One of the components of the WIDA ELD Standards Framework is the Key Language Uses (KLUs). The KLUs summarize the most prominent language uses across disciplines, helping educators organize and prioritize curriculum and instruction. Learn about the updated KLUs – Inform, Narrate, Explain and Argue.
You may click on the timeline spots in the video to skip to the questions listed below.
- 0:30 Presentation
- 23:42 2 Are there examples of specific vocabulary they should be using for each communication mode?
- 24:41 3 Could you provide more explanation on the difference between inform and explain?
- 25:40 4 Are these language standards intended for general education teacher use, as well as EL teacher use? If so, do you have recommendations for a rollout pathway for buy-in and supporting this new work?
- 27:39 5 Will the Can Do Descriptors be updated? And then, how do they fit within the new framework?
- 30:06 6 Are MPIs still applicable in the 2020 Edition?
- 31:17 7 What does it mean if a KLU is not prominent in the grade span?
- 32:10 8 Why are the labels for levels – for example entering and emerging – not really apparent in the 2020 Edition?
- 33:09 9 On page 268 in the 2020 Edition, there are examples – are there other examples or samples?
- 36:13 10 Will there be deeper professional development on use of the 2020 Edition?
- 39:46 11 Will the WIDA ACCESS test eventually be updated to better match the 2020 Edition?
- 41:14 12 Are the Can Do Descriptors still valid? Can they still use them within their schools if they already utilize them?
- 42:25 13 When are they able to purchase the new Standards Framework book?
- 43:54 14 Will you publish versions of the Standards organized by grade level bands? Like separate versions.
- 44:35 15 Can science ELD standards apply in a language arts lesson?
- Video Transcript
Annemarie Banas: And just to let you know, this recording will be shared on the WIDA website. We should have it up by next Monday on the WIDA ELD Standards Resources page where we will have all of these recordings and transcripts of these webinars. And now I'm going to turn it over to Elizabeth Warren, our WIDA State Relations Specialist, who's going to kick off the webinar.
Elizabeth Warren: Greetings, everybody! We are so happy to have all of you with us today as we go over our introduction to the updated Key Language Uses. So just a quick reminder that these were Educators’ Choice and so we are responding to your request to talk a little more about the updated KLUs.
So just a quick review of everybody who's here. You saw the lovely Annemarie who is our Coordinator and Tech Facilitator today. Then we have our WIDA Co-Founder and Lead Developer, Margo Gottlieb. She will be serving as one of our presenters today along with me. I'm the State Relations Specialist for the Midwest. And I was a Content Reviewer for the 2020 Edition and the State Relations lead for the Standards subcommittee. Then we also have our wonderful moderators. Lynn Shafer Willner oversaw Content and Language Alignment for the 2020 Edition. Then we have our Assistant Director of Professional Learning, Justine Kolb. And then also Fernanda Kray who was, or is, one of our Lead Developers. So she'll be acting as a backup moderator today.
And just a quick reminder again that this webinar is being recorded. And so you can go to our public facing WIDA ELD Standards page and look under that Learning Opportunities for Educators menu. And you’ll find both the schedule for the two remaining webinars in this series, as well as the recording for our first webinar that's already aired. And this one will join it there shortly. So it is being recorded. You'll be able to refer to it later.
So today's topics, we're going to provide you with a history of Key Language Uses. As most of you may know, this isn't the first time that we've touched upon or used Key Language Uses, but that has evolved over time. So we'll talk a little bit about that. Then we'll talk about the role of the Key Language Uses in the 2020 Edition in this updated Framework. We'll talk about applying the Key Language Uses to your curriculum in unit planning. And then finally, we'll make sure that you're aware of the available and upcoming resources we have, and allot plenty of time for your questions.
So we are going to use the chatbox as a parking lot today as Annemarie mentioned, that's where we would like you to jot down your questions, which we will address at the end of the presentation. Do please go ahead and send those messages to everyone. I wanted to mention that again in case we have people joining late. If you send it to everyone, that way everyone will see it. And again, we'll touch on your questions at the end of the presentation.
