SDAIE

The **SDAIE** (Specially designed academic instruction in English) method is designed to help English language learners learn specific subjects (history, science, math...) while also learning English vocabulary. This method is supposed to help students succeed not only in subject matter but in their English as well. The material being taught should not be "watered down" but adapted to the students needs. This method of teaching helps students best when they know some English and are fluent in their first language. Four major components of SDAIE include, content, connection, comprehension, and interaction. Goals in using this method of language immersion is for students to gain content and language skills. SDAIE focuses on helping students to learn: **1. Grade-appropriate content 2. Master English vocabulary and grammar 3. Learn academic English 4. Develop strategies for learning

Interesting Quote:** "All students are ELL (English Language Learners)!" All students are LEP (Limited English Proficient) at some point in their education (especially when faced with a new concept and vocabulary). What procedures and ideas can you provide that will help all students in the classroom? Good teaching strategies are good for everyone. -**//Dr. Carmen Sanshez Sadek//** __ **Here are some SDAIE Strategies:** __ > Organization is key and it is important that academic language is used constantly by both the teacher and the students. That is why all academic language words must be posted: For teacher and students TO ALWAYS REMEMBER to use them! > A graphic organizer is great for visual learners becasue it uses shapes and labels that indicate exactly what information the students should use and understand, and where that information goes in their homework or written paper. An example of using a graphic organizer when a student is writing a paragraph can be: Another way to implement this paragraph graphic organizer is by having the student fold a blank piece of paper horizontally into thirds or fourths, depending on the amout of parts put into the paragraph, and then labeling each box with the required information. ("SDAIE Handbook: Techniques, strategies, and Suggestions for Teachers of LEP and Former LEP Students" http://www.csupomona.edu/~tassi/sdaie.htm)
 * 1) Emphasis on the Academic Language: It is the teachers job to be certain that the academic language is mastered by implementing two essential instructional practices. 1) Post the academic language then 2) post the category. Ex: clean, tidy, neat, spotless, immaculate, impeccable, scrubbed, ect.
 * 1) ** Cultural Affirmation / Multicultural Perspectives: ** English Language Learners (ELL’s) and English-only students all bring to each and every lesson their prior knowledge, their own experiences, their cultural backgrounds. ELL’s may come from many different countries and English-only students may come from many parts of the United States or the English-speaking areas of the world. Each and every student brings something unique to the learning situation. SDAIE content area teachers need to acknowledge that, and need to affirm the value of each student to the cooperative effort of the lesson by acknowledging the individual contributions of each student. SDAIE content area teachers also need to expand the limited experiences and knowledge of each student to include the contributions of many individuals from many backgrounds to the advancement of knowledge.
 * 2) **Assessing/Tapping Prior Knowledge**: Teachers must include topics that bring familiarity and incorporate previous learning. In order to do so, the teacher should gain background knowledge and understanding on the students' interests, community, etc. At the same time, the teacher should incorporate topics that the students have already learned and continually reference previous lessons. The familiarity will help ELL students form attachments to the knowledge and it will help them deepen their understanding of the topics. Tapping into Prior Knowledge is very important for teachers and ELL students. Brainstorming and Carousel Brainstorming are two different activities that can be implemented in the classroom to understand the previous knowledge students have on subjects.
 * 3) **Brainstorming-T**his ususally happens at the beginning of a lesson or project. The teacher may assign small groups or have the whole class participate as a whole with the teacher. Stiumulus, in the form of a word, phrase, picture or object related to the subject and lesson, must be given to promote student's responses and questions from the class. All of the student's ideas that are said out loud should be recorded in a place that can be seen (usually the white board). Sometiems a student can be used to be the recorder on a poster or white board. Encourage free thinking and free talking, but also be aware of student who are taking charge in the conversations and student who need to be encouraged to participate. Sometimes raised hands and calling out names may be a better way to make sure everyone is taking part in the discussion. Working under a time limit can pressure students to create as many ideas as possible as well. Remember: every student's ideas count and need to be recorded, no matter what.
 * 4) **Carousel Brainstorming-** This type of brainstorming is done in a group setting where the students are, again, recording their prior knowledge and future ideas. Give each group a poster with different colored markers. Each group must write four to five ideas or activities that relate to their topic. Instruct each group to rotate the posters after each have written down their first five ideas. Once the group recieves the new poster, have them read the previous ideas and add two or three more strategies for that topic. Have students discuss the results of their original poster or possibly discuss the results with the class once everyone is done. ("SDAIE Strategies: A Glossary of Instructional Strategies" []).
 * 5)  **Building New Knowledge:** Each and every lesson must result in the acquisition of new knowledge by students. To determine if new knowledge has been acquired as the result of a lesson, it is only necessary to check on the acquisition of new academic language. EACH WORD IS A CONCEPT. A student who has acquired and begins to use appropriately new academic language at the end of each lesson is a students who has acquired new knowledge. // If at the end of an instructional day the students go home without mastery of at least one new academic word, no new knowledge has been provided or mastered during that entire instructional day. It was a nice school day for reviewing what students already knew. But it was a day when students did not BUILD any new knowledge. //
 * 6) **Graphic Organizers:** The language of the content areas, the language of a new reading selection students are about to begin reading, all words students DO NOT KNOW that are used in what students are about to listen or read, all those words MUST BE UNDERSTOOD BEFORE students listen or read. Thus, the SDAIE and the ESL/ELD teachers, cooperatively, must help students acquire, practice, develop, learn, and master 95-100% of the new vocabulary BEFORE they listen or read. Instructional activities that, through visuals, manipulatives, realia, dramatization, or any other means, help students master the new academic vocabulary BEFORE the content area lesson begins, are very important. Graphic organizers can be used to help students become aware of what they know and the new words they are about to learn. Graphic organizers that group words in categories by MEANING are the most effective means to introduce new words. WORD DEFINITIONS, or looking up the meaning of words in a dictionary, **ARE NOT** the most effective means to introduce new words. For younger ELL’s and for ALL young learners, graphic organizers can be used with pictures instead of printed words.
 * Topic Sentence
 * Incident or fact
 * Commentary or opinion about the previous sentences
 * Incident or fact
 * Commentary or opinion
 * Concluding sentence

