition. This is so important. Actual second  language acquisition does not necessarily occur
• 09:00 - 09:30 in a linear fashion within or across proficiency  levels. An EL student at any given point along   their trajectory of English learning, may  exhibit some abilities like speaking skills,   for example, at a higher proficiency level,  while at the same time exhibiting other   abilities at a lower proficiency level, like  writing skills, for example. Additionally,   a student may successfully perform a particular  skill at a lower proficiency level. For example,
• 09:30 - 10:00 reading and analyzing an informational text,  and at the next higher proficiency level need   review in the same reading and analysis skills  while present, when presented with a new or more   complex type of informational text. So, that's  very important. Christine Snyder: The organization   of the PLDs represents ELD as a continuum of  increasing proficiency in language, learning, and
• 10:00 - 10:30 use, starting with native language competencies  that students possess when they enter school,   and concluding, though not ending, with lifelong  language learning that all language users engage   in. So, the three levels, Emerging, Expanding, and  Bridging represent the stages of ELD, describing   expectations for how well students can understand  and use the English language at each level as they
• 10:30 - 11:00 continue to build on existing language skills  and knowledge. The PLDs emphasize that students,   EL students at all proficiency levels are capable  of high-level thinking, and can engage in complex,   cognitively demanding social and academic  activities requiring language as long as
• 11:00 - 11:30 they are provided appropriate linguistic support.  And the extent of support needed varies depending   on the familiarity and complexity of the task and  topic as well as on the student's English language   proficiency level. So, within the PLDs, general  levels of support are identified as substantial,   moderate, light, and occasional. And the  descriptors for these general levels of support
• 11:30 - 12:00 are intended to signal the extent of linguistic  scaffolding most likely needed for appropriately   implementing the California ELD Standards at each  proficiency level. The descriptors, however, are   not intended to explain how to provide support or  differentiate instruction for EL students at each   level. Christine Snyder: So, each PLD includes the  following: Overall proficiency, which is a general
• 12:00 - 12:30 descriptor of EL students’ abilities at entry  to, progress through and exit from the level,   Early stages, which are descriptors or abilities  in the English language that EL students have at   the early stages of the level, And exit stages,  which are descriptors, descriptors of abilities in   English language EL students have at exit from the  level. Christine Snyder: And the descriptors for
• 12:30 - 13:00 early and exit stages of each proficiency level  are detailed across three modes of communication:   Collaborative, Interpretive, and Productive.  So, the Collaborative mode of at communication   encompasses engagement in dialogue with others.  The Interpretive mode of communication relates to   comprehension and analysis of written and spoken  texts. And the Productive mode of communication
• 13:00 - 13:30 involves creation of oral presentations and  written texts. Christine Snyder: Now there are   two dimensions of Knowledge of Language. They're  described as Metalinguistic Awareness and Accuracy   of Production. So, Metalinguistic Awareness is the  extent of language awareness, and self-monitoring
• 13:30 - 14:00 that students have at the level. And Accuracy of  Production is the extent of accuracy in production   EL students can be expected to exhibit at the  level. So, EL students increase in accuracy of   linguistic production as they develop proficiency  in English. Christine Snyder: So, on page 20, you   can view the white and blue PLD chart. A section  of that chart is labeled Student Capacities. So,
• 14:00 - 14:30 the image on the slide shows that that section  from the chart. So, EL students come to school   possessing a wide range of competencies in their  native language appropriate to their age. They may   have varying levels of literacy in their native  language, depending on their prior experiences in   the home, community and school. And as learners of  English as a new language, they gain metacognitive
• 14:30 - 15:00 awareness of what language is and how it is  used, and they apply, and they apply this   awareness in their language learning strategies,  including drawing upon knowledge of their native   language. Christine Snyder: So, the three  proficiency levels are Emerging, Expanding and   Bridging. And the proficiency levels represent the  stages of English language development, describing
• 15:00 - 15:30 expectations for how well students can understand  and use the English language at each level as they   continue to build on existing language skills  and knowledge. So, at the Emerging level,   students progress very quickly, learning to use  English for immediate needs as well as beginning   to understand and use academic vocabulary  for other features of academic language.   The image on the slide shows the Emerging level  descriptors from the chart. Christine Snyder: At
• 15:30 - 16:00 the Expanding level, students are challenged to  increase their English skills in more contexts   and learn a greater variety of vocabulary and  linguistic structures, applying their growing   language skills in more sophisticated ways that  are appropriate to their age and grade level.   And again, as EL students progress through the  Expanding level, they move from being able to   refashion learned phrases and sentences in English  to meet their immediate communication and learning
