using sdaie strategies to support the needs of your k–5

Using SDAIE Strategies to Support the Needs of Your

K–5 English Learners

Linda Mira & Laura Reyes

Using SDAIE Strategies to Support the Needs of Your

K–5 English Learners

Linda Mira & Laura [email protected] • [email protected]

Baldwin Park Unified School DistrictCitrus Community College Solution Tree Associates

In our spare time –

Learning Outcomes• What SDAIE is

• When to use SDAIE strategies

• Why SDAIE strategies should be used

© Mira & Reyes 2016. SolutionTree.comDo not duplicate. 1

Research says …“SDAIE works, not by ‘dumbing down’ the curriculum, but by moving cognitively demanding curriculum from context reduced (meaning obtained from language) to context embedded (meaning obtained from clues such as visuals, gestures, and facial expressions).”

—Cummins, Schooling and Language Minority Students: A Theoretical Framework (1981)

The Difference Between ELD and SDAIE

ELD students are learninghow to:

*Read*Write *Listen*Speak

in Academic English.

SDAIE students are usingEnglish skills in:

*Reading *Writing*Listening*Speaking

to learn academic content.

SDAIE: What It Is• Instruction that assists all English learners with

gaining access to the curriculum • Content instruction at grade level • Material presented using visuals, organizers,

realia, etc.• Result: English learners access academic content

while acquiring English language skills.

© Mira & Reyes 2016. SolutionTree.comDo not duplicate.2

SDAIE: What It’s Not• Simplified curriculum: “dumbing down”

the curriculum• Intervention or lower-level content• Appropriate for newcomers or students

who are illiterate

Three Ways to Use SDAIE• Into: Build background/frontload a lesson or

a unit.• Through: Provide multiple opportunities for

students to engage in discussions with the target information.

• Beyond: Build on new knowledge and review new concepts.

Into, Through, and Beyond Instructional Guidelines

Connect the “big idea” of the unit/lesson to students’ existing knowledge and decide what is necessary for ELs to have success (e.g., frontload vocabulary, stimulate curiosity, take a virtual field trip, gather background information to enable ELs to relate previous learning to new concepts).

Into


Provide multiple opportunities for students to engage in discussions with the target information. Students explore and comprehend new materials and concepts in a wide variety of ways (e.g., cooperative groups, quick writes, interactive journals, illustrations, graphic organizers, demonstrations, personal stories, outside speakers).

Through


• Help students clarify their thinking by taking them beyond the scripted lessons and learning experiences.

• Provide for many student opportunities to demonstrate their understanding of the concepts presented.

Beyond


Into Strategies• Anticipatory KWL Charto K: What I already know about …o W: What I would like to find out about …

• Quick writeo Pre-reading or pre-writing focus activity

• Idea Starts: Picture Analysiso Use a prompt for discussion/writing to get

students started.


OBSERVATIONS

INFERENCES

Attach Picture Here

QUESTIONS CONNECTIONS

Picture Analysis

What do you see?

What do you want to know?

How does this connect to something you already know?

What do you think is happening?

Through Strategies• Visual Organizerso They encourage students to see information as a

component of systems rather than isolated facts.• Think–Write–Pair–Shareo Students think about an idea or question independently,

write about it, and then they share their thoughts with a partner before whole-group discussions.

• Jigsawo Expert groups teach home teams about a section of a

text.


Beyond Strategies• Picture This: This activity is useful as a vocabulary or

concept review.• Posters: Students create a poster in small groups

(illustrated timeline, movie poster, comic strip, or advertisement).

• Reader Response Chart: Students draw a T-chart and write quotes on the left side and personal responses on the right side.

• Line-Ups: These are used to improve communication and to form teams.

ReflectionHow do these activities connect to your state standards 21st century skills?

o Rigoro Relevanceo Relationships

o Communicationo Collaborationo Critical Thinking o Creativity


Learning Outcomes• What SDAIE is

• When to use SDAIE strategies

• Why SDAIE strategies should be used

Thank You.To schedule professional development

at your site, contact Solution Treeat (800) 733-6786.


OBS

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INFE

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Home Team Notes

Team Member 1: Team Member 2: Team Member 3: Team Member 4: Team Member 5:


Expert Group Notes Team Member #________

Section of Text_________________________

What is the big idea? What does the author want you to know? What is a key word that summarizes this section of text? Group thoughts:

Group thoughts:


SDAIE Lesson Plan Template

Unit/Lesson Title:

Essential Question:

Focus Question: Connect to the essential question Objective: Must be measurable Assessment: How will you know students met your objectives?

INTOHook: How will you engage students? INTO Activity:

THROUGHA complete THROUGH will include:

• THROUGH Activity:

• Target Vocabulary:

• Direct Instruction:

• Guided Practice:

• Formative Assessment:

BEYONDBEYOND Activity: Assessment:


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