SDAIE for Science Teachers
Presented by
Dean Gilbert
Consultant, Science Education
Division of Curriculum and Instructional Services
Los Angeles County Office of Education
(562) 922-6896
Training Norms
As colleagues, we agree to:
Start on time
Encourage and Support
Cell phones on silent
Visit and Discuss
Challenge our Belief Systems
• identifying content objectives
• identifying and developing language objectives
• designing instruction to meet content and language objectives
Objectives
Teachers will assist English Learners acquire Science content and academic language by:
Content and Language Objectives
99 Ideas and Activities for Teaching English Learners with THE SIOP MODEL
Read:About This Book: Content and Language Objectives, pages vi – vii
Discuss with a partner:1.What is the difference between content objectives and language objectives?
1.Why is it important to develop language objectives for English Learners?
Content and Language Objectives
•Content objectives focus on the “big idea” or essential learning.
•Language objectives complement content objectives by examining the content for essential and support vocabulary language, functions, language skills and grammar/language structures.
Language Objectives
1. Key Vocabulary: technical terms, concept words, and other words needed to discuss, read, or write about the topic of the lesson (i.e. independence, conflict, compromise, equality).
2. Language Functions: the ways students use language in the lesson (i.e. describe, compare, summarize)
3. Language Skills: reading, writing, listening, and speaking skills students need to learn (i.e. listen to an audio recording and identify a point of view).
4. Grammar or Language Structure: past or future tense verbs, pronoun usage, sentence formation, roots, prefixes, suffixes.
What Factors Influence Content Area Reading Comprehension for ELs ?
The Text The Reader’s Background The Context
The Text Factor Vocabulary Sentence Structure Content Organization Readability level of the text Visuals, graphs and charts
The Reader’s Background Language Proficiency Reading Proficiency Physical/Emotional State Learning Strategies Prior Content Knowledge Prior Vocabulary knowledge Prior Text Format Experience
Context Factor
Culturally not relevant Imposed constraints of time Vocabulary constraints Assignments narrow the focus of the
reading Purpose for reading is not clear
What is SDAIE?Specially Designed Academic Instruction in English
SDAIE is a set of instructional strategies used in combination with a modified curriculum and materials in order to provide meaningful content area instruction for students with intermediate level English proficiency.
A SDAIE Teacher:•Carefully reads the text and standards and identifies the most important ideas, concepts or skills•Prioritizes content objectives from “essential” to “nice to know”•Determines the selection of vocabulary•Identifies complex or difficult grammatical structures
Four Corners Reflection ActivitySupport for English Learners
Take a moment to think about what you have done in your classroom to:1.Build background knowledge2.Provide Comprehensible Input and Scaffold Content3.Implement strategies for building language proficiency4.Utilize interactive structures
What did you do?
How well did it work?
What would you do
differently?
Jim Barksdale from Netscape Communications attributes his success to a relentless, persistent, obsessive commitment to one idea…
“The main thing is to make sure
that the main thing
stays the main thing.”
So…
What is the “main thing” for us, as science teachers?
Why is it important for all students to learn science??
The “Main Thing” is also known as...
• the big idea
• key understanding
• enduring understanding
The Process of Instructional Planning
Traditional Practice Standards-based Practice
Select a topic from the curriculum↓
Desig n instruction al activities↓
Desig n an d gi ve a n assessment↓
Gi ve grad e o r feedback↓
Mov eont o ne w topic
Selec t standard s f rom am ong thosestuden tsnee d toknow
↓Desig n an assessmen t through whichstuden tswil l h ave a n opportuni ty to
demonstr atethos ethings↓
Decid ewh atlearni ng opportunitiesstuden tswil l nee d t o lear n thos e things
↓Pl aninstructiona l opportunitie s to
assur et hateac h studen t ha sadequateopportunitie s t o learn
↓U se dataf rom assessmen t to give
feedbac , k r -e teac h or m ove tonex t level
Western Assessment Collaborative, WestEd
Standards-based Instructional Planning
Step 1 – The Standard
Identify what studentsneed to know and be able to do.
Become familiar with required contentknowledge.
Step 2 – Design the Assessment
Decide what students will need to do toprovide evidence that they have achieved
this standard.
