1. 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

2. 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!

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

4. 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”.

5. 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!)

6. 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.

8. 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

9. 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…)

10. 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)

11. 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

12. Yellow
and
blue
make…….
green

13. 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.

14. 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.

15. 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
Phone: (909) Fax: (909)
Department of Teacher Education 925 N. Dartmouth Ave Claremont, CA
Phone: (909) Fax: (909)
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.

16. 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

17. 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.

18. 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.

19. 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

20. 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.

21. 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.)

22. Shared Characteristics
of an
ELD and SDAIE
Lesson

23. Maintain
low
affective filter

24. 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?

25. 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

26. Develop
Academic
English

27. 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…

28. 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?

29. Final Questions?
Feel free to contact me at: