Session 3:UA/SDAIE Lesson Planning

Protocol - Language Objective

Title III Access to Core Professional Development

2009-2010

Office of Curriculum, Instruction, and School SupportLanguage Acquisition Branch

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.

Objectives

1.Review English learner characteristics by proficiency level.

2.Understand the role of a language objective in a SDAIE lesson.

3.Analyze a Math lesson to identify the language demands.

Review 3 C’s & I Draw a card

Think about the features of the SDAIE element and a practical application

Partner share – Find someone with a different element

- Define the element - Share a practical application using the language form printed on the back of the card

Switch cards when the signal is given and repeat the process with a new partner

Content Connections Comprehensibility Interaction

Gr. 3 Math Lesson

Content

Review the lessonto identify the3C’s and I

Gr. 3 Math Lesson

Connections

Interaction

Comprehensibility

Content

Comprehensibility

Interaction

Comprehensibility

SDAIE Gr.3 Math Lesson

The What

The How

Language Assembly Task

Language Assembly Task

Language Assembly Task

Choose a shoe Write your responses on the

handout Use complete sentences for #2 through #7

Language Assembly Task Debrief

Group Share

Language Assembly Task Debrief

1. What did you draw upon for your responses?

2. What question was the easiest? Why?

3. What question was the most challenging? Why?

#1

#2

#3

#4 #5

#6 #7

#7

Language Function – purpose for communicating

Social – “Would you like to go to the movies? (inquiring)

Academic – “What is the life cycle of a frog?” (inquiring)

Bricks

English Learner Characteristics

Table ActivityEL Characteristics Sort

Lay out the flashcards Pull out the header cards (color) and lay them

out as follows

Read through the descriptors and decide the appropriate placement

Intermediate Advanced

Table ActivityEL Characteristics Sort

Check your answers

Need

- Build background knowledge

- Repetition

- Vocabulary development

- Scaffolds for complex language structuresNeed

- Look for ways to contextualize the text (idioms, complex structures, abstract concepts)

- Higher Order Thinking Skills (HOTS) i.e., inference, drawing conclusions, etc…

Need

- Primary language Support (L1)

- Frontloading vocabulary and concepts

Self-Reflection

1. What was reaffirmed?

2. What was a new learning?

3. What do you still need to think about?

SDAIE Lesson StudyIdentifying Language Demands

SDAIE Gr.3 Math Lesson

Language Objective

Review the standards What are the active verbs in the standards?

Review each part of the lesson to identify the overarching language demand of the lesson

What is the language function?

Language Objective

Language Objective

Language Objective

Review the standards

Language Objective Review the content objective

MR 1.1 “Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.”

Express the place value of each digit

The number ___ has three digits.The __ is in the ___ place.The digit that has the greatest value is the __.

Table Activity

Look at the Guided Practice (#5 - #7) and Independent Practice (#20 & #22) sections

Identify additional language forms to support the learner

Chart your ideas

Group share

Objectives

1.Review English learner characteristics by proficiency level.

2.Understand the role of a language objective in a SDAIE lesson.

3.Analyze a Math lesson to identify the language demands.