Now, I'm going to turn it over to Margo, to share with us some information about the history on the Key Language Uses.
Margo Gottlieb: Good afternoon, everyone! I'm so happy to join you all wherever you are and happy today's Tuesday, happy Tuesday to all.
I just thought I'd start with a historical recap of the KLUs, because so many people are indeed using the Key Language Uses in some form, many of you with the Can Do Descriptors. And I just thought I'd start at the beginning.
So the original Can Dos were designed by classroom teachers, and they're validated through survey research. It was based on everyday classroom activities. And the reason why we first thought about Can Dos - one, it's reflective of WIDA's philosophy. But second, in 2007 ACCESS for ELLs was first being piloted and field-tested and CAL came to us and said, so what do you think these numbers mean? And so we took the initiative to translate those numbers by asking teachers, what can students actually do at each of these language proficiency levels? So that was the original rendition of our Can Dos. Then comes more rigorous state, academic content standards. And then with that we updated from our 2007 to the 2012 Standards amplification. We wanted to reflect the change in the field and so we wanted to stay commensurate with the rigor that was out there. And so, what we did was we looked at academic content standards, and we realized indeed that there were Key Language Uses, which is a WIDA term to say, they're actually language associated with this content. And since we are in the field of language education, we wanted to draw from that, and we want to specifically, wanted to reflect the purposes for engaging in learning.
So the WIDA Can Do Descriptors Key Uses edition, which came I didn't know probably about 2014, they were still activity-based, so what students can do in classrooms through classroom-based activities. Now in our 2020 Edition, we are taking another kind of leap. We are looking more into theory; we want to make sure that they are still anchored in academic content standards. So that's the same source but it is indeed going to be a different product. It is totally embedded within our 2020 Framework. It is now part of the overall framework as well embedded within our grade level clusters. It’s present within language expectations by our standard statements, but the biggest shift is that we're moving from activities that teachers can use to much more focus on language, and how language and content interact.
So, if you move the slide to the next one, so indeed those four Key Language Uses are coming from one of the four Big Ideas that overarch our entire Framework, and that is the functional approach to language development. It is much more informed by linguistic theory. It's specifying, whoops okay, I can, I can keep on talking. It specifies the language indeed that is to be used for specific purposes, audiences, and situations, but what's important that we're bringing over and amplifying from the 2012 edition is that language always occurs within social, cultural context. So we're emphasizing that aspect of it.
So, looking again, one more view of these Key Language Uses, if you want to forward the slide now. Let me just say what you might be familiar with is looking at recount. Well, recount has been split into two Key Language Uses. It's subdivided into Inform and Narrate, because we wanted to really home in on the language specific for those key uses that were ever present in academic content standards. We are now defining the Key Language Uses as genre families. That's important because we're organizing the entire Framework around this specificity of language use that is applied across all academic content standards. But indeed, even though we only have four Key Language Uses - Argue, Explain, Narrate and Inform, they overlap, they blend, they build on each other. They are not the only Key Language Uses. They are the most prominent ones, and you will see that in some slides along the way.
So, we understand that you've been very busy, and maybe not totally engaged in the new edition. So we're going to give you just a little bit of time to think about, as you engage in learning with your students, what Key Language Use are you using now that you are currently thinking about for your next unit of learning? So, if in fact, you want to take the chat, we'd love to see it fill up with all kinds of Key Language Uses. So, take a minute and just put in your answer in the chat box.
Okay, it looks like indeed the entire spectrum is being used by teachers across the Consortium. So we're happy for that and hopefully, by exploring the 2020 Edition, you'll get much more insight into their uses. And we'll talk about that in just a little while.
Elizabeth Warren: Okay, so in the interest of making sure we have plenty of time for questions, I'm going to let people keep responding, but I'll go ahead and move on.