• 16:00 - 16:30 needs toward being able to increasingly engage  in using the English language in more complex,   cognitively demanding situations. So, upon exit  from the Expanding level, students can use English   to learn and communicate about a range of topics  and academic content areas. The image on the slide   shows the Expanding level descriptors from the  chart. Christine Snyder: Now at the Bridging
• 16:30 - 17:00 level, EL students continue to learn and apply a  range of high-level English language skills in a   variety of contexts, including comprehension  and production of highly technical text. As   English learners progress through the Bridging  level, they move from being able to communicate   in ways that are appropriate to different tasks,  purposes in audience and audiences, in a variety
• 17:00 - 17:30 of social and academic contexts, toward being  able to refine and enhance their English language   competencies in a broader range of contexts. And  upon exit from the Bridging level, students can   communicate effectively with various audiences on  a wide range of familiar and new topics to meet   academic demands in a variety of disciplines. And  the image on the slide shows the Bridging level   descriptors from the chart. Christine Snyder: Now,  lifelong language learning relates to students who
• 17:30 - 18:00 have reached proficiency in the English language,  as determined by state and local criteria, and   continue to build increasing breadth, depth, and  complexity in comprehending and communicating in   English in a variety of contexts. The image on the  slide shows the lifelong language learning section   from the chart. Christine Snyder: So, EL students  possess cognitive abilities appropriate to their
• 18:00 - 18:30 age and experience. In order to communicate  about their thinking as they learn English,   EL students may need varying linguistic support  depending on the linguistic and cognitive demand   of the task. Christine Snyder: So, students at the  early stages of the Emerging level can engage in   complex, cognitively demanding social and academic  activities requiring language when provided
• 18:30 - 19:00 substantial linguistic support. As they develop  more familiarity and ease with understanding   and using English, support may be moderate or  light for familiar tasks or topics. The image on   the screen shows the substantial support section  from the chart. Christine Snyder: Students at the   early stages of the Expanding level can engage in  complex, cognitively demanding social and academic   activities requiring language when provided  moderate linguistic support. And as they develop
• 19:00 - 19:30 increasing ease with understanding and using  English in a variety of contexts, support may   be light for familiar tasks or topics. The image  on the slide shows the moderate support section of   the chart. Christine Snyder: And students at the  early stages of the Bridging level can engage in   complex, cognitively demanding social and academic  activities requiring language when provided light
• 19:30 - 20:00 linguistic support. And as they develop increasing  ease with understanding and using highly technical   English, support may not be necessary for familiar  tasks or topics using everyday English. The image   on the slide shows the light support section from  the chat. Christine Snyder: Students who have   exited the Bridging level, benefit from occasional  linguistic support in their ongoing learning   of English. And the image on the slide shows  the occasional support section from the chat,
• 20:00 - 20:30 the chart. And now, Gustavo will discuss the PLDs  by each proficiency level. Gustavo Gonzalez: Thank   you, Christine. So, we will now look at the  ELD proficiency level continuum with more   detail by reviewing each proficiency level in  each mode of communication to see the tasks   that EL students should be able to perform at  the early stages of the level, and when they   exit the level. The image on the slide and on the  next slide is taken from page 21 of the California
• 20:30 - 21:00 ELD Standards publication. This particular image  shows the Emerging level in the Collaborative   mode of communication. At the early stages of the  Emerging level, students are able to express basic   personal and safety needs and ideas, and respond  to questions on social and academic topics with
• 21:00 - 21:30 gestures and words or short phrases. They are  also able to use basic social conversations to   participate in conversations. Upon exit from the  Emerging level, students are able to express basic   personal and safety needs and ideas, and respond  to questions on social and academic topics with   phrases and short sentences. They are also able  to participate in simple face-to-face conversation
• 21:30 - 22:00 with peers and others. Gustavo Gonzalez: The  image on the slide shows the Expanding level   in the Collaborative mode of communication. At the  early stages of the Expanding level, students are   able to express a variety of personal needs, ideas  and opinions, and respond to questions using short   sentences. They are also able to initiate simple  conventions on social and academic topics. Upon
• 22:00 - 22:30 exit from the Expanding level, students are  able to express more complex feelings, needs,   ideas and opinions using extended oral and written  production and respond to questions using extended   discourse. They're also able to participate  actively in Collaborative conversations in all   content areas with moderate to light support  as appropriate. Gustavo Gonzalez: The image
• 22:30 - 23:00 on the slide shows the Bridging level in the  Collaborative mode of communication from page 22   of the California ELD Standards publication.  At the early stages of the Bridging level,   students are able to express a variety  of personal needs, ideas and opinions,   and respond to questions using short sentences.  They are also able to initiate and sustain   dialogue on a variety of grade-level academic  social topics. Upon exit from the Bridging level,
