Stematic instru Content instruction Grade level appropriate Tied to the content standards and Frameworks Context embedded and cognitively demanding ELs at intermediate proficiency levels Students with literacy ELs in grades 4-12 When we need to teach grade level content to students at the intermediate level All students must have access to the core curriculum

Six Components of SDAIE: 1. Tap into Prior Knowledge 2. Contextualize the lesson 3. Provide a Positive Affective Domain 4. Teach Study Skills 5. Modify the use of the Textbook 6. Use Performance Assessment Tasks that assess student progress towards the standards.

Gestures, animated presentation, acting out, props, graphs, visuals, real objects, writing out key words, models, charts, definitions, restating information, providing many examples of terms, etc. Into-Through-Beyond, quick writes, reflective journals, activity to pique interest, brainstorming, KWL charts, etc. Student-centered, culturally sensitive, use flexible cooperative groups, variety of activities, hands-on, use L1 to negotiate meaning, etc. Drawings, charts, oral explanations, use of 1, focus on a few critical concepts learned well, key vocabulary, pictures, graphs, demonstrations using vocab in real life contexts, comprehension checks, pretreach vocabulary during ELD, etc.

A self-organizing process which unblocks and releases knowledge A self-organizing process which unblocks and releases knowledge. Reduces anxiety by lowering the affective filter. Teacher elicits words associated with a topic from students. Diagram major concepts which convey the text. Students see relationships among concepts and ideas. Key concept—subordinate ideas—details Restating information in a new way. Can be done through graphics, drawing, collages. Demonstrates understanding of concept. Students recall information on a topic. Good way to close a lesson or tap prior knowledge. Strategy that enables students to manipulate and analyze original works or documents. Students highlight pieces they think are most important to make poem.

SCAFFOLDING INSTRUCTION FOR SDAIE STRATEGIES PURPOSE Modeling Provide samples/photocopies of student work. Gives clear expectations. Bridging Anticipatory charts & guides, brainstroming, quick-writes, think/pair/share Personal connection between learner & theme. Build on prior knowledge. Contextualization Use of manipulative, videos, verbal clues, paraphrasing, realia, visuals Creates an experiential environment to teach new concepts. Schema Building Fishbone diagram for test, story graph, jigsaw project, webbing, clustering, compare / Contrast Matrix Helps students establish connections & see where ideas fit into larger scheme of things. Metacognitive Development Debriefing (logs, journals), role-playing, self-evaluation, groups / pair / share, think aloud Fosters autonomy through self-monitoring & monitoring & self- assessment Text Re-presentation Transforming a story into: Reader’s Theater, Play, Poe, etc: Making postcards, posters, story boards, etc. Students extend their understandings by applying them in novel formats.

WHAT MAKES SDAIE MORE THAN “JUST GOOD TEACHING”? Teacher (you!) is knowledgeable about second language acquisition Amount of support given to students to aide in conceptual and linguistic development Teacher is an expert in the content so that he/she can choose the critical aspects of their discipline