California Department of Education's Webinar Highlights

ELD Standards Webinar 4: Part 1 - Interacting in Meaningful Ways

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Summary

The California Department of Education hosted the fourth in a series of five webinars focusing on the California English Language Development (ELD) Standards. This session specifically explored 'Part I: Interacting in Meaningful Ways' from the standards, covering strategies for enhancing English learners' proficiency across various disciplines including mathematics, science, and language arts. Participants were engaged through interactive polls and exercises designed to deepen their understanding of effective language instruction techniques. Co-presenters Gustavo Gonzalez and Christine Snyder led the webinar, emphasizing the importance of scaffolding and integrating ELD with content learning to support English learners in achieving academic success.

Highlights

The webinar explored different teaching strategies for Part I of the ELD Standards ✍️
Interactive tools like polls and Padlet were used to engage participants 📊
Christine Snyder emphasized the importance of collaboration in language development 🤝
The session covered cross-disciplinary integration of ELD standards in teaching 🧑‍🏫
Participants appreciated the clarity and depth of information provided during the webinar 🎉

Key Takeaways

Understanding ELD Standards can enhance English learners' academic performance 🏫
Interactive practices and scaffolding are essential for effective ELD 🗣️
Integrated ELD isn't just for language specialists; it's for all subject teachers 📚
Engagement and reflection are key tools in teaching ELD 🎓
Supporting English learners with tailored strategies is crucial to their success 🌟

Overview

In a recent webinar hosted by the California Department of Education, educators had the chance to explore the intricacies of the English Language Development (ELD) Standards. This particular session was centered on 'Interacting in Meaningful Ways,' a vital component aimed at enhancing language proficiency across disciplines. Through a combination of presentations, polls, and videos, facilitators guided participants in understanding how to engage students in meaningful language use across subjects such as math and science.

Gustavo Gonzalez and Christine Snyder took the lead in this comprehensive session, walking participants through the various components of the ELD Standards. They highlighted the overlap of these standards with other subject standards, emphasizing how they can be integrated across different content areas. The presenters also focused on the importance of collaboration between ELD specialists and other subject teachers to maximize student language development.

The webinar was highly interactive, encouraging participants to engage in activities via a Padlet and offering numerous opportunities for real-time reflection and discussion. The session underscored the importance of active listening, scaffolding instruction, and tailoring educational practices to meet the diverse needs of English learners, thereby promoting an inclusive and effective learning environment.

Chapters

00:00 - 01:00: Introduction and Welcome The chapter 'Introduction and Welcome' begins with Gustavo Gonzalez introducing a webinar focused on the California English Language Development Standards, specifically Part I - Interacting in Meaningful Ways. This session is the fourth in a series of five webinars about the standards. The webinar will emphasize Chapter 3, covering The Standards for Kindergarten through grade 12 and highlight the importance of interacting in meaningful ways. It is intended for an audience of teachers, administrators, instructional coaches, and professional learning providers.
01:00 - 06:00: Overview of ELD Standards This chapter introduces the California English Language Development Standards, targeting individuals new to or needing a refresh on the standards. The presentation is conducted by Gustavo Gonzalez, an Education Program Consultant at the California Department of Education, along with co-presenter Christine Snyder. The focus of the chapter is to provide an overview and insights into the English Language Development Standards within the Language, Policy and Leadership Office and the Multilingual Support Division.
06:00 - 16:00: Interactive Polls and Participant Engagement Chapter focuses on "Interactive Polls and Participant Engagement". Summary of the transcript: The chapter introduces Christine Snyder from the Region 15 Comprehensive Center at WestEd. Christine explains that the center is one of 19 federally funded regional comprehensive centers dedicated to providing capacity building technical assistance to state educational agencies.
16:00 - 30:30: Detailed Discussion of ELD Standards (Part I) In this chapter, the collaboration between the Center and the California Department of Education (CDE) is introduced, highlighting their joint effort as thought partners on the project related to English Language Development (ELD) Standards. Christine Snyder welcomes participants and mentions the interactive nature of the session, encouraging attendees to ask questions through the Q&A feature. The chapter outlines the plan to address as many questions as possible during the webinar and informs participants about the availability of FAQ documents on the CDE ELD Standards website.
30:30 - 48:00: Alignment with Other Educational Standards (Mathematics, Science) The chapter discusses strategies for aligning educational standards specifically in the areas of Mathematics and Science, as part of a broader discussion of educational policy and leadership. Mention is made of a webinar and subsequent resource availability on a website. Communication channels for inquiries are provided, such as an email address for the Language, Policy and Leadership Office. The chapter also includes opportunities for reflective engagement with the material presented.
48:00 - 81:00: Interpretive Mode of ELD Standards The chapter titled 'Interpretive Mode of ELD Standards' discusses the utilization of reflection prompts on Padlet as part of a webinar. Christine Snyder introduces a poll designed to identify the roles or positions of attendees at the local level, ensuring engagement and participation from the audience.
81:00 - 103:30: Productive Mode of ELD Standards The chapter discusses various professional roles involved in the educational landscape, such as teachers, paraeducators, administrators, instructional coaches, learning providers, district administrators, school board members, and others. It seems to focus on collaboratively developing and implementing ELD (English Language Development) standards as part of a productive mode.
103:30 - 117:00: Video Demonstration of ELD Standards in Action This chapter starts with a brief interactive poll where participants identify themselves by their roles. The results reveal that 49% of the attendees are teachers, paraeducators, site administrators, or instructional coaches. Additionally, 29% are professional learning providers, district administrators, or school board members. This setup creates a diverse audience for demonstrating ELD (English Language Development) standards in action.
117:00 - 121:30: Q&A Session and Closing Remarks The chapter begins with attendees introducing themselves, including a county office administrator, a teacher education faculty member, and a community organization member, highlighting the diverse expertise present in the session.