Step 3 – Articulate Criteria for Success
Determine what will be expected of students.Develop rubric or other form of scoring guide.
Step 4 – Opportunities to Learn and Perform
Plan instruction to assure that every student has adequateaccess to opportunities to learn and practice what is
expected.
Step 5 – Administer the Assessment
Have students complete the assessment.
Step 6 – Analyze the Data
Provide feedback to students.Revise or re-teach, as needed.
“Unpacking” or “breaking down” a standard
helps us to...
• Identify the big idea
• Identify relevant classroom targets
Watch the following video vignette…
What was the “big idea” demonstrated by Marisa Tomei in her courtroom scene in
“My Cousin Vinny”?
Unpack her testimony or “big idea” to identify the…
Content
What did she need to know?
Skills
What did she need to be able to do?
How did Marisa Tomei’s
facility with language
affect her ability to
“make her case”?
Which aspects of language helped her “make her case”?
1. Key Vocabulary: technical terms, concept words, and other words needed to discuss, read, or write about the topic of the lesson (i.e. independence, conflict, compromise, equality).
2. Language Functions: the ways students use language in the lesson (i.e. describe, compare, summarize)
3. Language Skills: reading, writing, listening, and speaking skills students need to learn (i.e. listen to an audio recording and identify a point of view).
4. Grammar or Language Structure: past or future tense verbs, pronoun usage, sentence formation, roots, prefixes, suffixes.
Let’s look at an example from the California Science Standards.
Standard Set (The Big Idea)
Supporting Standard (The Learning Objective)
Lesson PreparationA SDAIE Teacher:
Carefully reads the text and standards and identifies the most important ideas, concepts or skills
Prioritizes content objectives from “essential” to “nice to know”
Determines the selection of vocabulary Identifies complex or difficult
grammatical structures
Lesson PreparationA SDAIE Teacher:
Carefully reads the text and standards and identifies the most important ideas, concepts or skills
Prioritizes content objectives from “essential” to “nice to know”
Determines the selection of vocabulary Identifies complex or difficult
grammatical structures
2a. Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type.
“Know” is very vague and difficult to assess.
Using the Science Framework “Background Information” and “Narrative,” identify the specific ACTION VERB used as it relates to Bloom’s Taxonomy.
Framework Narrative- Pg. 225
Haploid gamete production through meiosis involves two cell divisions. During meiosis prophase I, the homologous chromosomes are paired, a process that abets the exchange of chromosome parts through breakage and reunion. The second meiotic division parallels the mechanics of mitosis except that this division is not preceded by a round of DNA replication; therefore, the cells end up with the haploid number of chromosomes. (The nucleus in a haploid cell contains one set of chromosomes.) Four haploid nuclei are produced from the two divisions that characterize meiosis, and each of the four resulting cells has different chromosomal constituents (components). In the male all four become sperm cells. In the female only one becomes an egg, while the other three remain small degenerate polar bodies and cannot be fertilized. Chromosome models can be constructed and used to illustrate the segregation taking place during the phases of mitosis (covered initially in Standard 1.e for grade seven in Chapter 4) and meiosis. Commercially available optical microscope slides also show cells captured in mitosis (onion root tip) or meiosis (Ascaris blastocyst cells), and computer and video animations are also available.
Let’s use these specific ACTION VERBS to clarify our learning objective…
2a. Students will construct models to illustrate meiosis as an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type.
Meiosis
Stages of meiosis and gamete formation
Law of Segregation
Haploid vs. diploid
chromosomes
Law of Independent Assortment
Oogenesis
Spermatogenesis
Content: Meiosis as an early step in sexual reproduction.
Content and Language Objectives
•Content objectives focus on the “big idea” or essential learning.
•Language objectives complement content objectives by examining the content for essential and support vocabulary language, functions, language skills and grammar/language structures.
Content Objective: What does it mean to construct models to illustrate meiosis…?
Students will be able to…
1. Construct a model that illustrates and labels the steps of meiosis: Prophase 1, Metaphase 1, Anaphase 1, Telophase 1, Cytokinesis, Prophase 2, Metaphase 2, Anaphase 2 and Telophase 2.
2. Diagram the similarities and differences between spermatogenesis and oogenesis.
3. Distinguish between diploid and haploid chromosome numbers.
4. Illustrate how two genes of a homologous chromosome pair are separated from each other during meiosis, ending up in different gametes (Segregation).
