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Title III Access to Core Professional Development 2009-2010

Session 1: Overview of Title III Plan, Data, and Review of Specially Designed Academic Instruction in English (SDAIE). Title III Access to Core Professional Development 2009-2010 Office of Curriculum, Instruction, and School Support Language Acquisition Branch. Long Range Goals.

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Title III Access to Core Professional Development 2009-2010

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  1. Session 1:Overview of Title III Plan, Data, and Review of Specially Designed Academic Instruction in English (SDAIE) Title III Access to Core Professional Development 2009-2010 Office of Curriculum, Instruction, and School Support Language Acquisition Branch

  2. Long Range Goals • Achieve consistency and continuity in our understanding of SDAIE and how we communicate it to all stakeholders. • Implement effective district-wide use of SDAIE to provide access to core curriculum for English learners. • Build a Culturally Relevant and Responsive (CRRE) learning environment incorporating the different ways our students learn, behave, and use communicative language patterns.

  3. Today’s Objectives Share English learner achievement data. Acquire a common definition of SDAIE/sheltered instruction that can be operationalized throughout the district. Identify the features within the four critical elements of SDAIE. Develop a common lexicon to describe SDAIE and its characteristics.

  4. SDAIE: Specially Designed Academic Instruction in English SDAIE is a methodology (a set of specific strategies) designed to make instruction comprehensible and to make grade level academic content accessible for English learners.

  5. Panorama’s Data for ELALimited English Proficiency – English Learner (EL)

  6. Panorama’s Data for MathLimited English Proficiency – English Learner (EL)

  7. SDAIE:Specially Designed Academic Instruction in English

  8. The 4 Critical Elements

  9. Please follow along using this handout.

  10. Content • Classroom content should always be drawn from the framework and CA content standards.

  11. Content • Teachers must identify the essential concepts and skills students need to master the content, and avoid things that distract or detract from these standards. • STUDENT • Prior Knowledge • Schemas • Organization Skills TaskStandard • Verbal Skills • Physical Skills

  12. Content • Teachers should identify the language that is necessary to construct meaning and acquire the needed skills. • Academic Language • Content Specific Vocabulary • Synonyms/Antonyms • SDAIE Vocabulary (directions) • Words needed to help students meet objectives (of question, lesson, or activity) • Ex: anticipate, categorize, compare and contrast, evaluate, prioritize

  13. Content • SDAIE strategies should be used to scaffold students to higher-order reasoning and to assess student learning.

  14. Connections • Students are actively engaged and learn better when they can apply prior knowledge, and find the content applicable or useful to their lives. • Experiences/Interests Class Content Active Learning • Family • = • Friends • Media

  15. Connections • SDAIE strategies can help students to relate content to real-life scenarios, build proper schemas, and address misconceptions that interfere with the acquisition of new knowledge.

  16. Brace Map for Biology Double Bubble for English

  17. Connections • Be selective when supplementing texts and materials to ensure that what you are doing makes the content meaningful, uses time efficiently, and scaffolds your population properly. • Make real-life connections but don’t assume your experiences are the same as your students.

  18. Comprehensibility • Use extra linguistic clues by combining verbal and written communication with pictures, models, gestures, charts, labels, realia, and dramatization.

  19. Comprehensibility • Make a one to one correspondence between the spoken and written concept and the visual clue.

  20. Comprehensibility • Adjust your speech and control the range and diversity of vocabulary. • “ Avoid idiomatic expressions: • “spread the word” • “as easy as pie” • “turn over a new leaf”

  21. Comprehensibility • Check frequently for comprehension and address misconceptions. Meaning is negotiated through constant, actively-engaging discourse.

  22. Interaction • Constant engagement in discussion, both between teacher and student, and among peers allows assessment of student knowledge levels, monitoring of student growth, and allows the teacher to adjust lesson plans as needed.

  23. Interaction • Use modeling and sentence frames to scaffold academic language development.

  24. Interaction • Make sure students use targeted academic language while they are engaged in activities.

  25. Interaction • Use a variety of groupings (pairs, small, & large) and ask frequent and varied questions.

  26. Four Critical Elements of SDAIE:Identification Activity As you read the following examples of teachers utilizing SDAIE within their curriculum, determine which of the 4 critical elements it would best describe. Display your choice to others by holding up your hand with the number of fingers that correlate with the category you picked. (Use your handout for help.)

  27. Example 1 • The English teacher writes on the board the standard focused on in today's lesson. She also writes the lesson objective which states the important concepts and skills that students will know and demonstrate by the end of the lesson.

  28. Example 2 • A Physical Education teacher wants to make sure that the students understand the vocabulary for muscle groups. She puts them in pairs and has them quiz each other by having one partner ask a question and the other student point to the muscle and say it aloud on their own body.

  29. Example 3 • A chemistry teacher is trying to convey the importance of how elements within the periodic table are grouped or categorized, so he asks students to create a list of things they would find in a grocery store and organize them into aisles and sections by their attributes.

  30. Example 4 • An art teacher wants to do an assignment about monochromatic colors, but realizes she must first teach the concept of value for her students to understand it well.

  31. Example 5 • The U.S. History teacher chooses a piece of "Realism" art and a CD of Ragtime music to include in the lessons about the turn of the 20th century American culture.

  32. Example 6 • A math teacher writes a polynomial equation and asks students to work in pairs to solve it for values of “x”. When the students are finished, the teacher calls upon different groups to help break the equation into smaller steps. As the teacher calls upon each group, she asks them questions so that the students use associated vocabulary as they describe to the class what they did in that particular step.

  33. Video Observation Activity • Identify features of each of the critical elements as you observe the video clip. • Record your observations on your handout. • Group Share

  34. Next Steps Continue to deepen our knowledge of SDAIE methodology to provide access to core for English learners. • Session 2: Introduction of the Universal Access/SDAIE Lesson Design Template • Session 3: UA/SDAIE Lesson Design Template - Language Objective as the Key to Providing Equitable Access to the Core Instruction

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