sdaie for science teachers presented by dean gilbert consultant, science education division of...

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

[email protected]

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 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”?





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

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 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




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




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

Language Objectives





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


MainConceptAdjective

1Adjective

4

Adjective2

Adjective3

Adjective5

Adjective6

Reading Skills: Vocabulary growth; identifying properties

DOUBLE BUBBLE MAPDOUBLE BUBBLE MAP for Comparing & Contrastingfor Comparing & Contrasting


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


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


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


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


Problem

Cause 2

Cause 1 Effect 1

Effect 2

Reading Skills: Reason/Consequence & Prediction

BRIDGE MAPBRIDGE MAPFor Seeing AnalogiesFor Seeing Analogies


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

sdaie for science teachers presented by dean gilbert consultant, science education division of...

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