So, we wanted to touch on and just show you where the Key Language Uses fit into the overall Framework. And we hope you can see that as you move inward, you're increasing in specificity. So we have those broad conceptualizations at the ELD standards statement level. And then the Key Language Uses, as Margo noted, are built around those high-leverage genre families. And so they showcase those prominent language uses that we know occur across all disciplines. And so why have we used this as an organizing feature? It's not just because they appear across all the content areas, but also because organizing around these Key Language Uses allows educators to provide really clear and systematic explanations of how language works in different contexts and settings and Key Language Uses, and it also helps educators move away from thinking about language as a set of static structures and more as this tool for meaning making. And how do we accomplish these different things with language and what does that look like?
So here is a table with some great examples that show you what we mean, by dividing things up by Narrate, Inform, Explain, and Argue and how those Key Language Uses appear across all these different disciplines. So we can see with Narrate, that's related to things like biography, short stories, historical account. I have Explain highlighted here because we're going to use Explain as the Key Language Use around which we frame our examples for you moving forward of how some of these things play out in curriculum planning and unit goal setting. And we're going to look specifically at when we are asking students to give an explanation of a cyclical process in science, what does that look like.
Then we begin, we have a section upfront that explains all of the different framework components, including the Key Language Uses. But then, as you get into the grade-level cluster materials, you'll find this snapshots of Key Language Uses table at the very beginning of each of those grade-level clusters. And that just helps you see, in an overarching way, how that Key Language Use might play out across the Standards and across the different Key Language Uses.
We then have distribution tables, because as Margo noted, although we know that Key Language Uses intersect and blend and build upon one another, and that a student may say provide an anecdotal narrative as part of crafting an argument, things like that. We do know that certain Key Language Uses are most prominent in given grade-level clusters and standards. And so again, here we've highlighted for you, if you were looking at grade-level cluster 6-8, Language for Science, Explain, we can see that that is a very prominent Key Language Use for that grade-level cluster and standard.
Then we're looking at Language Expectations and reference codes, and where the Key Language Uses fit into that. So, as you can see Language Expectations represent just that, expectations for content driven language learning, and they are represented with codes that look very similar, hopefully, to what educators are used to seeing academic content standards. So, as you can see, we're looking at Language of Science. 6-8 is the grade level cluster, then we're focusing on that Key Language Use of Explain and we're asking students to express themselves by producing a report about a cyclical process. So, when they're constructing scientific explanations, if you look at the bullets, those represent Language Features. So, when a student is working to meet this expectation, the Language Features represent some of the different things that we might see students do with language in order to meet that expectation.
And I'm going to pass it back over to Margo now.
Margo Gottlieb: I just want to piggyback on what Elizabeth is saying is that, we listen very carefully to your feedback in the field. And one of the things that educators requested was, they wanted to have a systematic way of representing the language of learning. And so this reference code hopefully kind of elevates the status of what we mean by Language Expectations. And so you can pair that with academic content standards.
In this slide what we're trying to do is just have you start thinking about how, how you might collaborate with other educators in designing curriculum and instruction with embedded assessment. And so we're just suggesting for a four-phase process and within that, what we are doing is following the four major components of the Standards Framework and you see that Key Language Uses is mirrored in step two. And that you're looking at how they are being used by first, examining the ELD standard statements, and then thinking about how assessment, curriculum, instruction all intertwine, and where do the Key Language Uses come in. And then on the right-hand side are some key questions you might ask yourself like what our student is expected to do with the language. How might they best interact with language with others? So those are just some ideas to jumpstart the collaboration process in curriculum design.
Next what we're trying to do is to show, in fact, how we take these standards and start putting them in action. So we always begin with the academic content standard and you see explanation is loud and clearly expressed within the middle school science. And then teachers ask each other, and in fact in this sense, we have a language teacher and a content teacher co-constructing what that means through that key language use. The key language use, kind of serves as the glue that's going to bind the academic content standard with our standard statement, and the language expectations. So the teachers are talking to each other and thinking about what Key Language Uses our best reflected in this interaction colors. It's pretty obvious here that there's going to be explanation. And in the end, what do you know, we see the compatibility between content and language and how they become indeed interactive between each other. And so again, this is ELD standard in the area of science from middle school with the key language use explained with the modality of expression where students will be constructing scientific explanations, that's language expectations through a series of language functions. And so that's where we asked teachers to begin.
