AB 2913 - SDAIE for Secondary Teachers

1. AB 2913 - SDAIE for Secondary Teachers Day Two of Six Adapted from Anita Hernández By Sally Fox & Jeffery Heil

2. Continued… • Pair and share the main ideas of your reflection • Finish the “Compare & Contrast Matrix” of the jigsaw readings from yesterday • Extend your understanding with “found poems” by the expert groups • Agree on 6-8 words or phrases from story • Sequence these words and phrases to form a poem • Read aloud chorally

3. Review • Information on knowing who your ELs are: CELDT testing and ongoing assessments

4. Review • What are the three components of the SDAIE “sequence of tasks?” Prepare the learner Interact with text Extend understanding

5. Review • What are the six elements of scaffolding according to Aida Walqui?

6. The Six Instructional Scaffolds

13. Developing High Levels of Second-Language Competence

14. English Language Acquisition:Native Speakers • Have a repertoire of approximately 5,000 English words by the time they enter kindergarten • Continue to acquire 3,000 more words each year they are in school

15. English Language Acquisition: English Learners • Beginning • 1-500 word receptive vocabulary • Early Intermediate • 1,000 word receptive vocabulary • 90-100 word productive vocabulary • Intermediate (1-2 yrs) • 7,000 word receptive vocabulary

16. English Language Acquisition: English Learners • Early Advanced • 12,000 word receptive vocabulary • 1,000-1,200 word productive vocabulary • Advanced (5-7 yrs) • Near native-like proficiency in expressive and receptive English

17. Helping Students Gain Second Language Competency • To develop EL fluency in oral and written language students must have opportunities to use the language (comprehensible output)! • What types of opportunities for language use do ELs need?

18. Language Development • BICS • CALP Intermediate beginning Advanced beginning Advanced Intermediate

19. Cummins’ Grid

20. Helping Students Gain Second Language Competency: SDAIE • Combines the best of communicative language teaching with the best of content teaching • SDAIE focuses on: • Tasks • Thematic instruction • Use of interactive structures that engage students in authentic social exchanges

21. Key Factor that Influences Student’s Rate of Language Development • A high proportion of utterances that pick up and extend the topic of the child’s previous utterance or ongoing activity

22. Helping Students Gain Second Language Competency: SDAIE • The teacher should use natural order language • There is lots of redundancy in our use of oral language

23. Helping Students Gain Second Language Competency: SDAIE • Understanding is not an either/or phenomenon, but rather a matter of repetition and degree • Learners will not understand 100% of the text or discussion, AND THAT’S OKAY! Vocabulary is entering their “familiar” zone on the way to independence.

24. Language Acquisition Pedagogy • Uses of rituals or familiar participation structures are necessary when concepts of language are novel • Familiar concepts can serve as the vehicle to learn new rituals or ways of participating

25. Helping Students Gain Second Language Competency: SDAIE • Teachers should focus on modeling the key processes and ideas, • Then… • Engage the learners in interactive tasks in which they use (practice) the key processes and ideas.

26. Helping Students Gain Second Language Competency: SDAIE • SDAIE is based on the idea that robust learning advances academic development • The learner enters the area of growth (the ZPD or input +1) with the right kind of guidance • Supported by scaffolded instruction

27. Helping Students Gain Second Language Competency: SDAIE • Rather than simplify the language and the tasks, experts recommend that the teacher amplify and enrich the students’ learning of the concepts and the language needed for expressing those concepts • There are a number of scaffolds that the teacher can use to help learners

28. SDAIE Framework • Teachers can plan well-scaffolded lessons when they can use the principles of language acquisition • Two SDAIE frameworks help teachers plan well-scaffolded lessons • Sequence of tasks • Scaffolding

29. Sequence of Tasks • We are going to go over a sequence of tasks with a language arts theme!

30. 1. Quickwrite • Have you ever had to leave something behind? How did it make you feel? • Share orally with each other after thinking and writing some notes, then share with the whole group.

31. 2. Prediction: Novel Ideas Only • We are going to read a story called “The Circuit.” • Write down your individual prediction, then the predictions of all the people on your team. Compare among your teammates and choose NOVEL IDEAS ONLY to share out. • Each table will stand up together and read their list (script). • Say a full sentence chorally…“We predict the story, ‘The Circuit,’ will be about…”

32. 3. Reciprocal Teaching • Reciprocal Teaching (Ann Brown and Anne Marie Pellinscar ) practices four skills bundled together: • SUMMARIZING (summarizing the important information or the main idea) • CLARIFYING (clarifying as you read by reading on or reading back, asking clarifying questions) • PREDICTING (saying what you think will happen next) • ASKING QUESTIONS (four different types of questions) • For ELs, we could teach each skill as a separate lesson, then the fifth lesson would be tying them all together.