ELD Standards Webinar 4: Part 1 - Interacting in Meaningful Ways Transcription

00:00 - 00:30 Gustavo Gonzalez: Welcome to today's webinar, California English Language Development Standards, Part I Interacting in Meaningful Ways. This is the fourth of five webinars regarding the California English Language Development Standards. This webinar will highlight Chapter 3, The Standards, Kindergarten through grade 12, Part I of the Standards, Interacting in Meaningful Ways. We welcome teachers, administrators, instructional coaches, professional learning providers,
00:30 - 01:00 and anyone who is new to the California English Language Development Standards, or who would like to refresh their familiarity with the English Language Development Standards. Gustavo Gonzalez: My name is Gustavo Gonzalez. I am an Education Program Consultant in the Language, Policy and Leadership Office, or LPLO, in the Multilingual Support Division at the California Department of Education, or the CDE. I will be presenting today's webinar along with my co-presenter, Christine Snyder. Christine Snyder: Thank you, Gustavo. Good afternoon. As
01:00 - 01:30 Gustavo mentioned, my name is Christine Snyder, and I'm with the Region 15 Comprehensive Center at WestEd. Christine Snyder: So, the Region 15 Comprehensive Center is one of 19 federally funded regional comprehensive centers, and the leadership and staff at the comprehensive center provide capacity building technical assistance to state educational agencies. And the Comprehensive
01:30 - 02:00 Center collaborated with the CDE as thought partners on this project. It is a pleasure to be here today. Christine Snyder: So um, there will be opportunities to ask questions during today's session. We will answer as many questions as we can for the end of today's webinar and submit your questions using the question and answer feature or Q&A feature. And we will also post frequently asked questions, or FAQs, on the CDE English Language Development, or ELD, Standards web
02:00 - 02:30 page at a later date following today's webinar. And we'll post the link to the ELD Standards web page in the chat. Another way is to email your questions to the Language, Policy and Leadership Office email address at [email protected], g-o-v, and we will post the LPLO email address in the chat. In addition, we programmed opportunities to reflect on today's content and post a response to
02:30 - 03:00 the reflection prompts in the Padlet. And we'll post the link to the Padlet in the chat. Thank you. Christine Snyder: So, we'll now take a moment to uh, take a few moments to see who is in attendance uh, for today's webinar. A webinar, a poll will appear on your screen. So, please complete the poll by identifying your role or position at your local level. If the poll does
03:00 - 03:30 not feature your role or position, please select “other”. So, are you a 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 organization member, or other. And so, we'll give it a few minutes, uh, seconds for you
03:30 - 04:00 to tell us who's here today. And how about 10 seconds? And then we'll close it. 10, 7, ... 3, 2, 1. Okay, let's close the poll and share results. Joining us today are 49 percent teacher, paraeducator, site administrator or instructional coach. Fantastic, great to have you. Then we have 29 percent professional learning provider, district administrator or school board member.
04:00 - 04:30 Then 12 percent other, and 10 percent, we have four folks here, County Office of Ed administrator, teacher ed faculty, community organization member. Fantastic to have you all here. Thank you so much for joining us today. Christine Snyder: So, before we jump into the content, we would like to find out more about your knowledge of Part I Interacting in Meaningful Ways of the California ELD English Language Development Standards or California ELD Standards. So,
04:30 - 05:00 a second poll will appear on your screen. Please complete the poll by identifying your knowledge of pet, Part I of the ELD Standards. And so, please select the answer that reflects your level of knowledge. The poll will show the following options: I have extensive knowledge of Part I of the ELD Standards, I have some knowledge of Part I of the ELD Standards, I have little or no knowledge of Part I of the ELD Standards. So, let's give you about 10 seconds to complete the
05:00 - 05:30 poll. ... 3, 2, 1. Alright, let's close the poll and see what folks wrote. Oh, that's great! That's great. Sixty-nine percent, I have some knowledge of Part I of the ELD Standards. That is exactly where you should be right now. And especially our 18 percent. Fantastic. I have little or no knowledge of Part I of the ELD Standards. For our 5 folks here, I have extensive knowledge of Part I of the ELD Standards. Thank you for joining us today. We will really be leaning on your knowledge
05:30 - 06:00 to help us all build our capacity in this important work. Christine Snyder: So um, we will be using a Padlet today and it houses resources for today's webinar, questions for engagement opportunities later in the presentation, and registration links for upcoming webinars in the series, and Gustavo has just posted the link to the Padlet in the chat. Or you can navigate to it, using the QR code on the screen. Christine Snyder: On the agenda for today's webinar,
06:00 - 06:30 we will present Part I of the ELD Standards, look at the corresponding English Language Arts, Standards, or ELA Standards of each Part I ELD Standard, analyze Part I of the ELD Standards across the proficiency levels, and discuss the opportunities for ELD instruction and support for English learner, or EL students. Christine Snyder: And the goals for today's webinar are for
06:30 - 07:00 our participants to become more familiarized with Part I of the ELD Standards, and to be able to analyze Part I of the ELD Standards to support EL students’ development and use of academic English. So, we just posted in the chat a link to the CDE web page where you can access the pdf version of the California ELD Standards. Click on the ELD Standards tab, and then you'll see the link there.
07:00 - 07:30 Christine Snyder: Now in this next part, we will do a deep dive of Part I of the ELD Standards, and I'll pass it over to Gustavo. Gustavo Gonzalez: Thank you, Christine. In the chat, we put links to the California ELD Standards, the English Language Art Standards, Next Generation Science Standards, and Math Standards. We invite everyone to download or get a copy of the California ELD Standards. And we invite English teachers, English language arts teachers,
07:30 - 08:00 and literacy teachers to download or to get your copy of the English Language Arts Standards. Also, we invite grades 6 through 12 English language arts, history-social studies, science teachers, and teachers of other technical subjects to access the Standards for Literacy in History-Social
08:00 - 08:30 Studies, Science, and Technical Subjects, beginning on page 79 of the English Language Arts Standards publication. These standards involve the Reading Standards for Literacy and History-Social Studies, Reading Standards for Literacy in Science and Technical Subjects, and Writing Standards for Literacy in History-Social Studies, Science, and Technical Subjects for
08:30 - 09:00 grades 6 through 12. We invite science teachers to access the Next Generation Science Standards and Science and Engineering Practices. And we invite math teachers to access the Mathematics Standards and the Standards for Mathematical Practices. Gustavo Gonzalez: During today's webinar, we will present Part I of the ELD Standards. With the amount of time we have during this webinar, it is impossible to cover the ELD Standards for each grade level. We will feature grade
09:00 - 09:30 7 ELD Standards and provide prompts for analyzing the standards so that each of you can analyze the standards at your grade level you teach, or the grade level you chose to focus on today. Chapter 3, The Standards Kindergarten Through Grade 12, is on page 25 of the California ELD Standards
09:30 - 10:00 publication and contains the ELD standards for each grade level. We will start here. Make sure you find the grade level you want to select for today's session. Gustavo Gonzalez: The California ELD Standards are organized into two main sections that are common across all grade levels: Section 1, Overall Overview, including a goal and critical principles for developing language and cognition in academic contexts, and Section 2, Elaboration on Critical Principles for Developing