• 23:00 - 23:30 students are able to participate fully in all  collaborative conversations in all content   areas at grade level with occasional support  as necessary. They are also able to participate   fully in both academic and non-academic settings  requiring English. Gustavo Gonzalez: We are now   going to pause and reflect on the PLDs from the  Collaborative mode of communication at the exit
• 23:30 - 24:00 stage of the Emerging level and the early stages  of the Expanding level. The task is to analyze the   relationship of the PLD descriptors from one level  to the next, and to identify ELD instructional   practices and supports needed to enhance EL  students’ English proficiency from one level   to the next along the PLD continuum. We will post  in the chat the pause and reflect instructions
• 24:00 - 24:30 that I have just mentioned. Now, we will move  on to the next slide that contains the PLDs   you will reflect on. Gustavo Gonzalez: This slide  shows a Collaborative mode of communication PLDs   at the exit stage of the Emerging level on the  left side, and the early stage of the Expanding   level on the right side. Upon exit from emerge,  from the Emerging level, EL students are able to
• 24:30 - 25:00 express basic personal and safety needs and ideas  and respond to questions on social and academic   topics with phrases in short sentences, and to  participate in simple face to face conversations   with peers and others. At the early stages of the  Expanding level, EL students are able to express   a variety of personal needs, ideas and opinions,  and respond to questions using short sentences,
• 25:00 - 25:30 and also initiate simple conventions, or sorry,  initiate simple conversations on social and   academic topics. Reflect on these PLDs and analyze  the relationship of the descriptors and identify   ELD instructional practices and supports needed to  enhance EL students’ English proficiency from one
• 25:30 - 26:00 level to the next. For example, after you read it,  you might think, hmm, it might be important for a   teacher to teach students and also to model how  to express personal needs and safety needs. What   does that language look like? And how do I teach  it? So, provide your responses on the discussion   Padlet. You will have four minutes. And we will  pause the recording while you reflect. And we
• 26:00 - 26:30 will resume the recording when we all return.  So, we're going to have four minutes. Everyone   return at four o'clock on the dot. So, we’ll  return at four o'clock on the dot. Excellent,   and make sure that you, uh, place your  reflection in the Padlet. Okay, let's go.
• 26:30 - 27:00 Welcome back everyone. I will share some of the  responses from the Padlet. We had people say,   “Supporting my students and moving from highly  scaffolded face-to-face dialogues about pretty   familiar topics to, uh, supporting my students  to start conversations more independently with   less scaffolding.” Excellent. Also, um,  “By using intentional partner and grouping   instructional practice, students can expand  their knowledge as they gather ideas.” Excellent.
• 27:00 - 27:30 “Teach students to express opinion, respond to  basic questions.” Excellent. “Use visual aid,   sentence frames for conversations. Uh, “Specific  topics”. Uh, “Interact with peers in the,   in a meaningful way.” “Students need vocabulary  and time to practice speaking to peers.” Um,   Also, uh “Provide vocabulary around personal needs  and basic safety needs.” “Share sentence stems,
• 27:30 - 28:00 including questioning.” Wonderful. Um, thank  you for those uh, responses, and everybody   else can check that out in the, the Padlet.  And we're also going to post in the chat, um,   just some other possible responses and just some  things to consider. So, thank you everyone for   your participation. Gustavo Gonzalez: We will now  review each proficiency level in the Interpretive
• 28:00 - 28:30 mode of communication to see that EL, the task  EL students should be able to perform at the   early stage of the Emerging level, and when they  exit the level. The image on the slide, and the   next slide is from page 21 of the California ELD  Standards publication. At the early stage of the   Emerging level, EL students are able to comprehend  frequently occurring words and basic, basic
• 28:30 - 29:00 phrases and immediate physical surroundings. They  are able to read very brief, grade-appropriate   text with simple sentences and familiar  vocabulary, supported by graphics or pictures.   They are also able to comprehend familiar words,  phrases, and questions drawn from content areas.   Upon exit from the Emerging level, EL students  are able to comprehend a sequence of information
• 29:00 - 29:30 on familiar topics as presented through stories  and face to face conversations. They are able   to read brief, grade-appropriate text with simple  sentences and mostly familiar vocabulary support,   supported by graphic, graphics or pictures. They  are also able to demonstrate understanding of   words and phrases from previously learned content  material. Gustavo Gonzalez: The image on the slide
• 29:30 - 30:00 shows the expanding level in the Interpretive  mode of communication. At the early stage of   the Expanding level, EL students are able to  comprehend information on familiar topics and   on some unfamiliar topics and contextualized  settings. They are able to read independently   a variety of grade-appropriate text with simple  sentences and more complex text supported by   graphics or pictures. They are also able to  comprehend basic concepts and content areas.
• 30:00 - 30:30 Upon exit from the Expanding level, EL students  are able to comprehend detailed information with   fewer contextual clues on unfamiliar topics.  They're able to read increasing, increasingly   complex grade-level text while relying on context  and prior knowledge to obtain meaning from print.
