ELD and SDAIE Strategies Putting the standards and laws into practice Presented by Rebecca Tomasini MA in Renaissance Studies University of London MA MACET Program, Claremont Graduate University English Language and Literature and Reading Support Teacher Critical Pedagogue Student Advocate and Envelope Pusher at Bell Gardens High School

Where Are We Going? Introduction Review of Morning Lectures Overview of EL classification process Characteristics of ELD and SDAIE Students and Lessons Looking at the Differences Between ELD and SDAIE Lessons ELD Specific Characteristics and SDAIE Specific Characteristics What ELD and SDAIE Lessons Have in Common A REAL lesson plan!

in working with English Learners? Why am I so interested in working with English Learners? Why should you be interested?

Review of Quac Tran’s Lecture Students participated in demonstrations enabling students to actively construct meaning while being guided by the teacher (who had a very specific, well thought out purpose) versus the teacher constructing all meaning and inputting into students (aka the “banking theory”.) We know that students who participate in constructing their education learn more, faster and deeper and retain for longer. Examples of apples, rattles, photos help make abstract concepts concrete. Stephen Krashen calls this “comprehensible input”.

Review of Ivannia Soto- Hinman Importance of teaching 4 strands (speaking, reading, writing and listening) together. All 4 strands are all skills which must be learned therefore they must be taught. Theory behind EL instruction-if you know how ELs learn best you can better develop your own lessons. Academic talk time per day is only 2%! (Reading time is only 10 minutes! From: No Quick Fix) Explicit, clear expectations and several opportunities for student participation. Choral reading effective. (Church going students are often stronger readers…see why!)

CELDT Process every student goes through upon registering at a school. In many schools the CELDT drives placement in all academic classes. As Ivannia said, CELDT is not always accurate.

Differentiated Instruction (Similar to what you have done with TPA Task II. ) Lessons that accommodate the different learning needs of students in various stages of learning Academic English

But…….don’t shut down if you are not an ELD or SDAIE teacher! Differentiated instruction is good for all students including: Special Education Advanced Placement AVID College Prep “Regular mainstream” (what ever that is…)

Two Types of Lessons (English Language Development) SDIAE ELD (English Language Development) SDIAE (Structured Design in Academic English) or SDAIE (Specially (Structurally) Designed Academics in English)

Student Characteristics ELD Developing Academic English skills CELDT designation falls in the English Learner (EL) category Most are recent arrivals to the US English is not home language (L1) May or may not have academic skills in L1 SDAIE Have advanced proficiency in Academic English, but still developing CELDT designation may still fall into the English Learner (EL) category approaching redesignation or has been recently redesignated Some born in US homes where English is not L1, some born outside of US and have transitioned from ELD program

Yellow and blue make……. green

ELD and SDAIE Lessons: Similarities and Differences Primary focus on language acquisition Primary focus on academic content Maintain low affective filter L1 supports but English is dominant Prior knowledge Develop Academic English SDAIE ELD Scaffolds key concepts Use a multi-sensory approach Differentiation intended for all students Front loads vocab Primary language can be used as a support Develops all 4 strands This graphic organizer is based on the concepts and designs created by Thinking Maps, Inc.

The Fundamental Difference Between ELD and SDAIE ELD students are learning how to read write listen speak in Academic English. SDAIE students are using Academic English skills in reading writing listening speaking to learn.