10:00 - 10:30 Language and Cognition in Academic Contexts. Section 1 includes a goal statement for all EL students in California, followed by broader critical principles for developing language and cognition in academic contexts. Goal. This is an overarching goal statement that
10:30 - 11:00 crystallizes what all California educators want for EL students’ development of academic English language proficiency, success with grade level disciplinary content, and awareness of language. Critical principles for developing language and cognition in academic contexts. This is further detail of the goal statement that defines the critical and meaningful experiences and knowledge
11:00 - 11:30 that EL students need in order to ultimately achieve the goal. Section 2 of the California ELD Standards is organized into two parts, with strands that are consistent across grade levels, yet developmentally appropriate for each grade level. At each grade level, the strands are detailed in standards that include descriptors for what students know and can do at each
11:30 - 12:00 proficiency level. Each grade level ELD standard has descriptors for each of the three proficiency levels: Emerging, Expanding, and Bridging. Part I of the California ELD Standards, Interacting in Meaningful Ways, addresses collaborative, interpretive, and productive language uses and purposes. Part II of the California ELD Standards, Learning About How English Works, specifies particular elements of language structures that apply to using language in various contexts,
12:00 - 12:30 and for various purposes described in Part I. Part III focuses on using foundational literacy skills. Part I of the California ELD Standards corresponds directly to the Standards for Mathematical Practices and the Science and Engineering Practices. These language uses and purposes are often explicitly described and identifiable in the content standards. Knowledge of how English
12:30 - 13:00 works and the use of specific language structures do apply to communicating about mathematics and science learning and content. Implementation of integrated ELD does not require mathematics, science, and other content teachers to become linguists or ELD specialists. Rather, content teachers need to know enough about the language uses and practices of their discipline, and how
13:00 - 13:30 to support their EL students with disciplinary language and literacy development so that EL students maintain a steady trajectory toward full proficiency in English. ELD specialists need to collaborate closely with content teachers in order to provide specialized ELD support and instruction that builds into and from disciplinary learning. Gustavo Gonzalez: In Section 2,
13:30 - 14:00 Elaboration on Critical Principles for Developing Language and Cognition in Academic Context, we find Part I of the ELD Standards Interacting in Meaningful Ways. The 12 standards are Standard 1, Exchanging information or ideas. Standard 2, Interacting via written English. Standard 3, Supporting opinions and persuading others. Standard 4, Adapting language choices. Standard 5,
14:00 - 14:30 Listening actively. Standard 6, Reading or viewing closely. Standard 7, Evaluating language choices. Standard 8, Analyzing language choices. Standard 9, Presenting. Standard 10, Writing. Standard 11, Justifying or arguing. And Standard 12, Selecting language resources. Gustavo Gonzalez:
14:30 - 15:00 The far-left column in Section 2, labeled “Texts and Discourse in Context” includes Part I Standards strands corresponding to the English Language Art Standards. It includes the purposes for using language which include, but are not limited to describing, entertaining, informing, interpreting, analyzing. The informational text types include, but are not limited to description,
15:00 - 15:30 procedure, recount, information report, explanation, exposition, response, recounting, explaining, persuading, negotiating, justifying, evaluating, and so on. Literary text types include, but are not limited to stories, dramas, poetry, retelling the story, and so on.
15:30 - 16:00 Audiences include, but are not limited to peers, small group, and whole group. Gustavo Gonzalez: We just introduced the first four ELD Standards, hold on. Sorry. In the next 5 slides, we will highlight the corresponding English Language Arts Standards to each ELD Standard,
16:00 - 16:30 and also discuss the language demands of the Standards for Mathematical Practices and the Science and Engineering Practices. The slide will highlight the Grade 7 ELD Standards, but we encourage everyone, including grades 6 through 12 math, science, history, social studies, and other content teachers to look at the ELD standards from your grade level, along with your content standards and Standards for Mathematical Practices and Science and Engineering Practices.
16:30 - 17:00 We will begin with Part I, Collaborative Mode of Communication ELD Standards, and there are four in this mode. Standard 1 is Exchanging information and ideas. This standard corresponds to the English Language Art Standards. The Speaking and Listening standards are shown as SL, and the Language standards are shown as L. The corresponding Speaking and Listening standards include standard 7.1 and Language standard 7.3. We purposefully did not include all the corresponding
17:00 - 17:30 standards on this slide because of time, but you can see them in your copy of the ELD Standards. Standard 2 is Interacting via written English, and it corresponds to the standards for Writing, or W 7.6, Writing Standards for Literacy for History-Social Studies, Science, and Technical
17:30 - 18:00 Subjects for grades 6 through 12 or WHST 7.6, and also speaking, listening and language standards. Standard 3 is Supporting opinions and persuading others, corresponding to the English Language Art Standards, Writing Standards 7.1, Writing Standard for Literacy for History-Social Studies, Science, and Technical Subject 7.1, and Speaking and Listening and Language. Standard 4 is Adapting
18:00 - 18:30 language choices, and it corresponds to Writing Standard 7.4, Writing Standards for Literacy, for History-Social Studies, Science, and Technical Subjects 7.4, and Speaking and Listening, and Language. Gustavo Gonzalez: So, we just introduced the first four ELD Standards, in Part I, along
18:30 - 19:00 with the corresponding ELA Standards. We will take some time to look at some of the corresponding ELA Standards, so there can be better understanding what to, to better understand what we are referring to. Again, we are highlighting grade 7, but you want to find the corresponding ELA Standards that pertain to your grade level or the grade level you selected today. You will, should see that on the left-hand column, the very top of your standard, ish, it is the Text and Discourse
19:00 - 19:30 in Content column. So, one of the corresponding ELA Standards is Speaking and Listening 7.1, which requires students to engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts and issues, building on others’ ideas and clearly expressing their
19:30 - 20:00 own. This standard is found on page 66 of the English Language Arts Standards publication. The Speaking and Listening standards for grades K through 5 begin on page 27, and on page 68 for the grades 9 through 12 in the English Language Arts Standards publication. Another one is Language Standard 7.3, which states that one should use knowledge of language and its
20:00 - 20:30 conventions when writing, speaking, reading, or listening. This standard is found on page 72 of the English Language Arts Standards publication. The language standards for grades K through 5 begin on page 32, and for grades 9 through 12 on page 74. Another one is Writing Standard 7.1,
20:30 - 21:00 which is to write narratives to develop real or imagined experiences or events using effective techniques, relative descriptive details and well-structured event sequences. This standard is found on page 56 of the ELA Standards publication, the English Language Arts Standards publication. The Writing Standards for grades K through 5 begin on page 21, and on page 61 for grades 9 through
