SDAIE

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SDAIE
Specially Designed Academic Instruction in
English
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The Purpose of SDAIE is to

1. Increase student access to academic language
2. Increase student access to content

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SDAIE

• is a series of strategies to promote
• content area concept development for
• students whose first language is not
• English.

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Lau vs. Nichols Supreme Court Decision of 1974.

• ELD and SDAIE stem from the Lau vs. Nichols
  Supreme Court
• Decision of 1974. 
• The major distintiction between ELD and SDAIE is
  determined by
• who is ultimately responsible for ensuring that
  English Learners
• receive both ELD and SDAIE and the manner in
  which both
• components are scheduled during the instructional
  day.   
• The responsibility of the delivery of SDAIE rests
  totally on the classroom
• teacher.  
• In order to ensure meaningful and successful
  learning, content area
• teachers need to be aware of accommodations that
  need to occur during
• content area instruction to ensure the success of
  ELLs.

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Four Goals/Strategies

• Emphasis on Academic Language in English
• Active Learning Evidence of Learning
• Tapping Prior Knowledge
• Building Knowledge

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Emphasis on Academic Language Consciously and
consistently use and require students to use
content specific words. Post academic language
of the content area in the classroom (Word Wall).

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Active Learning
Evidence of Learning Activities that provide
opportunities for students to Observe, Collect,
Classify, Retell, Decide, Show, Repeat, Match,
etc., can help determine what is being
learned. Technology multisensory, interactive,
motivational.
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Tapping Prior Knowledge
Prior knowledge acts as building blocks and
helps us to make connections to new information
for greater acquisition. Allows for multicultural
exchange. Ex. Know/Need to Know
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Building New Knowledge
Each word is a concept. If a student can acquire
and can use one new academic word at the end of
each class, they are building knowledge.
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SDAIE Instructional Tool
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SDAIE Instructional Tool
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Some SDAIE Strategies

• Do not assign tasks that are too cognitively
  demanding. Tasks that require too many cognitive
  process working simultaneously should be broken
  down into smaller parts when first introduced
  and/or required.
• Speak slowly and use repetition
• Lots of visuals and realia
• Context embedded (many clues)
• Manipulatives and hands on
• Limit use of idioms or teach 2 use often
• Activate prior knowledge
• Limit teacher centered lectures
• Focus on the meaning, not the form
• Cooperative learning
• Graphic organizers
• Games
• Media
• Preview/review, Tea Party, Idea Wave, Numbered
  Heads, Think Pair Share
• Comprehensible input
• Art
• Drama
• Alternative Assessment
• Use gestures and facial expressions

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Additional Resources

• SDAIE Lesson Plan Template- http//education.apu.e
  du/dept/tep/resources/SDAIE20LESSON20PLAN20TEMP
  LATE.doc
• Effective Strategies for Teaching Mathematics
  Content to English Learners- http//www.cmpso.org/
  downloads/conferences/CMP20CABE20200820Presenta
  tion.pdf
• ELD and SADAIE Strategies (very comprehensive
  power point on ELD and SDAIE) http//www.cgu.edu/i
  nclude/ELD20and20SADIE20Strategies20final2011
  .10.06.ppt277,27,Focus On Vocabulary Development
• SDAIE Strategies, A Glossary of Instructional
  Strategies- http//www.suhsd.k12.ca.us/suh/---suhi
  online/sdaie/glossary.html
• Science Strategies/Templates- http//www.mrl.ucsb.
  edu/mrl/outreach/educational/RET/ProjectPages/DCor
  tes.pdf
• If you have any information on SDAIE, or teaching
  strategies that you have found useful, please
  post on the YOKA
• website.