Minimally Met Expectations Minimally Met Expectations LESSON CRITERIA (Note: Submitting assignment late will adversely impact grade.) Expected learning outcome is explicit, concise, and in-line with the appropriate CA ELD and/or Content Standard. Focus of lesson is on academic English language development. Lesson anticipates, explores and draws on a student’s prior knowledge. Lesson values the student’s cultural, ethnic, socio-economic and linguistic experiences.   The first minutes of the lesson clearly provide students with the lesson objective, procedures, performance and assessment expectations. Lesson works towards lowering or maintaining a low affective filter. Teacher talk to student talk ratio is kept to a maximum of 5 minutes: 1 minute. Students have regular and frequent opportunities to process information preferably in collaboration with other students. Teacher provides deliberate and concrete structure to present vocabulary and language concepts through the use of realia, manipulatives, or graphic organizers. Teacher uses a multi-sensory approach in the lesson that taps into various modalities. The approach enables students to use their learning style strengths to acquire content knowledge. The lesson plan makes reference to how key concepts of the lesson have visual reinforcement in room. Walls are used as educational space to extend lesson beyond the lesson day. The last minutes of the lesson provide students with an opportunity to reflect upon what they have learned. The follow-up learning activity provides opportunity for students to practice independently and master the skill from the lesson. An appropriate assessment provides student with feedback and results drive teacher’s future instruction. ELD Lesson Plan Rubric Department of Teacher Education 925 N. Dartmouth Ave Claremont, CA 91711 Phone: (909) 621-8076 Fax: (909) 607-7793 Department of Teacher Education 925 N. Dartmouth Ave Claremont, CA 91711 Phone: (909) 621-8076 Fax: (909) 607-7793 Assignment: Design an ELD Lesson Plan Class: EDUC 314 (Meeting Needs of ELs) Term: Fall 2006 TL Assignment: Design an ELD Lesson Plan Class: EDUC 314 (Meeting Needs of ELs) Term: Fall 2006 TL An ELD lesson should help English Learners develop the academic English skills in reading, writing, speaking and listening that will enable them to be successful in academic English classes. The lesson should have a specific focus based on the ELD Standards. An ELD lesson can be designed for both the content area class and the language acquisition class. The rubric below can be used to evaluate an ELD Lesson Plan. An ELD lesson should help English Learners develop the academic English skills in reading, writing, speaking and listening that will enable them to be successful in academic English classes. The lesson should have a specific focus based on the ELD Standards. An ELD lesson can be designed for both the content area class and the language acquisition class. The rubric below can be used to evaluate an ELD Lesson Plan. LESSON CRITERIA (Note: Submitting assignment late will adversely impact grade.) Exceeded Expectations Minimally Met Expectations Incomplete and/or Expectations Not Met Expected learning outcome is explicit, concise, and in-line with the appropriate CA ELD and/or Content Standard. Focus of lesson is on academic English language development. Lesson works towards lowering or maintaining a low affective filter. Teacher talk to student talk ratio is kept to a maximum of 5 minutes: 1 minute. Students have regular and frequent opportunities to process information preferably in collaboration with other students. Teacher provides deliberate and concrete structure to present vocabulary and language concepts through the use of realia, manipulatives, or graphic organizers. Teacher uses a multi-sensory approach in the lesson that taps into various modalities. The approach enables students to use their learning style strengths to acquire content knowledge. The lesson plan makes reference to how key concepts of the lesson have visual reinforcement in room. Walls are used as educational space to extend lesson beyond the lesson day. The last minutes of the lesson provide students with an opportunity to reflect upon what they have learned. Lesson anticipates, explores and draws on a student’s prior knowledge. Lesson values the student’s cultural, ethnic, socio-economic and linguistic experiences. The first minutes of the lesson clearly provide students with the lesson objective, procedures, performance and assessment expectations. The follow-up learning activity provides opportunity for students to practice independently and master the skill from the lesson. An appropriate assessment provides student with feedback and results drive teacher’s future instruction. Adequately Met LESSON CRITERIA (Note: Submitting assignment late will adversely impact grade.) Exceeded Expectations Minimally Met Expectations Incomplete and/or Expectations Not Met Expected learning outcome is explicit, concise, and in-line with the appropriate CA ELD and/or Content Standard. Focus of lesson is on academic English language development. Lesson works towards lowering or maintaining a low affective filter. Teacher talk to student talk ratio is kept to a maximum of 5 minutes: 1 minute. Students have regular and frequent opportunities to process information preferably in collaboration with other students. Teacher provides deliberate and concrete structure to present vocabulary and language concepts through the use of realia, manipulatives, or graphic organizers. Teacher uses a multi-sensory approach in the lesson that taps into various modalities. The approach enables students to use their learning style strengths to acquire content knowledge. The lesson plan makes reference to how key concepts of the lesson have visual reinforcement in room. Walls are used as educational space to extend lesson beyond the lesson day. The last minutes of the lesson provide students with an opportunity to reflect upon what they have learned. Lesson anticipates, explores and draws on a student’s prior knowledge. Lesson values the student’s cultural, ethnic, socio-economic and linguistic experiences. The first minutes of the lesson clearly provide students with the lesson objective, procedures, performance and assessment expectations. The follow-up learning activity provides opportunity for students to practice independently and master the skill from the lesson. An appropriate assessment provides student with feedback and results drive teacher’s future instruction. Adequately Met Please see reverse side for additional comments. Please see reverse side for additional comments. Page 1 of 2. Page 1 of 2.