21:00 - 21:30 12. Another one is Writing Standards for Literacy for History-Social Studies, Science, and Technical Subjects for grades 6 through 12, 7.1, which is to write arguments, focus on discipline specific content. This standard is found on page 86 of the ELA Standards, the English Language Arts Standards publication in the grades 6 to 8 students strand. This is the same for the grade 9
21:30 - 22:00 through 10 student strand and the grade 11 through 12 student strand. So, I hope this helped you in locating the corresponding English Language Arts Standards. I encourage all math, science, history, social studies, and other content teachers to, to hang with us because we're going to take some time
22:00 - 22:30 today for you to examine your content standards to find the language demands. And remember that the ELD standards correspond with the English Language Arts standards and lead up. But remember, for all students, including our English learners, the goal is the content standards. Gustavo Gonzalez: We will continue with Part I Interpretive Mode of Communication, ELD Standards. There are four
22:30 - 23:00 in this mode. Standard 5 is Listening actively and this standard corresponds to Speaking and Listening Standard 7.3 and Language Standard 7.6. Again, we purposely did not include all the corresponding standards on the slide because of time, but you can see in your copy of the ELD Standards which ones they are. Standard 6, ELD Standard 6 is Reading or, and viewing closely
23:00 - 23:30 and it corresponds to the Reading Standard for Literature for grades 6 through 12 or RL 7.9, Reading Standards for Informational Text for grades 6 through 12 or RI 7.1, Reading Standards for Literacy in History-Social Studies for grade 6 through 12 or RH 7.10,
23:30 - 24:00 and Reading Standards for Literacy in Science for grades 6 through 12 or RST 7.1. Standard 7 is Evaluating language choices and it corresponds to the Reading Standards for Literature 7.9, Reading Standards for Informational Text 7.4, Reading Standards for Literacy in History-Social Studies 7.5, and Reading Standards for Literacy in Science 7.8. Standard 8 is Analyzing language
24:00 - 24:30 choices and it corresponds to the Reading Standards for Literature 7.5, Reading Standards for Informational Text 7.5, Reading Standards for Literacy in History-Social Studies 7.4, and Reading Standards for Literacy in Science 7.5. Sometime after the webinar, I encourage you to revisit these corresponding English Language Art Standards to become familiar with what the content
24:30 - 25:00 standard expectation is for EL students. Gustavo Gonzalez: In these next two slides we will look at the Standards for Mathematical Practices and the Science and Engineering Practices to see what we can identify, where we can identify the language demands that we will need to teach EL students with designated and integrated ELD instruction. WestEd conducted a study
25:00 - 25:30 examining the correspondence between… Did I miss a slide? Yeah, actually, I. Ready! Yeah, there. I apologize everyone. Okay, I think I'm on the right slide. Here we go. Okay. So, to continue with Part I Productive Mode of Communication grade 7 ELD Standards, there are four in this mode. Standard 9 is Presenting and this standard corresponds to Speaking and Listening Standard 7.4, and Language
25:30 - 26:00 Standard 7.1. Standard 10, Writing, is writing, and it corresponds to Writing Standard 7.1, Writing Standards for Literacy for History-Social Studies, Science, and Technical Subjects for grades 6 through 12, 7.1, and Language Standard 7.1. Standard 11 is Justifying or arguing and it corresponds to Writing Standard 7.8, Writing Standard for Literacy for History-Social Studies,
26:00 - 26:30 Science and Technical Subject 7.8, and Language Standard 7.2. Standard 12 is Selecting language resources and it corresponds to Writing Standard 7.4, Writing Standards for Literacy for History-Social Studies, Science, and Technical Subjects 7.4, Speaking and Listening Standard 7.6, and Language Standard 7.3. Gustavo Gonzalez: Okay. Now, here we go. In these next two slides, we will
26:30 - 27:00 look at the Standards for Mathematical Practices and the Science and Engineering Practices to see where we can identify the language demands that we will need to teach EL students with designated and integrated ELD instruction. WestEd conducted a study examining the correspondence between the California ELD Standards and the mathematics, Mathematic Standards, and the Next Generation
27:00 - 27:30 Science Standards. The study found strong evidence of correspondence, although this correspondence was often implicit. This slide shows the eight Standards for Mathematical Practices which are for use in grades kindergarten through 12. They are: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the
27:30 - 28:00 reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for, and express regularity and repeating reasoning. It is critical for educators to identify the language that is required for students to be able to meet the rigor of the mathematical practices. For some of the practices,
28:00 - 28:30 that is obvious. For some other practices it's not so obvious. For example, practice number 2, Reason abstractly and quantitatively, quantitatively. If we are checking for understanding and ask a student to reason how they reached the solution to a mathematical problem, the student will need to have acquired language resources with reasoning skills or strategies,
28:30 - 29:00 and express that in a precise way, either oral or written. Many of our EL students will need to learn those language structures, such as forming an explanation and including domain-specific words. That may include word tense, it may include how to arrive at a conclusion, and how that sounds using academic English. Perhaps students need to know how to make comparisons between two or more things. What language structures do they need to know so they are able to include that in their
29:00 - 29:30 reasoning at grade level proficiency. That is what we may need to teach EL students, so they can meet the mathematical practice of reasoning abstractly and quantitatively. Look at number 3, Construct viable arguments and critique the reasoning of others. We need to teach EL students how to
29:30 - 30:00 construct a good argument. We need to provide them with language resources they can use to construct a good argument using academic English. We need to teach them the features of a well-structured argument. We need to teach them how to organize their ideas so that they continue to build on those ideas. We need to teach them the language and structures of English so that they can be persuasive. We may need to teach them how to present an argument, using a sequential pattern, which includes domain-specific words, transition words, etc. So those are just two examples of the
30:00 - 30:30 language demands that are in the mathematical practices. So, what are other language demands that we can identify? Gustavo Gonzalez: This slide shows the eight Science and Engineering Practices which are for use in grades kindergarten through 12. They are: 1. Ask questions and define problems. 2. Develop and use models. 3. Plan and carry out investigations. 4. Analyze and
30:30 - 31:00 interpret data. 5. Use mathematics and computational thinking. 6. Construct explanations and design solutions. 7. Engage an argument from evidence. 8. Obtain, evaluate, and communicate information. Again, it is critical for educators to identify the language that is
31:00 - 31:30 required for students to be able to meet the rigor of the Mathematical Practices with academic use of English. So right away, Practice 1 is to ask and define problems. Here, we would need to teach EL students to form questions, like simple questions and complex questions, orally and in writing. They also need to learn to understand what the question is asking and implement the academic use of English to answer questions at grade level proficiency. Look at some of the other practices,
31:30 - 32:00 such as analyzing and interpreting data, constructing explanations, engaging in arguments and communicating information. If content teachers look at that content standard through the, through this language demands lens, they may begin to identify how best to support EL students in their classrooms. We can teach this to EL students with designated and integrated ELD instruction. Implementation of integrated ELD does not require math, science,