5. Illustrate how each homologous chromosome and its partner are assorting into different gametes independently of other pairs (Independent Assortment).
Re-state as a Content Objective on your SDAIE Lesson Planning Template
Unless what we Unless what we are learning is are learning is connected to connected to
what we already what we already know, we know, we
cannot learn it.cannot learn it.
Frank SmithFrank Smith
Prior Knowledge
The Reader’s Background: Content Knowledge
Knowledge related to the content of text being read leads to better reading comprehension.
When content-area teachers increase their power of instruction to help students acquire critical knowledge, student’s ability to read proficiently increases.
Prior Knowledge
What concepts will require review or preteaching?
Re-state on your Planning Template for Text Analysis
Lesson PreparationA SDAIE Teacher:
Carefully reads the text and standards and identifies the most important ideas, concepts or skills
Prioritizes content objectives from “essential” to “nice to know”
Determines the selection of vocabulary Identifies complex or difficult grammatical
structures
The Reader’s Background: Vocabulary Knowledge
Because the range of vocabulary in text grows rapidly after third grade, students must continue to expand their knowledge of word meanings in order to construct the meaning of what they are reading.
Vocabulary and verbal knowledge support reading comprehension.
Lesson PreparationA SDAIE Teacher: Determines the selection of vocabulary
1.Read over the standard and the provided text about meiosis.2.Pick out vocabulary as:
• Essential Key Vocabulary (Tier 3 words)• Support Vocabulary (Tier 1 words)• Known vocabulary used in a new way
(Tier 2)• Idioms
3.List the selected words in the appropriate category on your Planning Template for Text Analysis
Tier 1: The most basic words
Examples— table happy baby toes purple angry hamburger
Academic Vocabulary
Content specific vocabulary brick words = Tier 3
Transportable vocabularymortar words = Tier 2
(words that are used across the curriculum in multiple disciplines)
Tier 3 (brick words): Low frequency words specific to a discipline
Examples— carcinogens mitosis unhygienic lithosphere Kelvin carbohydrate potential energy Doppler effect
Tier 2 mortar words: High frequency words found across a variety of disciplines
Examples— classify conduct monitor investigate declaration harmony maintain
Criteria for identifying Tier II Words…
Importance and utility: Is it a word that students are likely to meet often in the world?
Instructional potential: How does the word relate to other words, to ideas that students know or have been learning?
Conceptual understanding: Does the word provide access to an important concept?
We teach too many Tier I words, not enough Tier 2 words, and we’re just about right-on with our teaching of Tier 3 words.
--Doug Fisher, “Secondary Literacy Conference Spring 2007”, Anaheim CA
Vocabulary
Essential Key Vocabulary
Support Vocabulary
Known vocabulary
used in a new way
Idioms
Lesson PreparationA SDAIE Teacher:
Carefully reads the text and standards and identifies the most important ideas, concepts or skills
Prioritizes content objectives from “essential” to “nice to know”
Determines the selection of vocabulary Identifies complex or difficult
grammatical structures
Lesson PreparationA SDAIE Teacher: Identifies complex or difficult grammatical/
sentence structures
1.Read over the standard and the provided text.2.Identify Grammatical Structures:
• New word forms and verb tense• New sentence structures• Other grammatical difficulties
3.List in the appropriate category on your Planning Template for Text Analysis
Content and Language Objectives
•Content objectives focus on the “big idea” or essential learning.
•Language objectives complement content objectives by examining the content for essential and support vocabulary language, functions, language skills and grammar/language structures.
Language Objectives
1. Key Vocabulary: technical terms, concept words, and other words needed to discuss, read, or write about the topic of the lesson (i.e. independence, conflict, compromise, equality).
2. Language Functions: the ways students use language in the lesson (i.e. describe, compare, summarize)
3. Language Skills: reading, writing, listening, and speaking skills students need to learn (i.e. listen to an audio recording and identify a point of view).
4. Grammar or Language Structure: past or future tense verbs, pronoun usage, sentence formation, roots, prefixes, suffixes.
2a. Students will construct models to illustrate meiosis as an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type.
What role does language play in Standard 2a?
