3. 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

4. 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.

5. 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.

6. 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.

7. 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.

9. 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