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ELD Video Series Guidance for Teachers

This page provides guidance for teachers on using the Integrated and Designated English Language Development (ELD) Video Series in professional learning settings to enhance ELD instruction.

ELD Video Series Home | Prior to Viewing the Videos | Viewing the Videos | Reflection and Discussion | Informing Instruction

The Integrated and Designated ELD Video Series is a collection of videos that demonstrate the distinction between integrated ELD instruction and designated ELD instruction. The videos demonstrate integrated and designated ELD instruction provided to English learners in real classroom settings. The ELD lessons go into and through the subject area content in English language arts (ELA), math, and science content for each grade level while focusing on the language structures necessary for students to engage. The ELD Video Series was developed to identify the key features of integrated and designated ELD instruction that teachers can then utilize in designing and implementing both integrated and designated ELD instruction for English learners.

Prior to Viewing the Videos

The following are resources that teachers should access prior to viewing the videos. These resources describe the ELD standards and explain their corresponding relationship with the content standards. These resources also provide guidance to assist teachers in designing and implementing integrated and designated ELD instruction.

ELD and Content Standards

CA ELD Standards (PDF)

  • Read pages 26–134: Kindergarten through Grade 12 ELD Standards
  • Read pages 148–149: Interacting in Meaningful and Intellectually Challenging Ways
  • Read pages 151–152: Developing Academic English

California State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (PDF) (ELA/Literacy)

Next Generation Science Standards for California
The Next Generation Science Standards were developed to prepare California students to be future citizens and future scientists.

Science Framework
The 2016 Science Framework was developed to support the implementation of the Next Generation Science Standards.

California State Standards for Mathematics (PDF)
The CA Mathematics Standards are designed to be robust, linked within and across grades, and relevant to the real world, reflecting the knowledge and skills that young people will need for success in college and careers.

2013 California Mathematics Framework

  • Universal Access Chapter (PDF)
    • Read pages 667–670: New Language Demands of the CA State Standards for Mathematics
    • Read pages 683–687: Planning Instruction for California’s English Learners

Curriculum Frameworks

English Language Arts/English Language Development Framework

  • Read pages 10–11: Emphasis of English Learners in this Framework
  • Read pages 30–31: Intent of the CA ELD Standards
  • Read pages 104–119: English Language Development
  • Read pages 167–168: Integrated and Designated English Language Development

Integrating the CA ELD Standards into K–12 Mathematics and Science Teaching and Learning (DOC)

  • Read pages 16–22: Integrating CA ELD Standards into Mathematics Teaching and Learning
  • Read pages 191–198: Integrating CA ELD Standards into Science Teaching and Learning

ELD Standards Professional Learning Modules

The California English Language Development Standards: Getting Started External link opens in new window or tab.
These professional learning models (PLMs) are designed to provide an orientation to the CA ELD Standards, ideas for implementing the standards in different contexts, and in tandem with the ELA/Literacy, and opportunities to apply learning and reflect on instructional practice.

A Deeper Dive into the California English Language Development Standards External link opens in new window or tab.
These PLMs are designed to provide deeper learning about implementing the CA ELD Standards in elementary, middle, and high school classrooms, guidance on implementing the standards in tandem with the ELA/Literacy, and opportunities for teachers to reflect on their instructional practice.

Viewing the Videos

Teachers can select a video or set of videos to view and discuss. It is recommended that the videos be used as part of professional learning communities and be watched more than once. The communities can be arranged by grade level, or grade span. The videos can be viewed individually or in clusters such as the integrated ELD videos, the designated ELD videos, or by content area. While viewing, teachers can do the following:

  • View and discuss the integrated ELD video,
    • analyze and discuss how the instruction reinforced the language English learners needed to engage in the content
    • Project on additional support your students would need in extended lessons beyond the video
  • View the related designated ELD video
    • Analyze and discuss how the instruction gave students the language they would need to engage in the upcoming content lesson
  • When both videos have been viewed, discuss the following:
    • What were the key elements in the designated ELD video?
    • What were the key elements in the integrated ELD video?
    • How were these different; how were they the same?
    • What else did you expect to see in the comparison?
  • Re-view the video
    • What else did you see the second time, third time?
    • Use the Classroom observation tool in the toolbox on the second or third viewing

Reflection and Discussion

Teachers are best supported when they form teacher networks (grade level teams, content area teams, professional learning communities, etc.) within a school or across an organization of schools. Teachers then meet, in person or virtually to discuss the ELD instruction demonstrated in the videos and reflect on incorporation in their classroom. Teachers can reflect and discuss the following:

  • What features of the integrated ELD instruction did you observe in the video?
  • What features of the designated ELD instruction did you observe in the video?
  • What did you observe the teacher doing during the ELD lesson? What else can the teacher do to enhance the students’ learning of the language and the content?
  • What did you observe the English learners doing in the video?
  • What instructional strategies did you observe being used to support the students in the video? What other strategies or instructional practices would help the students facilitate language learning?
  • How do the features of integrated ELD instruction compare to the features of designated ELD instruction?
  • How did you observe the focal content standards and supporting ELD standards being implemented in the integrated ELD lesson?
  • How did you observe the focal ELD standards and supporting content standards being implemented in the designated ELD lesson?
  • What planning is needed to support the development of English for the English learners observed in the designated ELD video?
  • What planning is needed to support the development of English for the English learners observed in the designated ELD video?

Teacher networks also benefit from study sessions where they read from the various resources available on the California Department of Education web pages and dig deep into the resources to make connections to the ELD instruction they observe in the videos. The resources will assist in the implementation of both integrated and designated ELD instruction in classrooms. These resources include the California ELD Standards, content standards, curriculum frameworks, and more. The resources are easily accessed on the same web pages as the videos.

Informing Instruction

As the teacher networks view and discuss the collection, individual teachers develop and implement ELD instruction the classroom, taking the following steps:

  • Observe English learners during instruction and identify where they excel with language and where they excel in academics
    • Identify where the greatest support is needed regarding each, language and academics
  • Identify the ELD standard(s) to teach during designated ELD
    • Identify the supporting content standards(s) to build into and from
  • Identify the content standard(s) driving the instruction
    • Identify the supporting ELD standard(s) to teach during integrated ELD
  • Identify at least one aspect of integrated ELD to further develop and enhance
    • Identify the language that will need to be supported for English learner students to make meaning and engage in the content during the lesson (listening, speaking, reading, and writing)
  • Identify the new language structures to teach English learner students about how English works and how to use them to engage with learning the content (listening, speaking, reading, and writing)
    • Identify at least one aspect of designated ELD to further develop and enhance
  • Plan integrated and designated ELD lessons collaboratively within teacher networks or share ELD lesson plans with each other to receive constructive feedback
  • Set aside regular times to view videos, reference resources, and meet in teacher networks to engage in study session, plan for ELD instruction, etc.
  • Observe ELD instruction and then schedule a time to discuss
    • What features of ELD were noted?
    • What were the teachers doing?
    • What were the students doing?
Questions:   Language Policy and Leadership Office | 916-319-0845
Last Reviewed: Tuesday, September 22, 2020
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