32:00 - 32:30 and other content teachers to become linguists or EL specialists. Rather, that they just know enough about the language, uses and practices of their discipline, and about how to support EL students. Gustavo Gonzalez: Alright. So, we are gonna go to pause and reflect. So, during this time you will select Part I of the ELD standards for the grade level you selected
32:30 - 33:00 and explore the corresponding English Language Art Standards. You will need to access the English Language Arts Standards publication, as well as the English Language Development. K through 5 history-social studies teachers may explore the Reading Standards for Informational Text, or the Writing standards, or the Speaking and Listening standards for K through 5 in the English Language Arts Standards publication. You may also explore the history,
33:00 - 33:30 social studies standard for your grade level to identify the language demands. Grades 6 through 12 history-social studies teacher, teachers may explore the Reading Standards for Literacy and History-Social Studies, the Writing Standards for Literacy and History-Social Studies, Science and Technical Subjects for grades K, or 6 through 12. Or you may explore the History-Social Studies Standards for your grade level to identify the language demands. Math teachers may explore
33:30 - 34:00 the Standards for Mathematical Practices and the Mathematics Standards to identify the language demands. Science teachers may explore the Science and Engineering Practices and the Next Generation Science Standards to identify the language demands. And grades 6 through 12 science teachers may also explore the Reading Standards for Literacy and Science and Technical Subjects, or the Writing Standards for Literacy and History-Social Studies, Science, and Technical
34:00 - 34:30 Subjects for grades, for grades 6 through 12. Okay. After you explore, please post any comments, insights, reflections, or new knowledge to the Padlet. You will have five minutes to explore and post in the Padlet. So, we will post in the chat links to the ELD and content standards,
34:30 - 35:00 and also the Padlet. We will pause the recording for the next five minutes. And we will resume the recording when we return at 4:11 p.m. We are back. Uh, I'll read a few of the postings in the Padlet. “The teachers need to make explicit and directly teach the language needed to construct arguments
35:00 - 35:30 and critique. That just, that doesn't just happen. We need to support our multilingual learners with the language needed for that mathematical practice.” Yes. “I think it's interesting to think about the language needed for students to achieve this standard for mathematical practice. Could construct viable arguments and critique the reasoning of others.” That's right. “Along those same lines as a comment above, in the science and engineering practices, we have
35:30 - 36:00 ability to ask and evaluate questions addressing phenomena of the natural world. That part about asking an evaluating question is literally an ELD standard too.” Correct. Wonderful, yes. So, identifying those language demands can really, so we can, we can support our EL students when we're able to do that within our content standards and connect that with our ELD standards to provide that instruction. Okay? Uh, we will continue with the next part of the webinar, where we will look
36:00 - 36:30 at each standard from Part I, and I will now pass it over to Christine. Christine Snyder: Thank you, Gustavo. Thank you so much. So, we will now, um, look at each standard at each level, and we will use the following prompts to help us analyze the standard and consider appropriate instructional approaches for EL students. So, we'll read the ELD standard at each level,
36:30 - 37:00 and then we'll analyze the standard with the help of these prompts. What language features and structures do EL students need to know? What do I need to teach? How do I scaffold my instruction so EL students understand the language that they are learning to use? And how do I engage EL students to practice using the language? And finally, what shifts do I notice in the ELD standard? How does each level build on the one before? And we'll post this process in the chat. Christine Snyder: So,
37:00 - 37:30 let's start with Part I Standard 1 Exchanging Information and Ideas. So, at the Emerging level, it says to engage in conversational exchanges and express ideas on familiar topics by asking and answering yes, no, and W-H questions. So that's who, what, when, where questions, and responding using simple phrases. Then at the Expanding level, it says to contribute to class, group and partner
37:30 - 38:00 discussions by following turn-taking rules, asking relevant questions, affirming others, adding re, relevant information and paraphrasing key ideas. And then at the Bridging level, it says to contribute to class, group and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building responses and providing useful feedback. So, what does a teacher
38:00 - 38:30 need to teach? Well, a teacher needs to teach the structure of a question, and simple phrases. Um, they need to provide opportunities for students to engage in conversations with supports. A teacher needs to teach the structures of phrases to affirm others and build on responses. And they need to teach how to add information and paraphrase ideas. And again, this can be taught during designated
38:30 - 39:00 ELD instruction and supported by the content teacher with integrated ELD. Christine Snyder: Then Part I Standard 2 Interacting Via Written English. So, at the Emerging level, it says to engage in short, written exchanges with peers, and collaborate on simple written texts on familiar topics, using technology when appropriate. At the Expanding level, it says to engage in longer
39:00 - 39:30 written exchanges with peers, and collaborate on more detailed written texts on a variety of topics, using technology when appropriate. At the Bridging level, it says to engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate. So, what does a teacher need to do? A teacher needs to provide opportunities to engage in written exchanges by grouping. Um, a teacher needs to teach how
39:30 - 40:00 to include details in written texts and how to extend written exchanges and, of course, how to use appropriate technology platforms. And you know, we're interested in hearing what other needs you came up with. So, please feel free to share those um, on the Padlet or in the chat. Christine Snyder: And in Part I Standard 3 Supporting Opinions and Persuading Others, at the Emerging level, it says to negotiate with or persuade others in conversations. For example, to gain and hold the floor, or ask for clarification using learned phrases like, “I think,” or “Would
40:00 - 40:30 you please repeat that?” And using open responses. At the Expanding level, it says to negotiate with or persuade others in conversations. For example, to provide counter arguments using learned phrases like, “I agree with X, but…”, and using open responses. And at the Bridging level, it says to negotiate with or persuade others in conversations using appropriate register. For example,
40:30 - 41:00 to acknowledge new information using a variety of learned phrases, indirect reported speech like, “I heard you say X, and “I haven't thought of that before,” and using open responses. Now, at the Emerging level, the student should be able to persuade in conversations and ask for clarification. The standard at the Expanding level builds on where the student should provide counter arguments. And at the Bridging level, it continues to build where the students should use appropriate
41:00 - 41:30 register, acknowledge new information and use indirect reported speech. Christine Snyder: And last, Part I Standard 4 Adapting Language Choices. At the Emerging level, it says to adjust language choices according to social setting, for example, classroom break time, and to the audience, for example, peers and teacher. At the Expanding level, it says to adjust language choices according to the purpose, for example, explaining, persuading, entertaining, uh, to task,
41:30 - 42:00 and to audience. At the Bridging level, it says to adjust language choices according to task, to facilitate a science experiment and to provide pure feedback on a writing assignment, to purpose, to task and to audience. Now, at the Emerging level, the students should be able to adjust language choices according to social settings and audiences. The standard at the Expanding