So I thought you'd want something concrete, cause that's usually the, the cry. So what does that look like? So, here's just an idea of what you might do. When creating unit level goals you might look at, of course, the academic content standards, coupled with the key language use and the language expectation. So, at that level, for example, that unit of instruction that centers on explanations in middle school science, we always choose standard 1, because that's going to give us the jumpstart and the students’ multilingual perspectives, understandings, experiences that they're going to bring to the foreground and the learning experience. So, in standard 1 we have “follow and describe cycles” which is one of the language expectations we couple that with standard 4, which is a language for science, which is “interpret and construct scientific explanations.” So, that's what we do at the unit level, but we need to, at the lesson level or series of related lessons because, of course, units are composed of multiple lessons, what we do is we deconstruct that key language, you some language expectations, and we add select language functions and features. So, at the lesson-level, then we're going to take the language function students will describe valid and reliable evidence from different sources through and then specific language features that were selected for this particular unit of learning. So, that's where we begin.
Elizabeth Warren: All right, and we realize that we are only delving so deeply. This is kind of a high-level overview of the Key Language Uses and we hope that you're eager to learn more about them. So really a great place to do that is section 4 of the 2020 Edition. So that is Key Language Uses: A Closer Look and that's going to provide a brief review of all the KLUs, tables with definitions, genre examples, curricular context. It shows the Key Language Uses and how they play out across different grade-level clusters, years of schooling, things of that nature. It also touches upon both common and unique linguistic and organizational features that you'll see for each KLU, and then it also talks about how each KLU functions across each different content area.
I also wanted to draw your attention to the fact that we do have a number of great resources. I showed a screenshot of this page earlier as the place where you can find the recordings of these webinars. But this is also where you can download the PDF of the 2020 Edition. There's an introductory video. It's 3 minutes long and covers the 2020 Edition in a really nice, eye-catching way. That can be a good way to kick off conversations with folks who might be new to the WIDA or the WIDA ELD Standards. There's also a promotional flyer. There are some PowerPoint slides covering the different components that can be used by educators who might be doing things like running a PLC or talking about the 2020 Edition being released in a faculty meeting. Also, the 2020 Edition is formed around those Big Ideas. We have Focus Bulletins that also touch upon and unpack those Big Ideas, and we'll be releasing more of those moving forward. So we just wanted to be sure that you all are aware of all those great resources on the public facing WIDA ELD Standards page.
We also hope that you're staying connected with us. Oops, my goodness, I am so sorry about that. We do hope that everybody is staying connected with us. Those of you who are social media users, we have our Twitter, Facebook, Instagram, and Linked In. You can also always visit our website or email us at firstname.lastname@example.org. You can stay connected also with our WIDA Facebook groups. So we have our WIDA Educator Exchange, and also our Supporting Success for Multilanguage Learners with Disabilities groups. I see a number of great conversations going on in those groups all the time. So, we just encourage you to hop on there and connect with other educators across the Consortium.
And now we will have time for Q&A.
Justine Kolb: Hi, Elizabeth and Margot, so I've got a little bit of chat going on, actually a lot of helpful comments from one participant to the other. Definitely wanted to highlight that one of them was about when navigating through the PDF document. One participant uses the bookmark tabs on the left. You can make them pop open, and it helps you jump around the document quickly and to get to the correct section. So, I just thought I'd share that tip because that is helpful because it's a large document.
One of the questions that did come up was, are there examples of specific vocabulary they should be using for each communication mode?
Elizabeth Warren: There are not vocabulary lists associated with the communication modes. Instead, you have, or I'm sorry, the Key Language Uses, instead you do have those Language Expectations with their Language Features. And so it's less the vocabulary that a student need to do to engage in a given Key Language Use and more what are the different things that students do with language as they say, narrate something. Or as they inform or explain. So, it's more around those expectations and the functions and features than specific vocabulary.