Developing Language Objectives
Students will be able to __________________________________ (Function: draw or build and label a model; illustrate; explain sequentially)
the_______________________________________________
(Content: steps of meiosis.)
by ___________________________________________________
(Action: i.e. reading, writing, speaking, drawing, building )
using ________________________________________________
(Support: i.e. textbook, diagrams, graphic organizers, computer simulations)
through structured interactions such as _______________________ (Structured Activities: KWL, vocabulary development strategies, text support, graphic organizers, concept development, cooperative learning groups, hands-on activities, language frames and metacognitive conversations with text.
Students will be able to…
1. Construct a model that illustrates and labels the steps of meiosis: Prophase 1, Metaphase 1, Anaphase 1, Telophase 1, Cytokinesis, Prophase 2, Metaphase 2, Anaphase 2 and Telophase 2.
2. Distinguish the similarities and differences between spermatogenesis and oogenesis.
3. Distinguish between diploid and haploid chromosome numbers.
4. Illustrate how two genes of a homologous chromosome pair are separated from each other during meiosis, ending up in different gametes (Segregation).
5. Illustrate how each homologous chromosome and its partner are assorting into different gametes independently of other pairs (Independent Assortment).
Students will be able to:
1. Draw or build and label a model to illustrate and explain the sequential steps of meiosis.
by reading, writing, speaking, drawing, building
using . textbook, diagrams, graphic organizers, computer simulations
through KWL, vocabulary development strategies, text support, graphic organizers, concept development, cooperative learning groups, hands-on activities, language frames, and metacognitive conversations with text.
Content Objective Language ObjectiveWhat content do you want
students to learn?How will students use language to learn it?
SDAIE StrategiesActivate Prior Knowledge•What comes to mind when you think of mitosis?
KWL: p. 27Stop that Video: p. 174; PLUSS VideoLog (ancillary)
Vocabulary Development•Word Wall•SDAIE Vocabulary Study•Word Bank Activity•Vocabulary Cards
Comprehensible Input Strategies•SQP2RS (“Squeepers”): p. 71-74•Read – Recap – Request•Speech Language Frames
SDAIE StrategiesConcept Development•Word Square•Graphic Organizers (Thinking Maps)
Hands-on Activities (Building models)
A Metacognitive Conversation with Text
THINKING MAPSTHINKING MAPS
DisclaimerDisclaimerThis section of the training is meant to This section of the training is meant to provide a general overview of Thinking provide a general overview of Thinking
Maps© and does not replace the full Maps© and does not replace the full training offered by Thinking Maps, Inc.training offered by Thinking Maps, Inc.
CIRCLE MAP CIRCLE MAP for Defining in Contextfor Defining in Context
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Main Topic
Concepts you
know about it
Boundaries to the
brainstorming process
Reading Skills: Context clues; identifying bias
BUBBLE MAP BUBBLE MAP for describing, using adjectivesfor describing, using adjectives
Adapted from “Thinking Maps® - Tools for Learning” © 1995
MainConceptAdjective
1Adjective
4
Adjective2
Adjective3
Adjective5
Adjective6
Reading Skills: Vocabulary growth; identifying properties
DOUBLE BUBBLE MAPDOUBLE BUBBLE MAP for Comparing & Contrastingfor Comparing & Contrasting
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Concept 1
Concept 2
Compare
Contrast
Compare
Contrast
Contrast
Contrast
Contrast
Contrast
Compare
Reading Skills: comparing critical properties & emphasis
TREE MAPTREE MAPFor Classifying and GroupingFor Classifying and Grouping
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Reading Skills: Main Ideas & Details; Taxonomy
The Fishes
Agnatha Chondrichthyes Osteichthyes
EXTINCT Lampreys
Hagfish
Elasmobranchs ChimerasOstracoderms Agnathians
Sharks
Rays
Coelocanths
Lung Fish
Teleosts
Gars, Bowfins
Ray-finned Lobe-finned
Short-nose Ratfish
Long-nose Ratfish
BRACE MAPBRACE MAPFor Analyzing Objects and PartsFor Analyzing Objects and Parts
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Reading Skills: Spatial Descriptions & Anatomy
Galaxies Comets
Solar Systems
M types: Red Giants
A type: White Dwarfs
G type: Yellow stars
Stars
Suns
Planets
Moons
FLOW MAPFLOW MAPFor Sequencing & OrderingFor Sequencing & Ordering
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Step 1 Step 2 Step 3
Step 1a Step 1b Step 2a Step 2b Step 3a Step 3b
Reading Skills: Descriptions of Order & Physiology
MULTI-FLOW MAPMULTI-FLOW MAPFor Causes and EffectsFor Causes and Effects
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Problem
Cause 2
Cause 1 Effect 1
Effect 2
Reading Skills: Reason/Consequence & Prediction
BRIDGE MAPBRIDGE MAPFor Seeing AnalogiesFor Seeing Analogies
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Reading Skills: Vocabulary & Analogical development