42:00 - 42:30 level builds on, to where the students should adjust language choices according to purpose, for task and audience. And at the Bridging level it continues to build where the student should adjust language choices according to purpose, task, and audience. Christine Snyder: So, let's pause and reflect on just those four standards. All right. We just presented ELD Standards 1 through 4. On the Padlet, you'll select one of the standards at your grade to analyze and
42:30 - 43:00 explore the following prompts to assist you in analyzing the ELD standard. So, we'll ask what language features and structures do EL students need to know to perform the ELD standards? What do I need to teach? How do I scaffold my instruction so EL Students understand the language they're learning to use? How do I engage EL students to practice using the language? And, and finally, what shifts do I notice in the ELD standard? You know, how does each level build on
43:00 - 43:30 the one before? You don't need to respond to all the prompts for this reflection. Just choose one to explore, and if you have time, explore another one. So, we'll post the prompts in the chat, and we'll invite you to navigate to the Padlet. And um, after you explore, please post comments, insights, reflections, or new knowledge. And we'll give you about four minutes, real, just brief to explore and post, um, and we'll post in the chat links to the ELD standards in the Padlet. So,
43:30 - 44:00 we'll pause the recording for four minutes, and we'll resume the recording when we return at 4:24 p.m. So just for the sake of time, I'm just gonna highlight one thing in this Padlet. These are such great points. Let me just highlight, the very first one. “Engage students to practice using the language.” And this person has made this really good point. “Students can practice the language features they're learning by beginning with low stakes interactions just, such as pair share,
44:00 - 44:30 small group written exchanges. The teacher can gradually increase the size of the group and the complexity of the task.” So that's a really important point. You're surfacing around the progression from emerging to expanding and bridging. They're using language from, at all levels. But it's ha! In what? What's social? Is it social? Or are they using academic, more academic um, language? And for what purposes? And what about the size of the group? So, great point. Thanks for surfacing that. And with that I'll hand it over to Gustavo. Gustavo Gonzalez: Thank you,
44:30 - 45:00 Christine. As we look at the rest of the ELD standards for Part I, consider the prompts for a point of analysis and reflection, those prompts that you just, we just mentioned and you worked with. In the next four slides we will explore ELD standards 5 through 8 in the Interpretive Mode of Communication. Part I Standard 5 Listening Actively at the Emerging level says to
45:00 - 45:30 demonstrate active listening and oral presentation activities by asking and answering basic questions with prompting and substantial support. At the Expanding level, it says to demonstrate active listening and oral presentation activities by asking and answering detailed questions with occasional prompting and moderate support. At the Bridging level, it says to demonstrate active listening in oral presentation activities by asking and answering detailed questions with
45:30 - 46:00 minimal prompting and moderate support. Gustavo Gonzalez: Part I Standard 6 Reviewing, Reading and Viewing Closely at the Emerging level says to explain ideas, phenomena, processes and text relationships, for example, compare and contrast, cause and effect, problem solution, based on close reading of a variety of great appropriate text and viewing of multimedia with substantial support.
46:00 - 46:30 At the Expanding level, says to explain ideas, phenomena, processes and text relationships, for example, to compare contrast, cause and effect, problem solution, based on close reading of a variety of great appropriate text and viewing of multimedia with moderate support. At the Bridging level, this says to explain ideas, phenomena, processes, and text relationships, for example, to compare contrast, cause and effect, problem solution, based on close reading of a variety
46:30 - 47:00 of grade level text and viewing of multimedia with light support. Gustavo Gonzalez: Part I Standard, let's see, 7, Evaluating Language Choices at the Emerging level says to explain how well writers and speakers use language to support ideas and arguments with detailed evidence, for example, identifying the precise vocabulary used to present evidence, or the phrasing used
47:00 - 47:30 to signal a shift in meaning, and when provided with substantial support. At the Expanding level, it says to explain how well writers and speakers use specific language to express ideas or support arguments and provide detailed evidence, for example, showing the clarity of the phrasing used to present an argument when provided with moderate support. At the Bridging level,
47:30 - 48:00 it says to explain how well writers and speakers use specific language resources to present ideas or support arguments and provide detailed evidence, like identifying the specific language used to present ideas and claims that are well supported, and distingui, distinguishing them from those that are not, and with, provided with light support. Gustavo Gonzalez: Part I Standard 8 Analyzing Language Choices at the Emerging level says to explain how phrasing or different common
48:00 - 48:30 words with similar meanings, like choosing to use the word polite versus good, produce different effects on the audience. At the Expanding level, it says to explain how phrasing different words with similar meanings, like describing a character as diplomat versus respectful, or figurative language like, “The wind blew through the valley like a furnace”, produce shades
48:30 - 49:00 of meaning and different effects on the audience. And at the Bridging level, it says to explain how phrasing different words with similar meanings, like refined, respectful, polite, diplomatic, or figurative language, like, “The wind whispered through the night”, how they produce shades of meaning nuances and different effects on the audience. Gustavo Gonzalez: We're going to
49:00 - 49:30 take another pause and have time to reflect on the standards we just covered. So, we just presented ELD standards 5 through 8. So again, select one of the standards and follow the prompts to assist you in analyzing the ELD standards. So, you don't have to do all the prompts. Choose one. For example, what language, features, or structures do EL students need to know to perform at the ELD, to perform the ELD standard? What do I need to teach? How do I scaffold my instruction so,
49:30 - 50:00 EL students understand the language they are learning to use? How do I engage EL students to practice using the language? Finally, what shifts do I notice in the ELD standard? And how does each level build on the one before? So, use these prompts to help you explore one of the standards, or more, if you like. And after you explore, please post any comments or insights, reflections,
50:00 - 50:30 or any new knowledge onto the Padlet. We're going to have four minutes to explore and post it to the Padlet. So, we'll, we will return at 4:34. We are back, and I'm going to read a few postings from Padlet. Here. “Interpretive standards. I can also see here the words with multiple meanings could cause confusion for English learners, and need to be directly
50:30 - 51:00 taught to help students clarify understanding.” Yes. “The ELD Standards progress. Students are able to show their mastery of language. We start with the more direct instruction as teachers and eventually become facilitators offering feedback on student led discussions.” Wonderful. Thank you and continue to uh, include your, your input to the Padlet. I can't wait to read all of it. Uh,
51:00 - 51:30 we are going to continue on to the next slide. Gustavo Gonzalez: Part I Standard 9 Presenting at the Emerging Level says to plan and deliver brief, informal, informative, oral presentations on familiar topics. At the Expanding level, it says to plan and deliver longer oral presentations on a variety of topics, using details and evidence to support ideas. And at the Bridging level, it says
