Transcript SDAIE Specially Designed Academic Instruction in English

Session 1:
Overview of Title III Plan, Data, and
Review of Specially Designed Academic
Instruction in English (SDAIE)
Title III Access to Core
Professional Development
2009-2010
Office of Curriculum, Instruction, and School Support
Language Acquisition Branch
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Long Range Goals
 Achieve consistency and continuity in our
understanding of SDAIE and how we
communicate it to all stakeholders.
 Implement effective district-wide use of SDAIE
to provide access to core curriculum for
English learners.
 Build a Culturally Relevant and Responsive
(CRRE) learning environment incorporating the
different ways our students learn, behave, and
use communicative language patterns.
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Today’s Objectives
1. Share English learner achievement data.
2. Acquire a common definition of
SDAIE/sheltered instruction that can be
operationalized throughout the district.
3. Identify the features within the four critical
elements of SDAIE.
4. Develop a common lexicon to describe SDAIE
and its characteristics.
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SDAIE: Specially Designed
Academic Instruction in English
SDAIE is a methodology (a set of specific
strategies) designed to make instruction
comprehensible and to make grade level
academic content accessible for English
learners.
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Panorama’s Data for ELA
Limited English Proficiency – English Learner (EL)
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Panorama’s Data for Math
Limited English Proficiency – English Learner (EL)
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SDAIE: Specially Designed
Academic Instruction in English
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Please
follow
along
using
this
handout.
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Content
 Classroom content should always be drawn from the
framework and CA content standards.
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Content
 Teachers must identify the essential concepts and skills
students need to master the content, and avoid things that
distract or detract from these standards.
STUDENT
Prior Knowledge
Schemas
Organization Skills
Task
Standard
Verbal Skills
Physical Skills
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Content
Teachers should identify the language that is necessary to
construct meaning and acquire the needed skills.
 Academic Language
 Content Specific Vocabulary
 Synonyms/Antonyms
 SDAIE Vocabulary (directions)
 Words needed to help students meet objectives
(of question, lesson, or activity)
Ex: anticipate, categorize, compare and
contrast, evaluate, prioritize
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Content
 SDAIE strategies should be used to scaffold students to
higher-order reasoning and to assess student learning.
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Connections
 Students are actively engaged and learn better when they
can apply prior knowledge, and find the content applicable or
useful to their lives.
Experiences/Interests
Class Content
Active Learning
Family
=
Friends
Media
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Connections
 SDAIE strategies can help students to relate content to reallife scenarios, build proper schemas, and address
misconceptions that interfere with the acquisition of new
knowledge.
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Brace Map for Biology
Double Bubble for English
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Connections
 Be selective when supplementing texts and materials to
ensure that what you are doing makes the content meaningful,
uses time efficiently, and scaffolds your population properly.
Make real-life connections but don’t assume your experiences
are the same as your students.
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Comprehensibility
 Use extra linguistic clues by combining verbal and
written communication with pictures, models, gestures,
charts, labels, realia, and dramatization.
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Comprehensibility
Make a one to one correspondence between the
spoken and written concept and the visual clue.
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Comprehensibility
Adjust your speech and control the range and diversity of
vocabulary.
“
Avoid idiomatic expressions:
“spread the word”
“as easy as pie”
“turn over a new leaf”
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Comprehensibility
 Check frequently for comprehension and address
misconceptions. Meaning is negotiated through constant,
actively-engaging discourse.

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Interaction
 Constant engagement in discussion, both between
teacher and student, and among peers allows assessment
of student knowledge levels, monitoring of student growth,
and allows the teacher to adjust lesson plans as needed.
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Interaction
 Use modeling and sentence frames to scaffold
academic language development.
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Interaction
 Make sure students use targeted academic
language while they are engaged in activities.
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Interaction
 Use a variety of groupings (pairs, small, & large) and ask
frequent and varied questions.
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Four Critical Elements of SDAIE:
Identification Activity
As you read the following examples of teachers
utilizing SDAIE within their curriculum, determine
which of the 4 critical elements it would best
describe.
Display your choice to others by holding up your
hand with the number of fingers that correlate with
the category you picked.
(Use your handout for help.)
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Example 1

The English teacher writes on the board
the standard focused on in today's lesson.
She also writes the lesson objective
which states the important concepts and
skills that students will know and
demonstrate by the end of the lesson.
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Example 2

A Physical Education teacher wants to make
sure that the students understand the
vocabulary for muscle groups. She puts
them in pairs and has them quiz each other
by having one partner ask a question and the
other student point to the muscle and say it
aloud on their own body.
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Example 3

A chemistry teacher is trying to convey the
importance of how elements within the
periodic table are grouped or categorized, so
he asks students to create a list of things they
would find in a grocery store and organize
them into aisles and sections by their
attributes.
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Example 4

An art teacher wants to do an assignment
about monochromatic colors, but realizes she
must first teach the concept of value for her
students to understand it well.
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Example 5

The U.S. History teacher chooses a piece of
"Realism" art and a CD of Ragtime music to
include in the lessons about the turn of the
20th century American culture.
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Example 6

A math teacher writes a polynomial equation
and asks students to work in pairs to solve it
for values of “x”. When the students are
finished, the teacher calls upon different
groups to help break the equation into
smaller steps. As the teacher calls upon
each group, she asks them questions so that
the students use associated vocabulary as
they describe to the class what they did in
that particular step.
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Video Observation Activity

Identify features of
each of the critical
elements as you
observe the video clip.

Record your
observations on your
handout.

Group Share
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Next Steps
Continue to deepen our knowledge of SDAIE
methodology to provide access to core for
English learners.

Session 2: Introduction of the Universal
Access/SDAIE Lesson Design Template
 Session 3: UA/SDAIE Lesson Design
Template - Language Objective as the Key
to Providing Equitable Access to the Core
Instruction
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