asaselectricity sunlight
machine chloroplast
GUIDED GUIDED PRACTICEPRACTICE
GUIDED PRACTICEGUIDED PRACTICECircle MapCircle Map
1. Biology What do you know about eucaryotic cells?
2. Chemistry What do you know about kinetic molecular
theory?3. Physics
What do you know about Newton’s Laws of Motion?
4. Earth What do you know about the formation of
metamorphic rocks?
GUIDED PRACTICEGUIDED PRACTICEBubble MapBubble Map
1. Biology Pick a particular protist and describe it.
2. Chemistry Describe an exothermic reaction.
3. Physics Describe a car as it relates to Newton’s First
Law.4. Earth
Describe Mars.
GUIDED PRACTICEGUIDED PRACTICEDouble Bubble MapDouble Bubble Map
1. Biology What are the similarities and differences between
eucaryotic and procaryotic cells?2. Chemistry
What are the similarities and differences between exothermic and endothermic reactions?
3. Physics What are the similarities and differences between
refraction and diffraction of light?4. Earth
What are the similarities and differences between the inner and outer planets?
GUIDED PRACTICEGUIDED PRACTICETree MapTree Map
1. Biology Classify the two main categories of cells:
eucaryotic and procaryotic.2. Chemistry
Classify the three (four) states of matter.3. Physics
Classify the different forms of energy.4. Earth
Classify the 3 different types of rocks based on how they are formed.
GUIDED PRACTICEGUIDED PRACTICEBrace MapBrace Map
1. Biology Pick a particular body system and define the elements
composing that system, from organ to cellular components.
2. Chemistry Define the building blocks and elements composing
each of the four organic macromolecules composing a cell (carbohydrates, proteins, fats, nucleic acids)
3. Physics Define the component parts of an electric circuit.
4. Earth Define the life cycle of a star.
GUIDED PRACTICEGUIDED PRACTICEFlow MapFlow Map
1. Biology Develop a “food chain” that includes
decomposers, producers and consumers.2. Chemistry
Sequence the steps in the conversion of reactants to products for the following chemical reaction: 2H20--> 2H2 + O2
3. Physics Develop a “Rube Goldberg Model” showing at
least four different energy transformations.4. Earth
1. Sequence the steps in the carbon cycle.
GUIDED PRACTICEGUIDED PRACTICEMulti-Flow MapMulti-Flow Map
1. Biology Given a particular species of mammal, what will happen to the
mammal population when: (a)prey becomes a primary limiting factor? AND (b)the reproductive rate of this mammalian species increases significantly?
2. Chemistry Given a specific concentration of reactant A and B, what will
happen to the product formation when: (a)there is an increase in the activation energy AND (b)there is a catalyst added to the system?
3. Physics Given a moving object, what will happen to that object when an
equal and opposite force is applied to that object?4. Earth
Given a glacier, what would happen over the next 50 years if the average temperature increases over 15°C?
GUIDED PRACTICEGUIDED PRACTICEBridge MapBridge Map
Biology, Chemistry, Physics, Earth Using “ENERGY” as the relating factor,
develop an analogy between a cell and a machine.
Sample Lesson Plan to Teach the Language Objective1. Access prior knowledge by reviewing the steps of mitosis with an
anticipatory set that “the process of meiosis shares many similarities with mitosis (KWL-teacher-directed).