SDAIE Lesson Plan Rubric LESSON CRITERIA (Note: Submitting assignment late will adversely impact grade.) Expected learning outcome is explicit, concise, and in-line with the appropriate CA Content Standard. Defines key English content vocabulary which may be difficult for emergent English Learners but essential to the student’s mastery of the skill or concept. The first minutes of the lesson provide students with the lesson objective, procedures, performance and assessment expectations. Focus is on content but mindful of continuing academic English language development. Lesson anticipates, explores and draws on a student’s prior knowledge. Defines key English content vocabulary which may be difficult for emergent English Learners but essential to the student’s mastery of the skill or concept. Teacher talk to student talk ratio is kept to a maximum of 5 minutes: 1 minute. Students have regular and frequent opportunities to process information preferably in collaboration with other students. Teacher provides deliberate and concrete structure to present vocabulary and language concepts through the use of realia, manipulatives, or graphic organizers. Teacher uses a multi-sensory approach in the lesson that taps into various modalities. The approach enables students to use their learning style strengths to acquire content knowledge. The last minutes of the lesson provide students with an opportunity to reflect upon what they have learned The follow-up learning activity provides opportunity for students to practice independently and master the skill from the lesson. An appropriate assessment provides student with feedback and results drive teacher’s future instruction. LESSON CRITERIA (Note: Submitting assignment late will adversely impact grade.) Expected learning outcome is explicit, concise, and in-line with the appropriate CA Content Standard. Focus is on content but mindful of continuing academic English language development. Lesson anticipates, explores and draws on a student’s prior knowledge. The first minutes of the lesson provide students with the lesson objective, procedures, performance and assessment expectations. Defines key English content vocabulary which may be difficult for emergent English Learners but essential to the student’s mastery of the skill or concept. Teacher talk to student talk ratio is kept to a maximum of 5 minutes: 1 minute. Students have regular and frequent opportunities to process information preferably in collaboration with other students. Teacher provides deliberate and concrete structure to present vocabulary and language concepts through the use of realia, manipulatives, or graphic organizers. Teacher uses a multi-sensory approach in the lesson that taps into various modalities. The approach enables students to use their learning style strengths to acquire content knowledge. The last minutes of the lesson provide students with an opportunity to reflect upon what they have learned. The follow-up learning activity provides opportunity for students to practice independently and master the skill from the lesson. An appropriate assessment provides student with feedback and results drive teacher’s future instruction. LESSON CRITERIA (Note: Submitting assignment late will adversely impact grade.) Expected learning outcome is explicit, concise, and in-line with the appropriate CA Content Standard. Focus is on content but mindful of continuing academic English language development. Lesson anticipates, explores and draws on a student’s prior knowledge. The first minutes of the lesson provide students with the lesson objective, procedures, performance and assessment expectations. Defines key English content vocabulary which may be difficult for emergent English Learners but essential to the student’s mastery of the skill or concept. Teacher talk to student talk ratio is kept to a maximum of 5 minutes: 1 minute. Students have regular and frequent opportunities to process information preferably in collaboration with other students. Teacher provides deliberate and concrete structure to present vocabulary and language concepts through the use of realia, manipulatives, or graphic organizers. Teacher uses a multi-sensory approach in the lesson that taps into various modalities. The approach enables students to use their learning style strengths to acquire content knowledge. The last minutes of the lesson provide students with an opportunity to reflect upon what they have learned. The follow-up learning activity provides opportunity for students to practice independently and master the skill from the lesson. An appropriate assessment provides student with feedback and results drive teacher’s future instruction. SDAIE Lesson Plan Rubric