Justine Kolb: Great! Another question was, could you provide more explanation on the difference between inform and explain?
Elizabeth Warren: Sure. So, Inform is just communicating factual information on a topic. So we would think of that as just papers maybe where they're being asked to describe things or an oral lesson where we're having students say, talk about what they did over a holiday break or something like that. Explain is actually giving an account for how, or why, things work the way that they work. So, I hope that makes sense. One would just be more listing of factual information on a topic and the other would be giving an explanation of how or why something works the way it does.
Justine Kolb: Great.
Elizabeth Warren: Others, I can see, have also provided some great examples in the chat.
Justine Kolb: Good, that is helpful. We had another question. Are these Language Standards intended for general education teacher use, as well as EL teacher use? If so, do you have recommendations for a rollout pathway for buy-in and supporting this new work? I see Margo laughing.
Margo Gottlieb: Well, the answer is unequivocally, yes! We really want to invite all teachers, especially content teachers of the core disciplinary areas, to be part of this rollout. And the Language Expectations are built for all students. When you get down to Language Features and our Performance Level Descriptors, then it's specifically how multilingual learners might engage in this learning. But the Language Expectations are so closely tied to academic content standards that indeed it will be helpful for all teachers and all students to promote their academic achievement, as well as language development.
Elizabeth Warren: Yes, and I also wanted to mention there is a section in the 2020 Edition on collaborative planning and it provides an example scenario of a language specialist and a content area teacher working together, using the different Framework components to plan for a unit together. It provides guiding questions to help with those conversations, as you began those collaborative processes with your fellow content area folks. So, I hope that answers that question.
Justine Kolb: Good, thanks Elizabeth and Margo. So, I'm going to move us a little bit over to the Can Dos that you started with. And I had two questions. First is, will the Can Dos be updated? And then, how did the Can Do Descriptors fit with the new Framework?
Margo Gottlieb: As I mentioned before, the Can Do Descriptors Key Uses are a good beginning. They're very much classroom activity based. And with this transition to the 2020 Edition, we really wanted to shift more towards language use and the purpose for language use. So it isn't that they're not applicable. They are just retooled now, or will be retooled, hopefully, we don't know for sure yet.
Elizabeth Warren: Yeah, and I just personally, I think the Proficiency Level Descriptors can also be a really powerful piece because, like Margo said, instead of looking at classroom actions or student actions, it's looking at what language may look like across the continuums for the different grade level clusters and proficiency levels. And we know that students are not a “level 2” student or a “level 3” student. They have wide ranges of skills and abilities and things like that, and we know that they move in and along those continuums. And so I think we hope that looking at what the language looks like across those continuums might be even more useful than “this is what we might see from a level 2 student.” Because we know that they may hop all over the place and have very different skill levels for different content areas, or in different Key Language Uses, things like that. So, while they do work together, I think that looking at the language level will hopefully be really helpful for educators.
Margo Gottlieb: And another distinction is that the current Can Do Key Language Uses look at each language proficiency level in isolation. They are read vertically. Whereas our Performance Level Descriptors are a horizontal continuum. So there are really differences between the two and I just want to provide that cautionary note.
Justine Kolb: All right, another question is, are MPIs still applicable in the 2020 Standards Framework?
Margo Gottlieb: No, they are no longer applicable. We have spent an awful lot of time trying to create an ELD Standards Framework that really highlights the drivers of language development and describe them as four major components. So it's your Language Expectations, Language Functions and Features that are the replacement for your MPIs. So we're moving to a different kind of system. That doesn't mean you have to do it tomorrow. You have years to do it and each state has a different rollout plan, so be aware of where your state is in that process. But, please don't worry, it's a gradual transition over time.
Justine Kolb: And there's several people that are excited to see MPIs go. It seems to be the general feeling in here. So, I do have another question, What does it mean if a KLU is not prominent in the grade span?