2. Show a computer simulation of comparison/contrast of mitosis and meiosis.
3. Explicit vocabulary instruction using a Word Wall, Word Bank, and SDAIE Vocabulary Study (group activity).
4. Second viewing of computer simulation of meiosis. Teacher models use of a graphic organizer to “sequence” the steps and processes of meiosis. Individual students will use this graphic organizer (Video log) and their listening skills to order the step-by-step events of meiosis.
5. Students will draw pictures or build models (using a variety of art and craft supplies) and label the sequential steps and processes associated with meiosis.
6. Assessment- Each student will demonstrate mastery by using the pictures or model made to explain (speaking) to their lab partner the steps and processes associated with meiosis.
COMPARISON/CONTRASTMITOSIS vs. MEIOSIS
STEPS IN MEIOSIS
MEIOSIS ANIMATION(End of unit recap)
Inquiry Inquiry In ScienceIn Science
Learner performs lab activity
Teacher asks students probing questions
Learner reads about prior scientific investigations
Learner justifies proposed
explanation
Science Science as inquiry is as inquiry is when…when…
Inquiry In ScienceInquiry In ScienceWhich activities are inquiry?Which activities are inquiry?
The pursuit of scientific explanations often begins with a questionquestion about a natural phenomenon.
Once the question is asked, a process of scientific inquiry begins, and there eventually may a proposed explanationproposed explanation
Scientific Inquiry
Scientific Inquiry
Includes systematic approachessystematic approaches to observing, collecting info, identifying variables, formulating & testing hypotheses, taking precise & reliable measurements
UnderstandingUnderstanding and designing experimentsdesigning experiments are also part of the inquiry process.
Using the 5 Using the 5 “E” system“E” system
Methods for ENGAGING : Observing surroundings for points of
curiosity Ask questions to elicit & assess prior
knowledge Sharing a piece of literature that helps
students think about the topic Discuss motivating photos Do a demonstration Do a hands-on or minds-on activity that
seeks to set the stage for a concept
For EXPLORATION & DISCOVERY:Engage in focused play
Look for information
Observe specific phenomena
CoIlect and organize data
Select appropriate resources
Design and conduct experiments
Engage in debate
For EXPLORATION & DISCOVERY:Brainstorm possible alternatives
Experiment with materials
Design a model
Employ problem ‑solving strategies
Discuss solutions with others
Evaluate choices
Analyze data
Methods for EXPLANATION Communicate information and ideas Construct and explain a model Review and critique solutions Construct a new explanation Utilize peer evaluation Determine appropriate closure Integrate a solution with existing knowledge
and experiences Assemble multiple answers/solutions
Methods for EXTEND & APPLY Make decisions Apply knowledge add skills Transfer knowledge and skills Share information and ideas Ask new questions Develop products and promote ideas Use models and ideas to illicit discussions
and acceptance by others Relate knowledge to everyday life
Methods for EVALUATION Every aspect of the cycle should contain
on-going evaluation:
– Make time for reflection & self-analysis
– Collect of real evidence to support yourideas
– Reformulate ideas in light of new experiences and evidence
Recognize cognates, prefixes and suffixes of academic vocabulary.
BeginningUse appropriate connectors/signal words to sequence the steps of meiosis.
Early
IntermediateApply knowledge of text connectors/signal words to make inferences (to understand the steps of meiosis).
Intermediate
Use glossary to determine the meaning of unknown words (e.g., idioms and words with multiple meanings).
Early
AdvancedRecognize that some words have multiple meanings and apply this knowledge to the text, student writing and speaking.
Advanced
SAMPLE: ELD Modified Standard for Science Language Objective #1: Vocabulary
ELD Standard Modified (CELDT Blueprints)
ELD Proficiency LevelBeginning
Early Intermediate
Intermediate
Examine the CELDT Blueprints from your binder to identify ELD Standards for each ELD
Proficiency Level
Final Activity: APPLICATION
Use the Planning Template for Text Analysis and the SDAIE Planning Tool to develop a plan for a new or existing lesson to identify:
1.Prior Knowledge
2.Vocabulary
3.Sentence Structures
4.Readability
5.Content Organization
6.Content Objectives
7.Language Objectives
8.ELD Standards
FINAL THOUGHTS
“The explicitness with which teachers instruct academic English makes a difference in learners outcomes, especially for ELs who have reached a plateau in their development of English.”
Robin C. Scarcella
University of California, Irvine