Resources for Educators - Blog

May 11
[Issue #4] 3 Considerations for Inclusivity and Support within Designated English Language Development in Remote Learning Written by Dr. Yee Wan

In response to COVID-19's shift from face-to-face instruction to distance learning, the Designed ELD Workgroup within the CISC ELA/ELD Subcommittee with representatives from across the state developed the Considerations for Inclusivity and Support within Designated English Language Development in Remote Learning tool to help teachers to focus on high-priority practices for Designated ELD in a distance learning setting. Teachers can use this tool in planning, delivering, and reflecting upon distance learning lessons in an effort to maintain, sustain, and improve Designated ELD practice. The tool is organized around these three overarching ideas, the 3 Ls:

Tip #1: Connect with Learners - Engage learners in genuine ways to promote social and academic wellness

Tip #2: Connect with Learning - Make meaningful connections to bridge language practice with the content students are learning across the subject areas. Teachers can use or adapt ELD lesson template examples to establish rituals and familiar routines to lower the affective filter.

Tip #3: Connect with Language - Establish a focus for language learning and practice that meets students at their proficiency levels


To access this resource, visit https://bit.ly/D-ELD. I would like to acknowledge the collaborators of this Designated ELD Workgroup.

Linda Korff-Reis, Kings COE

Malane Morales-Van Hecke, Los Angeles COE

Dora Ann Salazar, Monterey COE

Richard Romero, Orange County DE

Tracy Wilson, Placer COE

Molly McCabe, Ed.D., Riverside COE

Izela Jacobo, San Diego COE

Carlos Pagán, Santa Barbara COE

Deedy Camarena, Santa Clara COE

Yee Wan, Ed.D., Santa Clara COE

Alethea Vazquez, Tehama County DE

Alesha Ramirez, Tulare COE

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