Margo Gottlieb: Well, what we did with those distribution charts is to show that indeed all KLUs are present in all grade level clusters. We just wanted to emphasize those that were most prominent. That means they are more strongly connected to academic content standards. It should not proscribe the usability of these KLUs. It's just one way of informing you of which you will encounter more likely in those academic content standards, but they all are equally valid in their application.
Justine Kolb: Great, thank you. Then we also had one about, why are the labels for levels, for example entering and emerging, not really apparent in the 2020 version?
Margo Gottlieb: They are apparent in the Performance Level Descriptors. That's where you see them. That's where we differentiate by language proficiency levels. Because, as I mentioned before, the Language Expectations are indeed intended for all students. And one other thing within Performance Level Descriptors, there are built in scaffolds. It's no longer the supports and we want teachers to make sure that all students are being treated equitably. And so no, purposefully we put them with the Performance Level Descriptors because that is the way language is going to be applied for our multilingual learners.
Justine Kolb: Great thanks, Margo. So I have another question and this one was specifically this page number, so they were talking about on page 268 in the WIDA Framework, there are examples, and then so that was 268 is what she had said, and they wanted to know are there other examples or samples? The ones that this person sees in the Kindergarten ELA Narrate sample, between content and language, are so similar that it would be hard to advocate for how we can embed this into curriculum with an ELD lens. So she's looking for other examples or samples because she felt like the ones that were provided for Kindergarten Narrate, the content and language were so similar.
Margo Gottlieb: We actually have a full-blown analysis. And perhaps that will be released in the future. Right now we just, we already are at almost 400 pages, so we didn't want to overwhelm people with a tomb, so again you see the close ties between content and language because it's quite evident here. What’s not here are the language Features, and that's where you can hone in on your language use. And so, yes, throughout these, with Kindergarten on forward, it's just a little mini sampling, that's all, to show how we arrived at our analysis.
Justine Kolb: Ok. And then there was a question, and it was someone from one of the states said, and I think Elizabeth, you may be able to help with this, that their particular state has not released a rollout date or plan. Does that mean that they don't have one? This person's looking for more info about their state.
Elizabeth Warren: I would encourage you if your state education agency does not have something listed on the WIDA member page for your state, that is probably a purposeful move on their part. And so in that instance, we do encourage you to reach out directly to the state education agency. But all of the state education agencies have identified timelines for their rollout and implementation plans. So we do know that all of them are actively planning and doing their own learning at the state level, creating resources, things of that nature. So I would encourage you to reach out to them about what those plans may be if you have not already checked the state and member page. And if you do, and there's nothing there, then it would be reaching out to them.
Justine Kolb: And someone had mentioned, will some, and they named some regional organizations in the state as well as WIDA, provide a deeper PD on use of the 2020 Edition?
Margo Gottlieb: Justine, you can answer that question.
Justine Kolb: Yes, I sure can. So, I'm Justine from Professional Learning. And so what I can tell you is that we are developing a plan and developing offerings. And I know that there will be more Standards offerings every year. And we are building more as we go. We have a 3-year plan so, yes, there will be more trainings, professional learning events where you'll be able to go deeper. And we believe we'll be providing support that regional centers in states that, or coaches within states, that have the ability to do trainings, will be able to. And right now, you're going to see rolling out this spring, our foundational level and then we're going to be providing more and more. So, that's what I can tell you.
Margo Gottlieb: Why don't you describe the 2 workshops that are about to be launched?
Justine Kolb: So we do have an e-facilitated workshop that is about the collaborative planning process and so that contains 2 webinars as well as a self-paced module. And it's very exciting. And most of our states have purchased it for their state. But you will find, if you don't see it advertised to you, some states are being very thoughtful about who they're inviting so that their people could go out and spread the word and do training. So, if you feel like, this opportunity wasn't offered to you, it may be because your state has a plan, and you want to check-in with your state SEA. Because I know that we've had discussions with every state about how they're going to do this and when they're going to do it. And then we also have the self-paced offering, and the self-paced offering is available. There were only 2 states that did not purchase the self-paced offering. So, almost every state in the consortium has access. And that is available for you.
