SDAIE

1. SDAIE Specially Designed Academic Instruction in English 1

2. The Purpose of SDAIE is to Increase student access to academic language Increase student access to content 2

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

4. 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.

5. Four Goals/Strategies • Emphasis on Academic Language in English • Active Learning Evidence of Learning • Tapping Prior Knowledge • Building Knowledge

6. 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).

7. 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.

8. 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

9. 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.

10. SDAIE Instructional Tool 10

11. SDAIE Instructional Tool 11

12. 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 • TPR (Total Physical Response) (can be a comprehension check) • Multicultural activities • READ! Time for SSR (self selected, independent reading level, pleasure reading) http://www.csulb.edu/~fshin/sdaie.htm

13. Additional Resources • SDAIE Lesson Plan Template-http://education.apu.edu/dept/tep/resources/SDAIE%20LESSON%20PLAN%20TEMPLATE.doc • Effective Strategies for Teaching Mathematics Content to English Learners- http://www.cmpso.org/downloads/conferences/CMP%20CABE%202008%20Presentation.pdf • ELD and SADAIE Strategies (very comprehensive power point on ELD and SDAIE) http://www.cgu.edu/include/ELD%20and%20SADIE%20Strategies%20final%2011.10.06.ppt#277,27,Focus On Vocabulary Development • SDAIE Strategies, A Glossary of Instructional Strategies- http://www.suhsd.k12.ca.us/suh/---suhionline/sdaie/glossary.html • Science Strategies/Templates- http://www.mrl.ucsb.edu/mrl/outreach/educational/RET/ProjectPages/DCortes.pdf If you have any information on SDAIE, or teaching strategies that you have found useful, please post on the YOKA website.