51:30 - 52:00 to plan and deliver longer oral presentations on a variety of topics in a variety of disciplines, using reasoning and evidence to support ideas as well as growing understanding of register. Gustavo Gonzalez: Part I Standard 10a Writing at the Emerging level says to write short literary, literary, and informational texts, for example, an argument we're wearing, you know, school uniforms,
52:00 - 52:30 and to do that collaboratively and independently. At the Expanding level, it says to write longer literary and informational texts, like an argument for wearing school uniforms, to do that collaboratively and independently using appropriate text organization. And at the Bridging level, says to write longer and more detailed literary and informational texts like an argument for wearing school uniforms. Do it collaboratively and independently,
52:30 - 53:00 using appropriate text organization and a growing understanding of register. Gustavo Gonzalez: Part I Standard 11a Justifying or Arguing at the Emerging level says to justify opinions by providing some textual evidence or relevant background knowledge with substantial support. At the Expanding level, it says to justify opinions or persuade others by providing relevant textual
53:00 - 53:30 evidence or relevant background knowledge with moderate support. At the Bridging level, it says to justify opinions or persuade others by providing detailed and relevant textual evidence or relevant background knowledge with light support. Gustavo Gonzalez: Part I Standard 12a Selecting Language Resources at the Emerging Level says to use a select number of generic academic words, for example, cycle, alternative, and domain-specific words like scene, chapter,
53:30 - 54:00 paragraph, cell, to create some precision while speaking and writing. At the Expanding level that says to use a growing set of academic words like cycle, alternative, indicate, process, and domain-specific words like scene, soliloquy, sonnet, friction, monarchy, fraction, synonyms,
54:00 - 54:30 and synonyms and antonyms to create some precision and shades of meaning while speaking and writing. And at the Bridging level, it says to use an expanded set of generic academic words, like cycle, alternative, indicate, process, emphasize, illustrate, and domain-specific words like scene, soliloquy, sonnet, friction, monarchy, fraction, synonyms, antonyms, and figurative language to
54:30 - 55:00 create some precision and shades of meaning while speaking and writing. Gustavo Gonzalez: So, we're going to take some more time to pause and reflect on standards 9 through 12, and again select the standard. We're going to put up the prompts and analyze the standard in different ways. If you, if, use the same prompt if you want, or you can use a different prompt, however you'd like. We're going to put. Those prompts are in the chat. And after you explore, please post comments, insights,
55:00 - 55:30 reflections or new knowledge to the Padlet. We love uh, seeing those responses in the Padlet, so, please do so. And you're gonna have four minutes, uh to do so. So uh, we'll put the links in the, uh, in the, in the chat, also to the Padlet to standards, and we will return at 4:43. We are back, everyone. I'm just gonna read a couple postings in the Padlet. What language
55:30 - 56:00 features do students need to know? “They need to know the difference between tier 1, tier 2, and tier 3 academic vocabulary. This is an important distinction that engages them in meta cognitive analysis of the knowledge they are acquiring.” Wonderful. “These standards tap into students’ funds of knowledge by asking them to share opinions on topics, allowing them to make choices empowers them. It allows for real world and relevant discussions
56:00 - 56:30 to take place.” Beautiful! So, folks, keep on posting even after the webinar is finished, you can continue posting. We love to see this and everyone else, if you haven't seen the responses on the Padlet, please do so. And we're gonna continue on to the next part of the webinar where we're gonna view at least one video. So, I'll pass it over to Christine. Christine Snyder: Thank you, Gustavo. So, we're gonna view a clip from a video from the CDE ELD Video Series. And the purpose is
56:30 - 57:00 to view some possibilities for implementing Grade 7 Part I ELD Standard 1, Exchanging Information and ELD Standard 12A, Selecting Language Resources during designated ELD instruction. And we'll post a link to the ELD series, a link to the video and a link to the Padlet in the chat. So, this clip is from Grade 7 Science Designated ELD, Describing and Questioning. And as you watch,
57:00 - 57:30 watch how the teacher leads the students to interact meaningfully with the science content, with their peers, using their learned language and watch the students describe what they observe while examining samples of real rocks, and then create questions they have about the rocks, and how the rocks are formed. And as you watch, we encourage you to post in the Padlet the instruction and the support that the teacher provides during the designated
57:30 - 58:00 ELD instruction to help the students meet the ELD standards goals. So, let's go ahead and watch the video. Teacher: So, here's my question. Um, what do you observe? Look at your rock. You can pick it up. You guys can pick it up. What do you observe? What do you see? What do you see? Now go ahead and talk, but I want you guys to look at this because I want you to be experts at this. And so, I'm going to give you some frames to use so that when you're talking with your groups, you,
58:00 - 58:30 you know, you talk just like scientists. So, the rock has, it is, it looks like, I observe. Okay, so use the frames and then go ahead and talk about what you see. What do you observe in that rock? Student 1: And it looks like the rock has lines. Student 2: I think that the rock has the, the lines to see how, the ages from the rocks that were building up
58:30 - 59:00 on it. Student 3: A couple layers that you can't see. But um, it also looks like it’s a desert. It also looks like it’s a desert rock. And it has a lot of scratches. Teacher: I want you and your partner to come up with a question, because remember in See, Think, Wonder you have to, you're going to wonder, too. Right? So, you want to come up with a question. And, and instead of saying, “I wonder” which you could, you could say, I wonder? That's fine. But see if
59:00 - 59:30 you can use one of these words (teacher points to a list on the board) okay, about the rock, about your rock. Just one question about your rock. You and your partner. Okay? Go ahead, talk. Student 4: How many years could like take like a rock, like this take to form a specific part of year? Teacher: So, how many years did it take for this rock to form? That's a great question. Student 4: (speaking in Spanish) ¿Tienes una pregunta? Student 5: (speaking in
59:30 - 60:00 Spanish) ¿Hmm, por qué tiene muchas, hmm, por qué tiene muchas de este piedritas? Teacher: How come there's so many things in it? Student 4: So many small rocks? Teacher: Okay, so let's, let's teach her how to say that. Why. Student 5: Why. Teacher: are. Student 5 are. Teacher: there. Student 5: there. Teacher: so many little rocks? Student 5: so many little rocks? Teacher: Yeah.
60:00 - 60:30 Why are there so many little rocks? Student 5: Why are there so many little rocks? Teacher: Excellent. Hold onto that. It’s very good. Student 2: I wonder how long, how much, how long did it take for the rocks to build up on each other and how long it would take to form a rock, and how much years? Student 1: How, um, how did it, did the rocks like… Student 2: Build up on
60:30 - 61:00 each other? Student 1: Yeah. Build up on each other. Video Narrator: Beyond the designated English… Christine Snyder: Alright. Thank you. So, for the sake of time, we're not going to um, watch the second clip. But I cannot stress enough Christine Snyder: how powerful these videos are for helping you really think through what this work looks like in the classroom. So, we actually have in the Padlet uh, the second clip posted, and we'll also drop in the chat the link
61:00 - 61:30 to the second clip that we were gonna show. But please, take time to view them and really think through them through the lens of part one that we've been talking about today. And with that I'll bring it to, hand it to Gustavo. Gustavo Gonzalez: Thank you. At this time we will