Okay, so let's see if we have other questions. I feel like there was one question that said, what about the Can Dos. So, I'm wondering because Margo did address the Can Dos, could you be more specific about your question? Because she answered one question about it. If you could just type it in there again, that would be helpful. And someone wanted to know, what were the states that didn't purchase the self-paced offering? I believe it was North Dakota and Pennsylvania.
Elizabeth Warren: That's correct.
Justine Kolb: So at that point, I would talk to your SEAs if you're in North Dakota or Pennsylvania because I know it was a thoughtful decision. Someone just said, ugh! Here's a good question, will the WIDA ACCESS test eventually be updated to better match the 2020 Standards?
Margo Gottlieb: Eventually is the operative word. And have no fear, it's going to take 3 to 5 years. It's a tremendously, in fact I was just involved in a 2-day discussion. The myriad of steps and considerations and adjustments and reorientation, it is mind-boggling even to me who is familiar with the process. So, it'll be a very gradual process, so please don't worry now. Hopefully, in fact they're waiting for most states to fully operationalize the 2020 Edition before that ever comes to be. So relax.
Elizabeth Warren: And you may also want to keep an eye out for opportunities that your SEAs may send out to LEAs to participate in events around ACCESS and things like that. There are sometimes opportunities for educator involvement, where you all might be able to participate and learn more about all of those processes.
Margo Gottlieb: That’s a great idea, Elizabeth.
Justine Kolb: Okay. This person's question, and I believe Margo had addressed this. Maybe you could just briefly state it again, Margo, are the Can Do Descriptors still valid?
Margo Gottlieb: What do you mean by valid? How’s that for a rhetorical answer?
Justine Kolb: I think she wants to know if they can still use them within their schools if they already utilize them.
Margo Gottlieb: Yes, you may still use them. It isn't up to WIDA to make that kind of decision. It's up to you, but I would say think about your own or your school or district level implementation plan, or how you plan to enact the 2020 Edition. And little by little, start gravitating more towards the language focus and away from the actionable kind of KLUs. So, yes, enjoy them, have fun, but realize what is in the offering and think about the future as well.
Justine Kolb: They were interested, and I see Lynn just put in, I think, a link to it. When are they able to purchase the new Standards Framework book?
Margo Gottlieb: Okay, so right now preorders are at the WIDA store. And I think it's towards the end of this month even, that the presses are rolling.
Elizabeth Warren: February 26th is the current projected ship date for preorders.
Justine Kolb: Great. Right. Is that Standards Framework book able to be written on for note taking. Margo Gottlieb: We haven't made any provision for note taking, if that's the question.
Justine Kolb: Yeah, I think she's talking about the online version. Can you go in and take notes on it?
Margo Gottlieb: It's a PDF.
Elizabeth Warren: Yeah, if you downloaded the PDF and used the edit or comment tool in PDF, I could mark it up that way.
Justine Kolb: Okay, great. All right, I'm still looking for new questions. We've had a lot of comments. Ruslana, who is one of the writers on our Standards team, has been on here and she's been helping with Lynn Shafer Willner, one of our other writers. And so a lot of the questions she's been helping out with, and I don't believe we had any other ones. Oh, here's one. Will you publish versions of the Standards organized by grade level bands? Like separate versions.
Margo Gottlieb: That’s still to be determined.
Justine Kolb: Okay. They're very appreciative of the new graphics to help understand the shift. That was a comment, that was definitely helpful.
Elizabeth Warren: Great, thank you.
Justine Kolb: I believe we've gotten the questions. Does anyone have any other questions? Oh, here's one that just came in. Can science ELD standards apply in a language arts lesson?
Margo Gottlieb: I don't see why not. I’m a stong believer in cross-disciplinary learning. Of course, if you have a thematic unit of learning, you can bring in from any content area, and any of the language standard statements and, and many of the functions you will see are cross-purposed and they apply for all the standards. So sure! I mean, we always cross social studies and language arts and that becomes humanities, or look at STEM. I mean, that's a conglomerate of different disciplines, so sure.
