ELD: SDAIE Lesson Strategies

1
ELD SDAIE Lesson Strategies

• To insert your company logo on this slide
• From the Insert Menu
• Select Picture
• Locate your logo file
• Click OK
• To resize the logo
• Click anywhere inside the logo. The boxes that
  appear outside the logo are known as resize
  handles.
• Use these to resize the object.
• If you hold down the shift key before using the
  resize handles, you will maintain the proportions
  of the object you wish to resize.

• California State University, Bakersfield
• EDEL 413
• Classroom Learning Theories Management
• Presented by Maureen Mattias,M.A.

2
Specially Designed Academic Instructional 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.

3
The teacher provides comprehensible input

• Your walls rich with content info print
• Key vocabulary posted and practiced in content
• Math Opportunities to process content
  performance

4
ACTIVE MANIPULATION OF INFORMATION

• Tangrams
• Geoblocks
• Cubes
• Algebra tiles
• Fraction bars
• Place value blocks
• Attributes

5
Student-student interaction

• Cooperative groups( 3-6)
• Pairing of partners
• Stand up activities for content conversations
• Kinesthetic activities
• Cultural diversity activities
• Jigsaw activities

6
Low Anxiety Environment Boosts

• Language acquisition
• Content acquisition
• Appropriate social skills acquisition
• Team building community atmosphere in the
  classroom

7
INSTRUCTIONAL SUPPORT

• Visuals -pictures, posters, transparencies
• Videos- age appropriate
• Trade books
• Realia
• Technology ( larger print , clip art,etc.)

8
Plan for REFLECTION CLOSURE

• Students think about
• Students talk about
• Write about what they have learned

9
TEACHER DELIVERY

• Context- rich
• Full of clues
• Use total physical response ---TPR
• (Body language to support your instructions to
  students)

10
NATIVE LANGUAGE SUPPORT

• California is a multicultural MULTILINGUSTIC
  state, and therefore,
• Presents a diversity of learners with many
  different spoken primary languages.
• All students, regardless of their primary
  language, must be served in an equitable
  classroom environment.

11
THE TEACHER ALSO PROVIDES AN OPTIMAL LEARNING
ENVIRONMENT

• for all limited English speakers through the use
  of the following delivery and
• management strategies

12
This list can be used as a checklist to plan each
lesson

• Use a slightly slower rate of speech
• Pronounce the word(s) clearly
• Use simple, high frequency vocabulary

• Avoid long complex sentences
• Keep idiomatic and slang expressions to a minimum
• Provide body language clues (TOTAL PHYSICAL
  RESPONSE)

13
Additional strategies
14
Strategies that can boost the effectiveness of
the lesson

• Provide for student
• Interaction
• Practice
• Input

• Uses frequent comprehension checks
• Uses frequent confirmation checks
• Asks clarification questions
• Ask many
• Who, what, when,where,which, yes/no questions

15
IMPORTANTLY

• De-emphasize grammatical pronunciation
  correctness

• Demonstrate respect for students culture and
  language

16
EVERY TEACHER CAN HELP STUDENTS ACHIEVE SUCCESS

• by continually maintaining a non-threatening ,
  anxiety- free environment.
• L.Northcutts Book

17
Questions for reflection

• Are you modeling to your students the acquisition
  of a L2?
• Do you help to scaffold their language
  acquisition?
• Do you respect and appreciate all second language
  learners?
• Do you provide the extra wait time for Els to
  respond to your questions and/or directions?

18
We make daily decisions about how to accommodate
our English Learners in acquiring both language
and content knowledge.
19
Dialogue questionHow do English Learners (EL)
impact your school?

• API
• Culture
• Psychosocial environment

20
Dialogue questionHow do English Learners (EL)
impact your school?

• Community classroom
• Open to different ethnic groups
• Provide dignity and respect to all
• Known to the unknown

21
What is your instructional program for all
Students?

• Differentiated standards depending on where the
  student is at.

22
Do EL have the opportunities to show their
intelligence?

• What developmentally appropriate activities do we
  provide for them in our classroom and out- of
  doors?

23
How can we ensure that EL students have the
ability to think critically?

• We incorporate the constructivism approach in
  our classroom to promote higher level thinking
  skills.