61:30 - 62:00 answer questions that you have. Uh, we don't see any questions posted in the Q&A. But uh, if you have any questions you can post them in the Q&A. Right now is a good time to do so. And if you have any other questions that you think of later, you may submit them uh, by email to our email address at L-P-L-O @ C-D-E dot C-A dot G-O-V. So, as you happen to be watching the videos,
62:00 - 62:30 and you're analyzing and looking at your standards and anything you have a question that pops up, please send us that question to the email L-P-L-O @ C-D-E dot C-A dot G-O-V. It's only one CDE, So, we'll make sure we fix that on slide. Okay? We have a question. “Have the past recordings
62:30 - 63:00 in the series been posted somewhere?” They are in the process of being posted. We will have a, webinar 1 and 2 will be posted in the ELD Standards web page, in the ELD standards tab. So, if you go to the tab right now you should see the, the registration for the webinars, or at least the ones that remain. Uh, and that's where we're gonna have those recordings. Uh, they're in
63:00 - 63:30 the process. Uh, I would say (laughs) sometime in May. But when they, when they are posted, we're gonna let everyone know. We have your emails for those of you who attended and I'm gonna make, personally, I will send out a notification to all of you letting you know when those uh, recordings have been posted. Um, and so I'm excited for them to get posted. So, I'm just,
63:30 - 64:00 I'm just as anxious as you are. Thank you for that question. Any other questions? Wonderful. Oh, here we go. Okay. I love it. “How to encourage ELs, EL students who refuse to express their thoughts, themselves in English.” That's an excellent question, and I think we just have to go back to the research, you know. Give the students that time to, to really get used to, comfortable, and
64:00 - 64:30 how they're going to begin to use their English orally. Um, allowing them and supporting them in the primary language in any way that you can, even if you don't speak their home language. There are the, the Google translate, there's different ways with technology that students can, can if you allow them to, to use it so that they can feel that they're engaged. And just like the, just
64:30 - 65:00 like the, the student in the video, so, keep on supporting them, you know. Put them in different situations in the classroom where they're gonna feel successful, and they're comfortable with folks, the other peers that that they're with. And I mean, we want them to do it as fast as possible, I mean, that's our goal, right to accelerate their English proficiency, but I think it's, it's uh, once, once you figure out how to lower their affective filter, then that's gonna be a key. But,
65:00 - 65:30 but keep at it. We can't let them off the hook. You know it. We're not doing any favors by, by not keeping on supporting them and encouraging them to participate, so. But there's other ways that they can engage until they're comfortable to do so in English. “Would you approach standards differently with newcomers?” Um, I would say, I would say the ELD standards are there to,
65:30 - 66:00 to support students at their proficiency level. Um, and, and we do want to, we do want to support our students. Again, it's kind of like the past question. We want to lower their affective filter. We want to provide them that support, uh, so that they can develop their oral language so that they can develop uh, the listening and the speaking, the writing. Um, but at the same time, you know, we know we get a lot of our newcomers that come in middle school and high school. And it's, it's,
66:00 - 66:30 it's what's our plan to, to get them acclimated to the school system and to the country, and also to, to get them to a point where they're gonna be exceeding academically, you know, especially the ones who come already with, with some with some sort of education? So, I say definitely, the ELD standards are there to support that progress as far as language, uh, development. And content standards-wise, I say, teach to the, teach to the standard. Hold them to a high expectation,
66:30 - 67:00 a level of rigor. Productive struggle is not bad for them, but definitely, you need to include a lot of support, a lot of differentiation, a lot of scaffolding in that content area. Oh, not only with language, with that content. So, so yes, hopefully, that kind of gives an idea. “Would you suggest to have a separate group for newcomers? I work with newcomers and pull them out of classrooms?” I think it's important for your school and your district to develop what
67:00 - 67:30 is your protocol and a, a program for newcomers? If you, or at least protocols and procedures for newcomers. Um, if you're gonna have a, a part of the day where, where your newcomers are together and you're accelerating their English and you're helping them get acclimated and providing them with supports, I think, that's one way to do it. But they definitely also need to be part of, of the standard instructional program. So, it's really a local decision how you do that. So,
67:30 - 68:00 if I would suggest to have separate groups, it depends. I might do it for a small period of time, and then, and then make sure that, that um, once they're ready, they can then uh, not have to be with that small or that group of students. They can be out, you know more of a regular school day, uh, but it just depends on how ready they are, and then what your district and school wants to do, and how you want to do it. Okay, I love those questions. Those are excellent questions. Uh,
68:00 - 68:30 feel free to send us more questions to our email address. And we're going to continue on to our next slide. Gustavo Gonzalez: And I, Gustavo Gonzalez: and, let me see. So, Christine, uh, do you want to uh speak a little bit about the, the feedback survey? Christine Snyder: Yeah, please, just real quick before you leave. Please take a minute and, and share some feedback um, for this webinar. Your feedback is really important, and we,
68:30 - 69:00 we truly read it, and it informs our ongoing webinar series. So, it helps us continually improve our practice and ensure that future webinars meet your needs. Um, everybody on this. It'll take you just a few seconds. It would be great to get your feedback. A link to the survey um, is provided, and you can also access it through the QR Code. Um, and we'll give you a minute to uh, navigate to that. But let's see, we have a bunch of folks on,
69:00 - 69:30 and we would love to get everybody's feedback, even just a simple, just 30 seconds of feedback. It, it would mean a lot and help us. And as you do that, I'm going to pass it to Gustavo again, and he'll conclude today's webinar. Gustavo Gonzalez: Thank you for that, Christine, and thank you folks for filling out that survey. It, we do look at all that. We hope to keep on improving how we provide
69:30 - 70:00 uh, our content to you with these webinars And um, and speaking of webinars, please join us for the next and the last webinar of this series, the California ELD Standards Part II Learning About How English Works, and it will cover Part II of the ELD standards in Chapter 3, and that webinar is gonna take place on Wednesday, May 22, 2024. We posted the information and the registration
70:00 - 70:30 link in the chat. Tell your friends, tell your colleagues, uh, and all the webinars, as you know, begin at 3:30 p.m. So, we hope to see you there. And we have another question. “How can I watch the past webinars?” No worries. Those webinars are currently in the process of being posted onto the, our CDE, the ELD Standards web page. So, they're not posted yet, but keep on looking there and then
70:30 - 71:00 we'll also notify everyone once, once they're posted. Alright and Gustavo Gonzalez: the last slide. So, thank you so much. I would like to also thank my colleague, Emily Ingram, for her help in executing today's webinar, pushing the slides, putting out the polls,
71:00 - 71:30 putting information into the chat. You're great, Emily. Thank you so much. And on behalf of my co-presenter, Christine, who's also excellent and great, and the administrators and staff from the Multilingual Support Division and the Region 15 Comprehensive Center at WestEd, we thank you for joining us today, and see you next time. Christine Snyder: Thank you, everyone. Thank you so much.