using sdaie strategies to support the needs of your k–5
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Using SDAIE Strategies to Support the Needs of Your
K–5 English Learners
Linda Mira & Laura Reyeslcmira809@gmail.com • lcreyes98@gmail.com
Baldwin Park Unified School DistrictCitrus Community College Solution Tree Associates
In our spare time –
Learning Outcomes• What SDAIE is
• When to use SDAIE strategies
• Why SDAIE strategies should be used
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Research says …“SDAIE works, not by ‘dumbing down’ the curriculum, but by moving cognitively demanding curriculum from context reduced (meaning obtained from language) to context embedded (meaning obtained from clues such as visuals, gestures, and facial expressions).”
—Cummins, Schooling and Language Minority Students: A Theoretical Framework (1981)
The Difference Between ELD and SDAIE
ELD students are learninghow to:
*Read*Write *Listen*Speak
in Academic English.
SDAIE students are usingEnglish skills in:
*Reading *Writing*Listening*Speaking
to learn academic content.
SDAIE: What It Is• Instruction that assists all English learners with
gaining access to the curriculum • Content instruction at grade level • Material presented using visuals, organizers,
realia, etc.• Result: English learners access academic content
while acquiring English language skills.
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SDAIE: What It’s Not• Simplified curriculum: “dumbing down”
the curriculum• Intervention or lower-level content• Appropriate for newcomers or students
who are illiterate
Three Ways to Use SDAIE• Into: Build background/frontload a lesson or
a unit.• Through: Provide multiple opportunities for
students to engage in discussions with the target information.
• Beyond: Build on new knowledge and review new concepts.
Into, Through, and Beyond Instructional Guidelines
Connect the “big idea” of the unit/lesson to students’ existing knowledge and decide what is necessary for ELs to have success (e.g., frontload vocabulary, stimulate curiosity, take a virtual field trip, gather background information to enable ELs to relate previous learning to new concepts).
Into
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Provide multiple opportunities for students to engage in discussions with the target information. Students explore and comprehend new materials and concepts in a wide variety of ways (e.g., cooperative groups, quick writes, interactive journals, illustrations, graphic organizers, demonstrations, personal stories, outside speakers).
Through
Into, Through, and Beyond Instructional Guidelines
• Help students clarify their thinking by taking them beyond the scripted lessons and learning experiences.
• Provide for many student opportunities to demonstrate their understanding of the concepts presented.
Beyond
Into, Through, and Beyond Instructional Guidelines
Into Strategies• Anticipatory KWL Charto K: What I already know about …o W: What I would like to find out about …
• Quick writeo Pre-reading or pre-writing focus activity
• Idea Starts: Picture Analysiso Use a prompt for discussion/writing to get
students started.
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OBSERVATIONS
INFERENCES
Attach Picture Here
QUESTIONS CONNECTIONS
Picture Analysis
What do you see?
What do you want to know?
How does this connect to something you already know?
What do you think is happening?
Through Strategies• Visual Organizerso They encourage students to see information as a
component of systems rather than isolated facts.• Think–Write–Pair–Shareo Students think about an idea or question independently,
write about it, and then they share their thoughts with a partner before whole-group discussions.
• Jigsawo Expert groups teach home teams about a section of a
text.
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Beyond Strategies• Picture This: This activity is useful as a vocabulary or
concept review.• Posters: Students create a poster in small groups
(illustrated timeline, movie poster, comic strip, or advertisement).
• Reader Response Chart: Students draw a T-chart and write quotes on the left side and personal responses on the right side.
• Line-Ups: These are used to improve communication and to form teams.
ReflectionHow do these activities connect to your state standards 21st century skills?
o Rigoro Relevanceo Relationships
o Communicationo Collaborationo Critical Thinking o Creativity
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Learning Outcomes• What SDAIE is
• When to use SDAIE strategies
• Why SDAIE strategies should be used
Thank You.To schedule professional development
at your site, contact Solution Treeat (800) 733-6786.
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OBS
ERVA
TIONS
INFE
RENCE
S
Att
ach
Pict
ure
Her
e
QUES
TIONS
CONNEC
TIONS
Pict
ure
Ana
lysis
© Mira & Reyes 2016. SolutionTree.comDo not duplicate.8
Sens
ory
Explor
ation
Pict
ure
Anal
ysis
Lo
ok a
t th
e im
age
and
reco
rd, w
ith
word
s or
dra
wing
s, w
hat
each
of
your
fiv
e se
nses
wou
ld b
e ex
peri
enci
ng if
yo
u we
re in
thi
s pi
ctur
e.
© Mira & Reyes 2016. SolutionTree.comDo not duplicate. 9
Look
at
the
imag
e an
d re
cord
, wit
h wo
rds
or
draw
ings
, wha
t ea
ch o
f yo
ur f
ive
sens
es w
ould
be
exp
erie
ncin
g if
you
wer
e in
thi
s pi
ctur
e.
Atta
ch P
ictu
re H
ere
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Home Team Notes
Team Member 1: Team Member 2: Team Member 3: Team Member 4: Team Member 5:
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Expert Group Notes Team Member #________
Section of Text_________________________
What is the big idea? What does the author want you to know? What is a key word that summarizes this section of text? Group thoughts:
Group thoughts:
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SDAIE Lesson Plan Template
Unit/Lesson Title:
Essential Question:
Focus Question: Connect to the essential question Objective: Must be measurable Assessment: How will you know students met your objectives?
INTOHook: How will you engage students? INTO Activity:
THROUGHA complete THROUGH will include:
• THROUGH Activity:
• Target Vocabulary:
• Direct Instruction:
• Guided Practice:
• Formative Assessment:
BEYONDBEYOND Activity: Assessment:
© Mira & Reyes 2016. SolutionTree.comDo not duplicate. 13
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