• 30:30 - 31:00 They are also able to read technical texts  on familiar topics, supported by pictures or   graphics. Gustavo Gonzalez: The interpre, at the  image on the slide shows the Bridging level in the   Interpretive mode of communication from page 22  of the California ELD Standards publication. At   the early stage of the Bridging level, EL students  are able to comprehend concrete and many abstract
• 31:00 - 31:30 topics, and begin to recognize language subtleties  in a variety of communication settings. They   are able to read to increasingly complex text at  grade level. They are also able to read technical,   technical, supported. but, technical text  supported by pictures or graphics. And upon   exit from the Expanding level, EL students are  able to comprehend concrete and abstract topics   and recognize language subtleties in a variety of  communication settings. They're also able to read
• 31:30 - 32:00 with limited comprehension difficulty, a variety  of grade, level and technical text in all content   areas. Gustavo Gonzalez: We are now going to pause  and reflect for the second time on the PLDs from   the Interpretive mode of communication that we  just covered at the exit stage of the Emerging   level and the early stages of the Expanding  level. The task is to analyze the relationship
• 32:00 - 32:30 of the descriptors from one level to the next,  and to identify ELD instructional practices and   supports needed to enhance EL students’ English  proficiency from one level to the next along   the PLD continuum. We will post into the chat the  Pause and Reflect number 2 instructions. Now we'll
• 32:30 - 33:00 move on to the next slide that contains the PLDs  you will reflect on. Gustavo Gonzalez: Consider   the instructional practices and supports needed to  enhance a student's proficiency from exiting the   Emerging level to early stages of the Expanding  level. Upon exit from the Emerging level, students   are able to comprehend a sequence of information  on familiar topics as presented through stories
• 33:00 - 33:30 and face to face conversations. And to read brief,  grade-appropriate text with simple sentences and   mostly familiar vocabulary, supported by  graphics or pictures. At the early stages   of the Expanding level, EL students are able to  comprehend information on familiar topics and on   some unfamiliar topics in contextualized settings,  read independently a variety of grade-appropriate   texts with simple sentences, and read more complex  text supported by graphics or pictures. Reflect on
• 33:30 - 34:00 the PLDs, analyze the relationship of these  descriptors, and identify ELD instructional   practices and supports needed to enhance  EL students English proficiency from one   level to the next. Provide your responses on the  Padlet. And again, we will have four minutes. So,   we are, we will pause the recording while you  reflect, and we will resume the recording when
• 34:00 - 34:30 we all return. So, everyone will come back at 4:11  p.m. Thank you. And we can pause the recording.
• 34:30 - 35:00 Welcome back everyone. I will share some of the  responses from the Padlet. And thank you for,   for your responses. We have um, “In my science  class to support my EL students at the exit stage   of the Emerging level. In the Interpretive mode,  I might provide a pictorial glossary for every   concept in the textbook. Reading, for example,  pictures for cell or magma. And then decrease the
• 35:00 - 35:30 volume of text I have them read. Uh, then, over  time, support their growth. Um, I would gradually   increase the amount of text uh, that they read and  decrease the number of extra pictures.” Excellent.   Uh, “Provide frequent exposure to maps, graphs,  and charts to build comprehension, not only during   ELPAC practice, also teach sequencing language,  use mentor text to model reading, build background
• 35:30 - 36:00 knowledge, embed visuals and graphics, an order,  or a graphic organizers and model how to interpret   and apply them to the reading.” And then “Increase  language production and peer interaction,   build on their background knowledge to increase  comprehension, increase parent involvement.”   Those are wonderful responses. Thank you so much,  and there's more there. So, please look at the
• 36:00 - 36:30 Padlet. And then we're also going to share some  possible responses in the chat. And thank you for   your participation. Gustavo Gonzalez: And on the  next slide, we will now review each proficiency   level in the Productive mode of communication.  So, to see, to see the tasks that EL students   should be able to perform at the early stages  of the level, and when they exit the level. The
• 36:30 - 37:00 image of the slide shows the Emerging level in the  Productive mode of communication, which is, which   is from page 21 of the California ELD Standards  publication. At the early stage of the Emerging   level, EL students are able to produce learned  words and phrases and use gestures to communicate   basic information. They are able to express  ideas using visuals, such as drawings, charts,
• 37:00 - 37:30 or graphic organizers. And, they are able to  write or use familiar words and phrases related to   everyday and academic topics. Upon exit from the  Emerging level, EL students are able to produce   basic statements and ask questions in direct  informational exchanges on familiar and routine   subjects. They are able to express ideas using  information and short responses within structured   context. And EL students are able to write  or use learned vocabulary drawn from academic
• 37:30 - 38:00 content areas. Gustavo Gonzalez: The image on this  slide shows the Expanding level in the Productive   mode of communication. At the early stage of the  Expanding level, EL students are able to produce   sustained informational exchanges with others on  an expanded variety of topics. They are able to
• 38:00 - 38:30 express ideas and highly structured and scaffold,  scaffolded academic interactions. EL students are   also able to write or use expanded vocabulary  to provide information and extended responses   to contextualized settings. Upon exit from the  Expanding level, EL students are able to produce,   initiate and sustain spontaneous interactions on a  variety of topics. They are also able to write and