ELD and SDAIE lessons are purpose and assessments. ELD Lesson Expected learning outcome is explicit, concise, and in-line with the appropriate CA ELD and/or Content Standard. Focus of lesson is on academic English language development. Lesson anticipates, explores and draws on a student’s prior knowledge. Lesson values the student’s cultural, ethnic, socio-economic and linguistic experiences. The first minutes of the lesson clearly provide students with the lesson objective, procedures, performance and assessment expectations. Lesson works towards lowering or maintaining a low affective filter. Teacher talk to student talk ratio is kept to a maximum of 5 minutes: 1 minute. Students have regular and frequent opportunities to process information preferably in collaboration with other students. SDAIE Lesson Expected learning outcome is explicit, concise, and in-line with the appropriate CA Content Standard. Defines key English content vocabulary which may be difficult for emergent English Learners but essential to the student’s mastery of the skill or concept. The first minutes of the lesson provide students with the lesson objective, procedures, performance and assessment expectations. Focus is on content but mindful of continuing academic English language development. Lesson anticipates, explores and draws on a student’s prior knowledge. 1 2 Two biggest areas of difference between ELD and SDAIE lessons are purpose and assessments. Techniques are often similar.

ELD and SDAIE Lessons: Similarities and Differences Primary focus on language acquisition Primary focus on academic content Maintain low affective filter L1 supports but English is dominant Prior knowledge Develop Academic English SDAIE ELD Scaffolds key concepts Use a multi-sensory approach Differentiation intended for all students Front loads vocab Primary language can be used as a support Develops all 4 strands This graphic organizer is based on the concepts and designs created by Thinking Maps, Inc.

Specific ELD Lesson Characteristics Emphasis on developing Academic English vocabulary and language structures Accessing prior knowledge is essential Incorporating and valuing the home culture of the student and the student’s family Several opportunities for students to practice all four ELD strands-reading, writing AND speaking and listening

ELD and SDAIE Lessons: Similarities and Differences Primary focus on language acquisition Primary focus on academic content Maintain low affective filter L1 supports but English is dominant Prior knowledge Develop Academic English SDAIE ELD Scaffolds key concepts Use a multi-sensory approach Differentiation intended for all students Front loads vocab Primary language can be used as a support Develops all 4 strands This graphic organizer is based on the concepts and designs created by Thinking Maps, Inc.

Specific SDAIE Lesson Characteristics Emphasis is on developing content knoweldge in English LI (Primary Language) can be used to provide conceptual support Need to front load key English vocabulary Scaffold abstract ideas and concepts that require organization (because students may still be more focused on English issues leaving less time for concept processing.)

Shared Characteristics of an ELD and SDAIE Lesson

Maintain low affective filter

How do you feel now? Feel like trying? Feel like learning? γεια σας; τι κάνετε How do you feel now? Feel like trying? Feel like learning?

Use Multi-Sensory Approaches Listening γεια σας; τι κάνετε Listening and seeing Listening, seeing and speaking Listening, seeing, speaking and tapping Listening, seeing, speaking tapping and gesturing Use Multi-Sensory Approaches

Develop Academic English

Focus On Vocabulary Development Some methods to use include: Word Walls Index Flash Cards Choral Reading and Response Sentence Scrambles Vocab Matching Tea Party See handout now for more ideas…

Time to plan! Please look at the SDAIE lesson plan and find the SDAIE techniques. Now, if this was an ELD lesson, what keep focus/concept would you change? What could stay the same?

Final Questions? Feel free to contact me at: rebeccatomasini@yahoo.com