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Universal Access/SDAIE Session 3: Lesson Planning Protocol - Language Objectives

Universal Access/SDAIE Session 3: Lesson Planning Protocol - Language Objectives. Title III Access to Core Professional Development 2009-2010 Office of Curriculum, Instruction, and School Support Language Acquisition Branch. Long Range Goals.

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Universal Access/SDAIE Session 3: Lesson Planning Protocol - Language Objectives

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  1. Universal Access/SDAIE Session 3:Lesson Planning Protocol - Language Objectives Title III Access to Core Professional Development 2009-2010 Office of Curriculum, Instruction, and School Support Language Acquisition Branch

  2. Long Range Goals • Achieve consistency and continuity in our understanding of SDAIE and how we communicate it to all stakeholders. • Use 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.

  3. Objectives Review English learner characteristics by proficiency level. Understand the role of language objectives in a SDAIE lesson. Analyze a Math Concept Lesson to identifythe four critical elements of SDAIE.

  4. Four SDAIE Elements • We learned about these elements in the first session. • We reviewed them and applied them to a lesson in the second session.

  5. Mix and Mingle Activity • Think about the features of the SDAIE element on your card • Find someone with a different SDAIE element • Each person should: - Define the element - Share a practical application • Find a pair with the other two elements of the CCCI • Each pair should: - Define the element - Share a practical application - Decide on one practical application to share with the whole group • Whole group share

  6. English Learner Characteristics

  7. Can-Can’t-Need • Handout #1 • Read on your own • Determine, for the intermediate and advanced proficiency levels, what the students CAN do, CAN’T do, and what the teacher will need to do to support the students.

  8. Need • - Build background knowledge • - Repetition • Vocabulary development • Scaffolds for complex language structures Need - 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

  9. Language Objectives

  10. Handout #2: K-12 Universal Access /SDAIE Lesson Design Template

  11. Handout #3: Language Assembly Task

  12. Language Assembly Task • Use Handout #3 • Choose one pair of shoes • Use complete sentences for your responses

  13. Language Assembly Task Debrief • Group Share

  14. 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?

  15. Handout #4: The More Common Functions of Language #3 #1 #6 #2 #5 #4

  16. Handout # 5: The Language of Schooling

  17. Bricks

  18. 1. What was clarified? 2. What was a new learning? 3. What do you still need to think about? Think-Pair-Share

  19. Math Concept Lesson http://www.lausd.net/math/index.htm Instructional Guides → Grade 7 → Calling Plan Lesson

  20. Math Concept Lesson Activity • Read the Math Concept Lesson on your own • In your triads, - Identify the components of the lesson that fit into the Universal Access/SDAIE Lesson Design Template • Group Share

  21. Big Idea Content Standards Skill Standards Content Objectives Language Objective Possible Language Forms Concrete Materials SDAIE Vocabulary

  22. Big Idea Content Standards Skill Standards Content Objectives Language Objective

  23. Concrete Materials SDAIE Vocabulary Prior Content Knowledge

  24. Prior Know. -Personal Exp. Prior Content Knowledge

  25. Input & Model Activating Prior Knowledge: Personal Experiences

  26. Guided Practice

  27. Guided Practice/ Evaluation

  28. Prior Know. -Personal Exp. Prior Content Knowledge

  29. Math Concept Lesson Reread the Math Concept Lesson on your own Identify the existing “3 C’s & I” present in the lesson Debrief

  30. CONTENT

  31. COMPREHENSIBILITY CONNECTIONS

  32. INTERACTION (S-S) INTERACTION (T-S)

  33. COMPREHENSIBILITY-Comprehension check

  34. Refer back to the Lesson Design Template to “fill in the blanks.” What is the purpose for communication (the function) in this lesson? What does the learner have to accomplish with the language (the form)?

  35. Math Concept Lesson Activity • In triads, - Identify an area(s) in the lesson where you think ELs might need more support (remember the proficiency descriptors you read earlier and the elements of SDAIE!) - Discuss what additional scaffolds could be added to enhance SDAIE.

  36. Enhance existing lesson by adding SDAIE support as necessary.

  37. Objectives Review English learner characteristics by proficiency level. Understand the role of language objectives in a SDAIE lesson. Analyze a Math Concept Lesson to identifythe four critical elements of SDAIE.

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