• 38:30 - 39:00 express ideas to meet social and academic needs  through the recombination of learned vocabulary   and structures with support. Gustavo Gonzalez: The  image on the slide shows the Bridging level in the   Productive mode of communication from page 22 of  the California ELD Standards publication. At the   early stage of the Bridging level, EL students  are able to produce, initiate, and sustain
• 39:00 - 39:30 interactions with…(audio went silent) and express  ideas to meet increasingly, increasingly complex   academic demands for, for specific purposes and  audiences. Upon exit from the Expanding level,   EL students are able to produce, initiate  and sustain extended interactions tailored
• 39:30 - 40:00 to the specific purposes and audiences. They are  also able to write and express ideas, to meet a   variety of social needs and academic demands for  specific purposes and audiences. Gustavo Gonzalez:   We are going to pause and reflect again on the  PLDs from the Productive mode of communication
• 40:00 - 40:30 at the exit stage of the Emerging level and the  early stages of the Expanding level. The task is   to analyze the relationship of the descriptors  from one level to the next, and to identify ELD   Instructional practices and supports needed to  enhance students’ English proficiency from one   level to the next along the PLD continuum. So, in  the chat, we posted instructions to the Pause and
• 40:30 - 41:00 Reflect number 3. And now, we will move on to the  next slide that contains the PLDs you will reflect   on. Gustavo Gonzalez: Consider the instructional  practices and supports needed to enhance the   student's proficiency from exiting the Emerging  level to early stages of the Expanding level. Upon   exit from the Emerging level, students are able  to produce basic statements and ask questions in
• 41:00 - 41:30 direct informational exchanges on familiar  and routine subjects, and to express ideas   using informational and short responses within  structured context. At the early stages of the   Expanding level, EL students are able to produce,  sustain informational exchanges with others on an   expanded variety of topics and express ideas  in highly structured and scaffolded academic
• 41:30 - 42:00 interactions. Reflect on the PLDs, analyze the  relationship of the descriptors, and identify   ELD instructional practices and supports needed  to enhance the student's EL proficiency from one   level to the next. Please provide your response  on the Padlet. And we will have four minutes. So,   we will pause the recording while you reflect.  We will resume the recording when we all return.   Everyone come back uh, at 4:22 p.m. Thank you.  Welcome back everyone. So, I will share some of
• 42:00 - 42:30 the responses from the Padlet. We have, “Students  will need an increased vocabulary in the target   language, along with familiarity with sentence  structure to express sustained information.” Yes,   very important. “The gradual removal of scaffolds  provide scaffolds such as sentence and paragraph
• 42:30 - 43:00 frames to help students draft and deliver  information. Start with highly structured   scaffold, and then gradually remove some  frames as students progress.” Wonderful, yes,   definitely. Opportunities for English learners  to produce information, narrative and expository   text are based on connected topics. “So we to  provide opportunities for students to interact   through Socratic seminar, book talks, and academic  conversations. And then provide students, time for
• 43:00 - 43:30 students to practice the responses.” Definitely.  Students need to have a lot of practice time.   “Provide graphic organizers to guide their  responses and presentations.” “Used discussion   frames to help students express their responses  orally, and in writing.” “Also explicitly teach   vocabulary.” Wonderful. And hopefully, we can all,  everybody goes into the Padlet to read the rest
• 43:30 - 44:00 of those responses. Perfect. And we will also post  in the chat some other possible responses. And uh,   thank you everyone for your participation.  Now, Christine will continue discussion,   discussing the PLDs by each proficiency  level. Christine Snyder: Thank you,   Gustavo. It's great to see all the engagement  in the Padlet. It's exciting. Um, so we   will now review each proficiency level in the  Metalinguistic Awareness Knowledge of Language,
• 44:00 - 44:30 to see the tasks that EL students should be able  to perform at the early stages of the level, and   when they exit the level. So, remember that the  Metalinguistic Awareness Knowledge of Language,   indicates the extent of language awareness,  and self monitoring that students have at   the level. And the image on the slide shows the  Emerging level in the Metalinguistic Awareness,   Knowledge of Language from page 23 of the  California ELD Standards publication., So,
• 44:30 - 45:00 at the early stages of the Emerging level, EL  students are able to apply to their learning   of English and emerging awareness of differences  and similarities between their native language and   English; ways in which different king, um, kinds  of language are appropriate for different tasks,   purposes, and audiences; and how to intentionally  and purposefully use a limited range of everyday
• 45:00 - 45:30 vocabulary phrases and memorize statements  and questions in English. Upon exit from the   Emerging level, EL students are able to apply to  their learning of English an emerging awareness   of differences and similarities between their  nip, native language and English; ways in which   different kinds of language are appropriate  for different tasks, purposes, and audiences,   and how to intentionally and purposefully use  mostly every day; and a limited range of general
