Module 4.4 Video Clips for Rating Calibration

Educators may wish to gather in communities of practice to view classroom instruction, calibrate ratings, and discuss evidence to substantiate those ratings. This page provides several clips for this collaborative work. Clips are drawn from across grade levels (kindergarten, Grades 4, 7, 9–10, and 11–12) and contexts (designated ELD and content with integrated ELD).  

Resource: Video Clips for Rating Calibration

 

Grade Level(s)	Video Title(s) & Links
Kindergarten	“Kindergarten Math Integrated ELD: Explain Word Problems - Part 1” "Kindergarten Math Integrated ELD: Explain Word Problems - Part 2”
Grade 4	“Grade 4 Math Designated ELD: Mathematical Argument”Links to an external site.
Grade 7	“Grade 7 Science Designated ELD: Describing and Questioning” Links to an external site. “Grade 7 ELA Integrated ELD: Analyzing Figurative Language” (Interspersed throughout) Links to an external site.
Grades 9-10	“Grade 9–10 Math Designated ELD: Math Problem Explanation” Links to an external site. “Grade 9–10 Math Integrated ELD: Math Explanation” Links to an external site.
Grades 11-12	“Grade 11–12 Science Integrated ELD: Ecological Problems” Links to an external site. “Grade 11–12 Science Designated ELD: Written Explanation” Links to an external site.

 

All clips are taken from videos in the CDE’s “Integrated and Designated ELD Transitional Kindergarten—Grade Twelve (TK–12) Video Series.” 

The OPTEL is designed for educators to capture information on the extent to which EL students use English language receptive and expressive skills in the classroom while engaged in academic content learning. For students to exhibit these skills, teachers must design classroom settings and instructional activities that provide their EL students with multiple opportunities to use language while engaged in rigorous, grade-level activities. Students must be invited to interact with content and their peers, express themselves orally and in writing, and understand and react to their teachers’ and classmates’ communication and written and recorded content materials. Lessons must move beyond teacher-led direct instruction, so students have time to produce language, and so teachers have time to observe students. This is important for the purposes of OPTEL use, but more importantly, it reflects evidence-based practices for high-quality ELD instruction.

For this reason, the timestamps provided below direct users to clips in which students are interacting. Viewers will see examples of the types of settings and activities required for students to demonstrate receptive and expressive skills and collect evidence of skills for rating and discussion with colleagues. 

Transcripts, full videos, and other accompanying videos may be found at:  

• The CDE website is at https://www.cde.ca.gov/sp/ml/eldstandards.asp#video Links to an external site. (ELD Video Series tab). 

• YouTube at https://www.youtube.com/playlist?list=PLgIRGe0-q7SbwGbnaL0Phdox9gx6iq_Sd Links to an external site. 

Suggested Protocol:  

1. Select a few videos to view with colleagues.  

1. Review the beginning of the videos for context about instruction and the ELD and content area standards addressed.  

1. Consider any of the following guiding questions:  

• What receptive skills are students demonstrating? Expressive skills? 

• Based on the evidence available to you in the video, how might you rate students’ skills? Based on what evidence? What additional information would you need? 

• What linguistic supports might the teacher provide to advance students further along the proficiency level continuum?
  

For additional protocols for collaboratively analyzing CA ELD Standards-aligned instruction, please visit the CDE’s “ELD Video Series Guidance for Teachers” web page at https://www.cde.ca.gov/sp/ml/eldteachervideos.asp Links to an external site..