====**8. Picture Dictionaries:** Similar and in many ways to and connected with graphic organizers, picture dictionaries are a great tool for students to use to help them recall valuable vocabulary in a visually stimulating format. When students come across new vocabulary for a given subject area (math, science, history, etc), __they can write each term (in English) and draw a picture or symbol that will help them remember the definition__ or function of the term in question. Building an illustrated picture map can help give strong definitions to students in a visual format, and thus deepen student understanding in any given subject area. ====

9. **Collaborative Problem-Solving; Cooperative and Other Groupings:** Teachers need to plan instruction through educational activities that provide for flexible groupings of students to meet specific purposes. In SDAIE there are many levels of language proficiency. ELL’s may be at different stages of language acquisition: Pre-Production, Early-Production, Speech Emergence, Intermediate Fluency. Fluent English speakers may be English-only speakers or former ELL’s now redesignated Fluent English Proficiency (FEP) students. Teachers need to implement varied instructional activities where heterogeneous students can work productively. // From: Dr. CARMEN SANCHEZ SADEK ( http://www.educationalquestions.com/qa24.htm) // (gratefuly borrowed from Prof. Rita Johnson): 10. **Demonstration and Modeling:** For SDAIE students, it is crucial that the teacher verbally presents the skills he or she wants the students to acquire because the teacher's instruction may be the only example of the concept that the students are ever exposed to (although this will vary depending on the home life of each student). Keeping this in mind, it is also advised that teachers attempt to present the information in a practical way. If students cannot grasp the application of new concepts into their day-to-day lives, the lessons will be lost quickly (Dr. Carmen Sanchez Sadek - __SDAI Teaching Strategies__). 11. **Integrating Listening, Speaking, Reading and Writing Across the Curriculum:** If all instructional strategies described above (1- 8) for the implementation of effective practices in Specially Designed Academic Instruction in English (SDAIE) for ALL students, both English-only and English Language Learners, have indeed been implemented, then it follows that students would have had ample opportunities: (I) To listen to the new academic language of the lesson as the teacher uses visuals, manipulatives, realia, and other means to physically convey the meaning of the academic language, (II) To speak the new academic language through active learning instructional activities, (III) To see –in posted graphic organizers or categories—the new academic language. Now students are ready to read the textbook or parts of the textbook or reading selection, and they will do so with 100% understanding the first time around! And then students can write about what they have learned –expressive writing—or answer the textbook questions IN THEIR VERY OWN WORDS. Only when students have been provided fully integrated visual, listening, speaking, reading and writing instructional activities would they be able to provide ample evidence of learning the language of the content areas.