• 45:30 - 46:00 academic vocabulary and domain specific vocabulary  phrases and memorize statements and questions   in English related mostly to familiar topics.  Christine Snyder: So, the image on this slide   shows the Expanding level in the Metalinguistic  Awareness Knowledge of Language from page 23 of   the California ELD Standards publication. So,  at the early stage of the Expanding level,   EL students are able to apply to their learning  of English an expanding awareness of differences
• 46:00 - 46:30 and similarities between their native language and  English; ways in which language may be different,   based on task, purpose, and audience; how to  intentionally and purposefully use mostly everyday   vocabulary and an expanding range of general,  academic and just domain specific vocabulary in   English, related mostly to familiar topics; how  to extend discourse in limited ways in a range
• 46:30 - 47:00 of conversations; and how to recognize language  differences, and engage in some self monitoring.   Upon exit from the Expanding level, EL students  are able to apply to their learning of English   an awareness of differences and similarities  between their native language and English;   ways in which language may be different  based on task, purpose, and audience; how to   intentionally and purposefully use both everyday  vocabulary and a range of general, academic and
• 47:00 - 47:30 domain-specific vocabulary in English, related to  familiar and new topics; how to extend discourse   in a variety of ways, in a range of conversations;  and how to recognize language differences,   engage in self-monitoring and adjust oral and  written language. Christine Snyder: And so the   image on this slide shows the Bridging level in  the Metalinguistic Awareness Knowledge of Language
• 47:30 - 48:00 from page 24 of the California ELD Standards  publication. So, at the early stage of the   Bridging level, EL students are able to apply  to their learning of English, a sophisticated   awareness of differences and similarities  between their native language and English;   ways in which language may be different, based on  task, purpose, and audience; how to intentionally   and purposefully use a range of precise and varied  grade level general academic and domain specific
• 48:00 - 48:30 vocabulary in English related to new topics; how  to extend grade level academic discourse in a   variety of ways, in a range of conversations  and written texts, of varying lengths and   complexities; and how to recognize language  differences, engage in some self monitoring,   and adjust oral and written language in a range of  contexts. Now upon exit from the Bridging level,
• 48:30 - 49:00 EL students are able to apply to their learning  of English an awareness of differences and   similarities between their native language and  English; ways in which language may be different   based on task, purpose, and audience; how to  intentionally and purposefully use a range of   precise and varied grade level general academic  and domain specific vocabulary in English,   related to new topics across the discipline;  how to extend grade level academic discourse in
• 49:00 - 49:30 a variety of ways, in a range of conversations and  written texts, of varying lengths and complexities   across disciplines; and how to recognize  language differences, engage in self monitoring,   and adjust oral and written language in a range of  contexts across disciplines. Christine Snyder: So   now we're gonna pause and reflect on the PLDs  from the Metalinguistic Awareness Knowledge of   Language at the exit stage of the Emerging level  and the early stages of the Expanding level. So,
• 49:30 - 50:00 the task is to analyze the relationship of  the descriptors from one level to the next,   and to identify ELD instructional practices and  supports needed to enhance EL students’ knowledge   of English from one level to the next along the  PLD continuum. So really thinking about, how do we   push students from um, one proficiency level um,  descriptor to the next, and we'll post into the
• 50:00 - 50:30 chat the pause and reflect instructions. And now  we will move on to the next slide that contains   the PLDs you will reflect on. Christine Snyder:  So, consider the instructional practices and   supports needed to enhance a student's proficiency  from the exiting the Emerging level to the early   stages of the Expanding level. So, upon exit  from the Emerging level, EL students are able to
• 50:30 - 51:00 apply to their learning of English an awareness of  differences and similarities between their native   language and English; ways in which language may  be different based on task, purpose, and audience;   how to intentionally and purposefully use mostly  everyday vocabulary and an expanding range of   general academic and domain specific vocabulary  in English, related mostly to familiar topics.   At the, at the early stages of the Expanding  level, EL students are able to apply to their
• 51:00 - 51:30 learning of English an expanding awareness of  differences and similarities between their native   language and English; ways in which language may  be different based on task, purpose, and audience;   and how to intentionally and purposefully use  mostly everyday vocabulary and an expanding range   of general academic and domain specific vocabulary  in English, related mostly to familiar topics. So,   reflect on the PLDs, analyze the relationship of  the descriptors and identify ELD instructional
• 51:30 - 52:00 practices and supports needed to enhance EL  students’ knowledge of English from one level   to the next. And please provide your responses  on the Padlet. And you'll have four minutes.   We'll pause the recording while you reflect, and  we'll resume the recording when we all return. So,   everyone, if you would please come back at 3,  uh, 4:35 p.m. Okay, thank you. I'm going to um,
• 52:00 - 52:30 share some of what I'm seeing in the chat. And  it's, it's really, it's really interesting. Let me   um, let me just highlight some of the, the great  comments. So, I think metal linguistic awareness,   it's, it's really something to wrap our head  around. And what I appreciate this Padlet is