33. 3. Reciprocal Teaching • We’re going to practice “asking questions.” Go to your binder, Section 3, page III: 30-31. You will pair off with the text, “The Circuit,” from Section 2, page II-3. First number off your paragraphs and read reciprocally, ear-to-ear. • Each student should read 2-3 paragraphs. • Think about which of the 4 types of question-answer relationships you are using.

34. 4. Silent Reading • After reading a few paragraphs using the reciprocal teaching strategy, finish reading the story silently.

35. 5. Collaborative Poster • Use the collaborative poster with rubric sheet in page one of Part 2 of the handout packet (page 14) • Read the “outstanding” column under “content” & “presentation” performance indicator to determine the look of the poster.

36. 6. Gallery Walk • Posters will be placed on the wall. • Two team members will stay with the poster as docents to explain the meaning of the content. • Remaining two members will rotate to see the other groups’ posters. • You must have fun!

37. 7. Twenty Years Later • Twenty years later… What do you think Panchito is doing now? You’re going to share these with a partner at your table. Then we’ll whip around and hear your predictions.

38. Sequence of TasksTheme: Migrant Families • Can you use the three elements of the sequence of tasks (PIE) to order the seven tasks we modeled? • Preparing the learner • Interacting with text (not just a book) • Extending understanding • Use the SDAIE analysis worksheet as a guide (part 2, page 3 of handout packet)

39. Preparing the learner Quickwrite Prediction (novel idea, choral reading) Interacting with text Reciprocal Reading (Qs) Reading (ear 2 ear) Silent Reading Scaffolding Elements Bridging Metacognitive development Scaffolding Elements Metacognitive dev Modeling None Sequence of Tasks #1Language Arts

40. Extending Understanding Collaborative Poster Gallery Walk Twenty-years Later Scaffolding Elements Text-Representation Contextualization & Schema Building Metacognitive Development Sequence of Tasks #1Language Arts

41. Sequence of Tasks #2Language Arts • Theme: Migrant Families • As I go through the next sequence of tasks, try and think about the area of the sequence of tasks and the elements of scaffolding in each task • Use the SDAIE analysis worksheet as a guide (part 2, page 3 of handout packet)

42. 1. Three-Step Interview • Section 4, Page 4 • The oral language in step 3 is more like textbook language (vastly different from interpersonal communication in steps one and two.) • PROMPT: What is the toughest job you’ve ever had to do? What did you learn from it? (use “job” in a loose sense, doesn’t have to be paid) • Quickwrite the answer to the question before the interviews • Step 1 & 2: 3 minutes each

43. 2. Reciprocal TeachingClarifying • “A” reads a paragraph and asks “B” any clarifying questions, words, etc. • From “Field Work” Clarifying Words/Concepts -anglicism (spanglish) (el fiel) -romantic -despondent -sympathetic (false cognate) Phrases/Idiomatic Expressions “rite of passage”

44. 2. Reciprocal TeachingClarifying • Read the text “Field Work” ear-to-ear for three turns then, • Read silently to finish the story.

45. 3. Collaborative Dialogue Writing • Part 2, page 2 (marked page 15) of the handout packet: We may have two Group As, Bs, etc. because we have eight groups total in this class, or a group may choose to extend by writing a dialogue between Rosa and her mother as they travel on the bus to Mexico. • Everyone keeps a full script 2. 75% of the ideas come from the text (students may even copy dialog word-for-word from the text) 3. 25% is created by team (comes from your knowledge of life)

46. Choral Readings(by teams) • Teams will read their dialogues chorally to the group.

47. 5. Geography/Quantitative Data on Migrant Students • SDAIE Binder, Section II, pages 10-12 • Use the charts from pages 11 & 12 to complete the activity on page 10.

48. Sequence of Tasks • Can you use the three elements of the sequence of tasks (PIE) to order the seven tasks we modeled? • Preparing the learner • Interacting with text • Extending understanding • Use the SDAIE analysis worksheet as a guide -- part 2, third page (marked page 16) of the handout packet

49. Preparing the Learner Three-Step Interview Interacting w/Text Reciprocal Teaching (clarifying) Reading (ear 2 ear) Silent Reading Scaffolding Elements Bridging Scaffolding Elements Metacognitive development MD & Contextualization None Sequence of Tasks #2Language Arts

50. Extending Understanding Collaborative Dialogue Choral Reading Quantitative Data Analysis Scaffolding Elements Text-Representation Contextualization Schema Building Sequence of Tasks #2Language Arts