12. **Higher Order Thinking Skills:** In SDAIE Strategy Number 2, above, we indicated that students must be engaged in Active Learning and suggested a series of observable behaviors that students can perform to give evidence of learning. That series of observable behaviors, (listed in 2 above) describe simple to complex or higher order thinking skills. Students who can perform these observable behaviors are giving evidence that they are operating and developing from simple to complex or higher order thinking skills 13. ** Questioning techniques: ** The most effective tool a teacher has to promote all of the above SDAIE Strategies is the question. Every time a teacher asks a question the student must actively respond – active learning. Through questions, teachers can monitor student use of the language of the content areas. Questions help assess prior knowledge and provide the most effective tool to obtain evidence of learning. Through questions teachers can provide new information to students while demonstrating and modeling the use of the academic language. Questions can be asked at the lowest –knowledge—and the highest –evaluation—levels of thinking skills. Questions give teachers the best opportunity to provide opportunities for students to listen and to speak. Questions also give the teacher opportunities to take control of the class by controlling the difficulty of the questions asked based on the knowledge of the students. By choosing the right question appropriate for each student, teachers can promote learning while at the same time allow students to experience success. For Example: a. Who was the 22 nd President of the United States? b. Who was the 22 nd President, was it Nixon, Cleveland, John Quincy Adams or Zachary Taylor? c. Who was the 22 nd President, was it Abraham Lincoln, Reagan, John Adams or Cleveland? d. Cleveland was the 22 nd President of the United States, right? 14. **Active Learning:** students must be able to give the teacher Evidence of Learning, meaning they must give proof that they have learned something within the day, month, or year that they have been in that particular class or grade. Such things that can qualify would be anything the students observe, recognize, ocate, classify, identify, practice, collect, categorize, repeat match, show, select, construct, assemble, arrange, put in order, name, recall, give examples of, draw, organize, describe, tell, imagine, restate, create, appraise, dramatize, contrast compare, question, map, discriminate, list, underline, review, interprete, compose, dictate, point out, report, record, predict, express, plan, evaluate, relate, generalize, demonstrate, outline, summarize, suppose, estimate, judge, explain, debate, illustrate, infer, revise, rewrite, asses, interprete, justify, or crtitique. The above are only a few of the endless possibilities students can reveal to a teacher that they are in fact learning. It is also good to note that this type of learning is done mostly through action or speech, not by something written down on paper. Such activities must be recorded andnoted by the teacher to show parents, future teachers, or the dictrict that the students are in fact learning even if it is not shown on paper or within state tests due to the fact that social development is jsut as important as academic development.

15. **Nonlinguistic Representations**: Nonlinguistic Representations is a strategy teachers should use/consider when teaching the English language to English language Learners (ELL). Words often have written and oral structures to them. Students need to be able to understand both. knowledge is stored linguistically as well as imaginary. Meaning that linguistic words are ones that the student can write down. Imaginary form is rather important because it is how the english language is made comprehensible to ELL students. Methods of teaching linguistics to students would be to focus on vocabulary, use manipulatives, and graphic organizers (as mentioned earlier). When teaching it is important for the teacher to always accompany his/her lesson with something tangible/visible such as gestures, pictures, or objects that convey the appropriate meaning. In other words, modeling is very important. When teaching vocabulary the teacher should focus on illustrating, labeling, and explaining the multiple meaning of words. Graphic organizers are very important to teaching ELL students because they allow the student to organize the information neatly and be able to view it with ease.

 **16. Send-A-Problem -** Each student on a team makes up a review question and writes it on a 3x5 card. The answer of that question is written on the back of the 3x5 card. The teams then send their review cards to another team. Teams respond by having one student read the first question. Each team member writes down an answer. Team members then compare and discuss their answers. If they agree, they turn the card over to see if they got the same answer as what was written on the back. If not, they write their answer on the back of the card as an alternative answer. A second student reads the next question, and so on. The stacks of cards are sent to a third, then a fourth group until all teams have had a chance to answer all questions. When the cards return to the senders, the teacher should provide an opportunity to discuss and clarify.


 * 17. PQRST Study Strategy-**
 * Preview: Student skims the title, side headings, pictures and graphics to identify writer's generalization.
 * Question: Student identifies questions that the writer is going to answer during the reading.
 * Read: Student reads to obtain answers to the questions and takes notes.
 * Summarize: Student summarizes the information regarding each question posed.
 * Test: Student tests the generalization against the supporting information to see if the author has enough information to support the generalization.

18. **Anticipatory Chart -** Before reading a selection, hearing a selection or viewing a video students are asked to complete the first two sections of the chart - "What I already know about ..." and "What I would like to find out about..." After the information has been presented, students complete the "What I learned..." section. Responses are shared with a partner.