• 52:30 - 53:00 the very explicit attention paid to this kind  of thing. So, I wanna highlight this. Um,   “Discovering root words and cultural and  linguistic differences and similarities.”   So not just differences and similarities  between language, native language and English,   in terms of the morphemes, in terms of um, word  study, root words, really, metalinguistics,   thinking about the language, not just pointing  out how it's different, but thinking about um,   it's the differences. “Metalinguistic awareness  would involve teaching students about different
• 53:00 - 53:30 registers and situations.” So um, you might give a  student an example of task, purpose and audience,   and how the choice of vocabulary and grammar  would be appropriate in one situation, but not   in another, and then crucially to say, Why? What's  the difference? Thinking about our language,   why would you choose that word in that context  and not another? Um, here, here's someone. Uh,   “Practice giving students two different contexts  for using everyday vocabulary. So, for example,
• 53:30 - 54:00 calling a friend.” This is great. “Calling a  friend to say, ‘Hello’ versus calling the bank   to report a missing debit card.” Oh, boy, that's,  that's really, I get that. And we would practice   each dialogue sequence and note the different  vocabulary used for each scenario. Right? So,   we're, we're calling. We're making a phone call.  But the language is so different. And then, being   aware of how the language is different. Um and,  and just really oh, I guess I'll move on. But,
• 54:00 - 54:30 take a look in the Padlet if you haven't  had a chance to. Um, very powerful. So um,   let me go ahead and share some um, some additional  responses that that you might use. So um,   using cognates to show similarities between  native language and English where applicable,   demonstrate differences and similarities in  language structure. For example, a sentence   in English compared to a sentence in Spanish. Um,  demonstrate using social vocabulary for a specific
• 54:30 - 55:00 purpose or audience, demonstrate using academic  vocabulary for a specific purpose and audience,   teach domain specific vocabulary do, demonstrate  how to use domain specific prop, vocabulary for   precision. Um, teach everyday vocabulary and  how to use it, teach academic vocabulary and   how to intentionally use it in relation to  a topic. And then here's some real concrete,
• 55:00 - 55:30 specific forms using graphic organizers, input  charts, word walls, or other types of supports   to support students in using different kind of  language. And um, everything that we just shared,   we'll go ahead and, and add to the Padlet as  well. And now um, the, the leading up to the final   pause and reflect, and thank you so much for your  engagement, these Padlet. But take a look at the   Padlet. It's full of such great ideas. Christine  Snyder: Um, we'll now review each proficiency   level in the Accuracy of Production, Knowledge  of Language, to see the tasks that EL students
• 55:30 - 56:00 should be able to perform at the early stages of  the level, and then when they exit the level. So,   remember that the Accuracy of Production,  Knowledge of Language indicates the extent of   accuracy in production EL students can be expected  to exhibit at the level. And the image on the   slide shows the Emerging level in the Accuracy  of Production, Knowledge of Language, from page   23 of the California ELD Standards publication.  So, at the early stage of the Emerging level,
• 56:00 - 56:30 EL students are able to be comprehensible when  using memorized or copied words or phrases.   They're also able to produce English, but they  may exhibit frequent errors in pronunciation,   grammar, and writing conventions that often impede  meaning. But upon exit from the Emerging level,   EL students are able to be comprehensible when  using simple or learned phrases and sentences,
• 56:30 - 57:00 and they're also able to produce English, but  may exhibit frequent errors in pronunciation,   grammar, and writing conventions that sometimes  impede meaning. Christine Snyder: So, the image on   this next slide um, shows the Expanding level in  the Accuracy of Production, Knowledge of Language,   from page 23 of the California ELD Standards  publication. At the early stage of the Expanding
• 57:00 - 57:30 level, EL students are able to be comprehensible  when using simple and some expanded sentences and   discourse or texts. And they're able to produce  English, but may exhibit fairly frequent errors   in pronunciation, grammar, and writing conventions  that may sometimes impede meaning. And upon exit   from the Expanding level, EL students are able to  be comprehensible when using expanded sentences,
• 57:30 - 58:00 discourse, or texts. And they are also able to  produce English, but may exhibit fairly frequent   errors in pronunciation, grammar and writing  conventions, but they usually do not impede   meaning. Christine Snyder: And then the image  on this slide shows the Bridging level in the   Accuracy of Production, Knowledge of Language,  from page 24 of the California ELD Standards   publication. So, at the early stage of the  Bridging level, EL students are able to be
• 58:00 - 58:30 comprehensible when using a variety of grade-level  expanded discourse, or texts. They are also able   to produce English, but may exhibit some errors  in pronunciation, grammar and writing conventions   that usually do not impede meaning. Upon exit from  the Bridging level, EL students are able to be   comprehensible when using a variety of grade-level  expanded discourse or texts on a variety of   topics. They are also able to produce English, but  may exhibit some minor errors in pronunciation,
• 58:30 - 59:00 grammar, and writing conventions that do not  impede meaning. Christine Snyder: And now,   we're going to pause and reflect on the PLDs from  the Accuracy of Production, Knowledge of Language   at the exit stage of the Emerging level and the  early stages of the Expanding level. So, the task   is to analyze the relationship of the descriptors  from one level to the next and to identify ELD