Justine Kolb: Margo or Elizabeth, do you have any recommendations for talking to Teaching and Learning Directors or Superintendents about these standards? No one understands language. Their brains are going to explode.
Lynn Shafer Willner: I put a comment in the chat box. This is Lynn. I have a comment there.
Margo Gottlieb: In fact, we've already created a two-page summary, and we hope to produce more, to send out to different stakeholder groups. So, At A Glance, Fernanda, this was Fernanda’s idea. At a glance, you'll be able to see here's the first five steps you need to do. Just a very quick overview of where to begin.
Elizabeth Warren: I just also think if you can help administrators appreciate how these act as organizational features and help give content teachers and language specialists kind of signposts. Just thinking about we know how much the language of schooling encompasses and so if you can help them see that organizing by Key Language Uses, for example, both gives content and language specialists a common language to discuss what they're being asked to do. But also by looking at, okay, these are the things we're asking students to do with language when we're asking them to meet a given expectation I think hopefully again that'll make it much easier for the language specialist and the content person to see how those two knit together. And how a focus on both will improve student performance in both realms. And I, I would posit not just for multilingual learners. I mean, all students that have a focus in their lessons on, this is how you use language to accomplish these ends in a content area, that those very clear and systematic ways of teaching students how to do that. I hope, I hope when their brains exploded is part an “aha” of this is how we can accomplish this. We've wondered, maybe vocabulary lists are not working, teaching grammatical structures is not enough. And this is, this is that piece writ large for them. This is what language development looks like for all students when they are content learning and just highlighting how that works. So hopefully, when they can see it as that set of signposts for the educators working under them, that'll help calm some of those fears. It is a lot to approach, but like Margo said, it's, I think, pretty clear right off the bat that there are these set steps that you can enact based on the Framework.
Margo Gottlieb: And to think about the four Big Ideas that really overarch our Framework, one of which is the integration of content and language. So we want those conversations to happen amongst content and language teachers along with other school leaders. It's critical. And we hope that through this 2020 Edition, you'll see a common pathway. For our students, for all students, they're no longer different subgroups but in fact, we're talking about education for all students that's equitable, for social justice kind of cascading throughout.
Justine Kolb: We do have a 5-minute warning. I wanted to bring to everyone's attention that if you're interested in a virtual PLC around unpacking these Standards as a district EL coordinator or a leader, you can email and the email is in the chat. I think this is Christina Roberts, Robertson. Sorry, I know her name. Just bringing your attention... There is another question. Has anyone seen, have you seen any general education teachers embrace language instruction within content and what contributed to the change? And if you haven't, that’s all right, I think she was putting that out for everyone. I was just reading a question. Sorry, I don't think we are getting any new. Oh. Yeah, I think we are okay on questions.
Margo Gottlieb: In answer to your question, Christina, I would say look at co-teaching models. I think there's a lot of examples within that.
Justine Kolb: Okay, everyone. I think we are at a good stopping place.
Margo Gottlieb: Well, it's been a pleasure. Hopefully one day we'll see each other face to face again and really have some exciting conversation.
Justine Kolb: Margo, Elizabeth, thank you so much.
Elizabeth Warren: Yeah, thank you. Thank you everybody for lending us your time and we hope to be in further conversation with you moving forward.
Justine Kolb: Excellent.
Annemarie Banas: And I will jump in and encourage everyone to join us for our next webinar, which is in 2 weeks' time.
Justine Kolb: Someone did ask a question that had nothing to do with the Standards. It was a WIDA AMS question. And I can tell you if you're still on, that if you need scores from other years and the student has moved into a new state, you would have to contact that school in that state. They are not kept in WIDA AMS for you state to state. And if it's district to district, you may want to contact your SEA if it's within the state.
Elizabeth Warren: Correct. State Education Agency. I see somebody saying SEA?, so we just mean your State Department of Ed, your DOE.
Justine Kolb: Thanks, Elizabeth.
All: Thanks again, everyone take care. Bye bye now.
Annemarie Banas: And with that, I'm going to end the recording.