1. Students number off (1-4) 2. Each student pairs with another student from a different group who has the same number. 3. Following the timeline from the article that was previously read, each pair writes a dialogue between two characters in the passage. 4. Pairs are selected to present dialogues in chronological oder to the class. (This activity is designed to be a text "re-presentation.")
 * 19. Cooperative Dialogue -**


 * 20. Idea Starts -**Use a prompt for writing, such as a quote, a photo, words from a vocabulary list, an article, a poem, opening lines to a story, an unusual object, a film, or a guest speaker to get students started.

here are a couple of ways taht SDAIE is seen in the class curriculum:  The following curriculum concepts are part of our current educational vocabulary. For the purposes of clarification in regard to SDAIE, we have included both their definitions and philosophies. Here's a SDAIE video: http://www.youtube.com/watch?v=x7E3CkvLwg0 media type="youtube" key="x7E3CkvLwg0" height="344" width="425"
 * Integrated Curriculum: Integrated curriculum is teaching the relationship of two or more disciplines and often teaching them in a manner to demonstrate the relevancy of the learning to the students' lives. This approach often entails team-teaching in a shared room by two or more teachers in a span of two or more consecutive periods.
 * Hands-On: The concept of "hands-on" may be taken literally or figuratively. In a literal sense, it refers to the many manipulatives, realia, and activities in which the ELD/ESL student physically engages. And, in a figurative sense, it refers to a practical activity of creation and presentation as contrasted to the passivity of a class consisting largely of lecture and reading.
 * Word-Bank: A word-bank is a list of the key concepts in an article or selection of literature that the students read. Although the list may contain vocabulary with which the students may be unfamiliar, the main purpose of the list is to alert the students to the significant ideas and concepts in the reading.
 * Scaffolding: "Scaffolding" is a metaphor which illustrates the process of accumulating knowledge. As scaffolding for workmen is carefully constructed in order to insure their safety, so are layers of knowledge gathered and stored to ensure a sound basis for continued learning. Scaffolding is different from sequencing, which is a timetable to cover a certain amount of chapters within a book in a specified and limited amount of time, often disregarding students who cannot maintain the pace.
 * Authentic Assessment: Authentic Assessment is the practice of evaluating a student, not by basing the judgment on isolated skills, but rather by basing the judgment on a finished project or product which incorporates many skills to ensure its completion.
 * Heterogeneous Grouping: This concept refers to programing students in classes by ability rather than by grade-level. Thus, students from several grade-levels can be placed in one class. This practice is preferred in the case of ELD and SDAIE classes.

Drs. Sandy Parsons & Mike Croghan recomend to use these guidelines when creating a lesson plan: http://www2.csusm.edu/thousand/sandymike.html

SDAIE needs to focus on the target subject. Though it is designed to help students who may not always have mastered the English language, it is primarily oriented around the target academic subject. Here are some SDAIE teaching strategies in a paraphrased and simplified format that were found at http://www.csus.edu/indiv/o/oreyd/sylabi/SDAIE.htm:
 * Emphasis the main subject's language and terms (vocabulary), stressing the importance of using the language throughout the study.
 * Be able to gauge student progress, using activities or other assessments to monitor student progress.
 * Make connections with students' prior knowledge foundations.
 * Help to highlight students progress, encouraging them in every step of improvement.
 * Be creative and varied in teaching strategies and classroom instruction methods. Students vary in ability so provide a balanced approach that will help them all learn.
 * Encourage and affirm the sharing of personal/cultural perspectives allowing for the sharing of experiences by all students.
 * Be a good model for students in both word and deed.
 * Graphic organizers are great tools for learning terminology in primary and secondary languages. Word groups and pictures are helpful tools as well.
 * Integrate multi-sensory learning tasks including ones with reading, writing, listening, and speaking.
 * Go beyond the simple learning levels (Bloom's for example), into deeper and more advanced learning outcomes.
 * Vary questioning tactics for students. Use a wide spectrum of questions from simple one word answers to more complex evaluative types.

An example of an SDAIE Lesson Plan based from "The Old Lady Who Swallowed a Fly"http://coe.sdsu.edu/people/jmora/MoraModules/OldLadyLessonPl.htm

The Stages of English Language Development http://www.rohac.com/images/sdaie_photos/Image1.jpg

Resources "Multiple Intelligences" from //Seven Ways of knowing: Teaching for Multiple Intelligences// by David Lazear, IRI/Skylight Publishing, Inc. Palatine, IL

Here is an example of a SDAIE lesson plan.
 * Entry/Anticipatory:**

o As class begins, I will present a picture of Frankenstein's monster.

o I will ask students for vocabulary feedback in order to describe the monster's physical appearance, possible sounds, what kind of food that it may eat, and where it lives.

o I will write these words on the white board or overhead.


 * THROUGH ACTIVITIES:**

· **Instructional Input:**

o I will read the descriptive paragraph from the story

o I will ask students for descriptive words from the section

o I will ask students for their own words

o I will create a word bank of new and old vocabulary words on the overhead projector. This will be extremely helpful for my ELL students.

o I will create a few descriptive sentences with the students' help and then write them on the overhead as well http://www.associatedcontent.com/article/968650/english_9th_grade_descriptive_writing.html?cat=4