• 59:00 - 59:30 instructional practices and supports needed to  enhance EL students’ knowledge of English from   one level to the next along the PLD continuum.  So, we'll post it into the chat. There it is,   the pause and reflect instructions, and then  we'll move to the next slide that contains   the PLDs you will reflect on. So, um, we're  going to go ahead and let's move to the next   slide. Christine Snyder: Okay, so please consider  the instructional practices and supports needed to
• 59:30 - 60:00 enhance a student's proficiency from exiting the  Emerging level to early stages of the Expanding   level. So, upon exit from the Emerging level, EL  students are able to be comprehensible when using   simple or learned phrases and sentences.  They are also able to produce English,   but they may exhibit frequent errors and  pronunciation, grammar and writing conventions   that sometimes impede meaning. At the early stage  of the Expanding level, EL students are able to
• 60:00 - 60:30 be comprehensible when using simple and some  expanded sentences and discourse or texts. They   are also able to produce English, but may exhibit  fairly frequent errors in pronunciation, grammar   and writing conventions that may sometimes impede  meaning. So please reflect on the PLDs. Analyze   the relationship of the descriptors and identify  ELD instructional practices and supports needed to
• 60:30 - 61:00 enhance EL students' knowledge of English from  one level to the next, and please provide your   responses on the Padlet. You'll have four minutes.  We'll pause the recording while you reflect, and   we'll resume the recording when we all return. So  please everyone come back at 4:47 p.m. Thank you.   I want to uplift a couple of the comments  I see in Padlet which are so important. So,
• 61:00 - 61:30 I wanna just pick out this phrase. “The key here  is student production of language. What I really   appreciate, appreciate about that is, it's not  about students filling in worksheets, necessarily   for the sake of the worksheet. The focus is on  producing.” They're engaging in meaningful um,   communicative um, scenarios. And, and then  someone else here mentioned opportunities for   English learners to practice writing in multiple  contexts. So, it's not just it's it's not just um,
• 61:30 - 62:00 filling in blanks for the sake of the blank. But  how am I to be comprehensible? I'm trying to comp,   for someone else to comprehend my meaning, and  that accuracy of production is going to help   me achieve that goal. I also wanna highlight um,  these are, this is great. Look at this. “Students   also need to interact with sentence patterning.  What is the pattern of the sentence that you
• 62:00 - 62:30 see so that they really are being ha! knowledge  of how the language works. Text reconstruction,   Google voice typing to transfer oral language into  written language, to improve writing conventions.”   Um, that's really powerful. And then, “Finding out  what students are interested in so they want to   continue to converse.” Really highlighting again  in terms accuracy, not for the sake of accuracy,   but so that they can be comprehensible in  meaningful interactions with others. Um,   and again, so many great um, comments in the  chat. And I, I just want to appreciate everybody's
• 62:30 - 63:00 engagement there. Um, but I see the time is that  we have to bring it to a close. So, I'm going to   go ahead and um, share that. Christine Snyder: Let  me go ahead and bring myself to the questions. Um,   we're going to answer some questions that  you've posted in the Q&A. I have not kept   my eye on the Q&A. So, I'll go ahead and,  Gustavo, I invite you to um, respond anything that
• 63:00 - 63:30 you've been seeing. Gustavo Gonzalez: Thank you,  Christine. Uh, we've been responding to questions   along the way and there, there are no questions  in the Q&A at this time. So, if anyone does have   any questions, go ahead and post in the Q&A uh,  feature. And you can still do that. And also,
• 63:30 - 64:00 if you have a question at a later time, you may  submit those questions by email at LPLO dot,   LPLO@ cde.ca.gov, that's L-P-L-O-@c-d-e  dot c-a dot g-o-v. Gustavo Gonzalez:   So, this concludes the presentation portion of  today's webinar session and I'll pass it back
• 64:00 - 64:30 to Christine. Christine Snyder: Thank you.  Thank you, Gustavo. So, before you leave,   please, we would love, um, to share the link  to the feedback survey for this webinar. Your   feedback to on today's webinar is very important,  and it truly will help us continuously improve our   practice and ensure future webinars in the series  meet your needs. So, a link to the survey will be   provided in the chat. And again, truly, we um,  we really appreciate the feedback. So please do
• 64:30 - 65:00 take a moment to offer your, your thoughts and  insights. And now I'll turn it over to Gustavo   for the final closing. Gustavo Gonzalez: Thank  you, Christine. So, please join us at our future   ELD Standards webinar. The next webinar is the,  uh, for the ELD Standards, Part One Interacting   in Meaningful Ways, where we will cover part  one of the ELD Standards in Chapter 3, and we
• 65:00 - 65:30 will. That will take place on Wednesday, April  24th, 2024. The link is in the Padlets in the,   in the column to the most right, and we also  posted it in the chat. And the fifth webinar   of the series titled “California Standards Part  II. Learning About How English Works” will take   place on Wednesday, May 22nd. And we will post  in the chat again, the registration link to the
• 65:30 - 66:00 webinars and also those links are in the Padlet,  and remember that all webinars in this series   begin at 3:30 p.m. Gustavo Gonzalez: We would  also like to thank my colleagues, Lorrie Kelling   and Emily Ingram, for their help in executing  today's webinar. And on behalf of my co-presenter,   Christine and the administrators and staff in the  Multilingual Support Division and the Region 15
• 66:00 - 66:30 Comprehensive Center at WestEd, we thank you all  for joining us today, and see you next time. Thank   you. Thank you. Everyone. Thank you so much.  You can pause recording now, or stop recording.