Specially Designed Academic Instruction in English Levels of English Fluency for Secondary Students Presentation LESS THAN REASONABLY FLUENT REASONABLY FLUENT CSUN RIAP ESL 1A ESL 1B ESL 2A ESL 2B ESL 3 ESL 4 PRP RFEP ESL A/B October 4, 2008 Ximena R. Miller, NBCT 1 The Progression of ELD SKI LL AREA PROFI CI ENCY LEVEL DESCRI PTORS, GRADES 9 – 1 2 Listening Proficient Mainstream Core Courses RFEP Reasonably Fluent Sheltered Core Courses for PRP and ESL ¾ Below Reasonable Fluency ESL 1A, 1B, 2A & 2B 4 1
SKI LL AREA PROFI CI ENCY LEVEL DESCRI PTORS, GRADES 9 – 1 2 SKI LL AREA PROFI CI ENCY LEVEL DESCRI PTORS, GRADES 9 – 1 2 Speaking Reading 5 6 SDAIE Strategies SKI LL AREA PROFI CI ENCY LEVEL DESCRI PTORS, GRADES 9 – 1 2 Think Pair Share W riting 1.When asked to consider an idea or an answer to a question, students are given time to quietly think or write their ideas on paper (think). • Each student turns to another student nearby and tells or reads his or her own thoughts (pair, share). This strategy increases student-to-student interaction and allows students to use academic language in a meaningful context. 7 8 2
Circle Map SDAIE Circle Map Circle Map SDAIE Circle Map How did you learn this? What is SDAIE? SDAIE The Circle Map is designed for: -Defining a word or concept -Determining students’ prior knowledge of a concept 9 10 -Brainstorming ideas and thoughts about a topic SDAIE Strategies SDAIE Anticipation Guide Anticipation Guide 1. Students are given a series of statements that relate to a reading Truth or Myth? selection, lecture or video. Before Presentation After Presentation 2. Students indicate agreement or disagreement with the statement. 1.) ______ Using SDAI E strategies with ESL 1A & 1B students ______ 3. After the information has been presented, students check to see if will give them full access to grade-level content. they were correct. 2.) ______ SDAI E strategies include differentiation of ______ instruction during lesson delivery and assessment. This strategy assists the teacher in identifying prior knowledge of students and helps students focus on 3.) ______ Clarification and supplementary materials in the ______ specific content themes. primary language are SDAI E techniques. 4.) ______ Teachers of Sheltered (content) classes should ______ assist EL students in the development of speaking and writing skills. 11 12 3
SDAIE and Good Teaching Comparison What is SDAIE? Wait-time Specially Designed Academ ic I nstruction in English Key Vocabulary Features Essential ( SDAI E) – AKA Sheltered I nstruction is a process by Adapted Content Language Objectives to Sheltered which subject m atter instruction is made more Clarification in L1 Instruction meaningful and accessible to English learners. Appropriate Speech for Proficiency Level Supplementary Materials Subject m atter and its associated vocabulary, concepts Student Background Experiences and skills are taught by using language in context to Pacing Students Engaged Features Shared make the inform ation comprehensible. Content Objectives between Sheltered Vocabulary Review and Good Hands-On Materials I s SDAI E/ Sheltered I nstruction just good teaching? Feedback Provided Instruction Meaningful Activities Links to Past Learning Review and Assessment Clear Explanation of Tasks Supplementary Materials High-Order Thinking Skills 13 Grouping Strategies 14 SDAIE SDAIE Strategies Num bered Heads Together IS… IS NOT… � � The sam e thing as ESL 1. Form teams of four students. An instructional approach (ELD) � A synthesis of techniques 2. Number students from 1 to 4. � Rem edial instruction addressing the core 3. Present a question or problem. � curriculum Watered-down content � � A substitute for primary 4. Students discuss the answer. The team must reach consensus on A strategy to teach language the answer. They make sure everyone on the team knows the content subjects while answer. students continue to � A subject area acquire English � Submersion in English 5. Randomly call a number from 1 to 4 (use a spinner, draw popsicle � A strategy that depends sticks out of a cup, roll a die, etc.). � Teaching about the on prior knowledge language 6. Students with that number raise their hand. � Richly contextualized 7. Randomly choose one of these students. � A rigorous curriculum � 8. The selected student answers the question. A good pedagogy for English learners and English-speaking students 15 16 4
SDAIE Strategies SDAIE Strategies Practice Num bered Heads Together ( Cont.) Num bered Heads Together 9. The other teams may agree/ disagree with the answer by showing Activity # 2 a thumbs up or a thumbs down hand signal. 10.Teams showing disagreement may be asked to explain/ defend 1. Form teams of four. their position. 2. Number team members from 1 to 4. 3. Share one way in which this strategy could be used with your classes. • The group discussion provides each student with 4. One of your team members will be asked to share the team’s language and concept understanding. answer with the whole group. • The random selection of one student to provide the answer allows for evaluation of both individual and group progress. 17 18 Master Plan Roster SDAIE CL26 Anticipation Guide Truth or Myth? Before Presentation After Presentation Student 1.) ______ Using SDAI E strategies with ESL 1A & 1B students ______ Nam es will give them full access to grade-level content. 2.) ______ SDAI E strategies include differentiation of ______ instruction during lesson delivery and assessment. 3.) ______ Clarification and supplementary materials in the ______ primary language are SDAI E techniques. 4.) ______ Teachers of Sheltered (content) classes should ______ assist EL students in the development of speaking and writing skills. 19 5
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