SDAIE for Science Teachers Presented by Dean Gilbert Consultant, Science Education Division of Curriculum and Instructional Services Los Angeles County.

SDAIE for Science Teachers Presented by Dean Gilbert Consultant, Science Education Division of Curriculum and Instructional Services Los Angeles County Office of Education (562) 922-6896 Gilbert_Dean@lacoe.edu

Training Norms As colleagues, we agree to: Start on time Encourage and Support Cell phones on silent Visit and Discuss Challenge our Belief Systems

identifying content objectives identifying and developing language objectives designing instruction to meet content and language objectives Objectives Teachers will assist English Learners acquire Science content and academic language by:

Content and Language Objectives 99 Ideas and Activities for Teaching English Learners with THE SIOP  MODEL Read: About This Book: Content and Language Objectives, pages vi – vii Discuss with a partner: 1.What is the difference between content objectives and language objectives? 1.Why is it important to develop language objectives for English Learners?

Content and Language Objectives Content objectives focus on the “big idea” or essential learning. Language objectives complement content objectives by examining the content for essential and support vocabulary language, functions, language skills and grammar/language structures.

Language Objectives 1.Key Vocabulary: technical terms, concept words, and other words needed to discuss, read, or write about the topic of the lesson (i.e. independence, conflict, compromise, equality). 2.Language Functions: the ways students use language in the lesson (i.e. describe, compare, summarize) 3.Language Skills: reading, writing, listening, and speaking skills students need to learn (i.e. listen to an audio recording and identify a point of view). 4.Grammar or Language Structure: past or future tense verbs, pronoun usage, sentence formation, roots, prefixes, suffixes.

What Factors Influence Content Area Reading Comprehension for ELs ? The Text The Reader’s Background The Context

The Text Factor Vocabulary Sentence Structure Content Organization Readability level of the text Visuals, graphs and charts

The Reader’s Background Language Proficiency Reading Proficiency Physical/Emotional State Learning Strategies Prior Content Knowledge Prior Vocabulary knowledge Prior Text Format Experience

Context Factor Culturally not relevant Imposed constraints of time Vocabulary constraints Assignments narrow the focus of the reading Purpose for reading is not clear

What is SDAIE? Specially Designed Academic Instruction in English SDAIE is a set of instructional strategies used in combination with a modified curriculum and materials in order to provide meaningful content area instruction for students with intermediate level English proficiency.

A SDAIE Teacher: Carefully reads the text and standards and identifies the most important ideas, concepts or skills Prioritizes content objectives from “essential” to “nice to know” Determines the selection of vocabulary Identifies complex or difficult grammatical structures

Four Corners Reflection Activity Support for English Learners Take a moment to think about what you have done in your classroom to: 1.Build background knowledge 2.Provide Comprehensible Input and Scaffold Content 3.Implement strategies for building language proficiency 4.Utilize interactive structures What did you do? How well did it work? What would you do differently?

Jim Barksdale from Netscape Communications attributes his success to a relentless, persistent, obsessive commitment to one idea… “The main thing is to make sure that the main thing stays the main thing.”

So… What is the “main thing” for us, as science teachers? Why is it important for all students to learn science??

The “Main Thing” is also known as... the big idea key understanding enduring understanding

“Unpacking” or “breaking down” a standard helps us to... Identify the big idea Identify relevant classroom targets

Watch the following video vignette… What was the “big idea” demonstrated by Marisa Tomei in her courtroom scene in “My Cousin Vinny”?

Unpack her testimony or “big idea” to identify the… Content What did she need to know? Skills What did she need to be able to do?

How did Marisa Tomei’s facility with language affect her ability to “make her case”?

Which aspects of language helped her “make her case”? 1.Key Vocabulary: technical terms, concept words, and other words needed to discuss, read, or write about the topic of the lesson (i.e. independence, conflict, compromise, equality). 2.Language Functions: the ways students use language in the lesson (i.e. describe, compare, summarize) 3.Language Skills: reading, writing, listening, and speaking skills students need to learn (i.e. listen to an audio recording and identify a point of view). 4.Grammar or Language Structure: past or future tense verbs, pronoun usage, sentence formation, roots, prefixes, suffixes.

Let’s look at an example from the California Science Standards.

Standard Set (The Big Idea) Supporting Standard (The Learning Objective)

Lesson Preparation A SDAIE Teacher: Carefully reads the text and standards and identifies the most important ideas, concepts or skills Prioritizes content objectives from “essential” to “nice to know” Determines the selection of vocabulary Identifies complex or difficult grammatical structures

2a. Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type. “Know” is very vague and difficult to assess. Using the Science Framework “Background Information” and “Narrative,” identify the specific ACTION VERB used as it relates to Bloom’s Taxonomy.

Framework Narrative- Pg. 225 Haploid gamete production through meiosis involves two cell divisions. During meiosis prophase I, the homologous chromosomes are paired, a process that abets the exchange of chromosome parts through breakage and reunion. The second meiotic division parallels the mechanics of mitosis except that this division is not preceded by a round of DNA replication; therefore, the cells end up with the haploid number of chromosomes. (The nucleus in a haploid cell contains one set of chromosomes.) Four haploid nuclei are produced from the two divisions that characterize meiosis, and each of the four resulting cells has different chromosomal constituents (components). In the male all four become sperm cells. In the female only one becomes an egg, while the other three remain small degenerate polar bodies and cannot be fertilized. Chromosome models can be constructed and used to illustrate the segregation taking place during the phases of mitosis (covered initially in Standard 1.e for grade seven in Chapter 4) and meiosis. Commercially available optical microscope slides also show cells captured in mitosis (onion root tip) or meiosis (Ascaris blastocyst cells), and computer and video animations are also available.

Let’s use these specific ACTION VERBS to clarify our learning objective… 2a. Students will construct models to illustrate meiosis as an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type.

Meiosis Stages of meiosis and gamete formation Law of Segregation Haploid vs. diploid chromosomes Law of Independent Assortment Oogenesis Spermatogenesis Content: Meiosis as an early step in sexual reproduction.

Content Objective: What does it mean to construct models to illustrate meiosis…? Students will be able to… 1. Construct a model that illustrates and labels the steps of meiosis: Prophase 1, Metaphase 1, Anaphase 1, Telophase 1, Cytokinesis, Prophase 2, Metaphase 2, Anaphase 2 and Telophase 2. 2. Diagram the similarities and differences between spermatogenesis and oogenesis. 3.Distinguish between diploid and haploid chromosome numbers. 4. Illustrate how two genes of a homologous chromosome pair are separated from each other during meiosis, ending up in different gametes (Segregation). 5. Illustrate how each homologous chromosome and its partner are assorting into different gametes independently of other pairs (Independent Assortment). Re-state as a Content Objective on your SDAIE Lesson Planning Template

Unless what we are learning is connected to what we already know, we cannot learn it. Frank Smith Prior Knowledge

The Reader’s Background: Content Knowledge Knowledge related to the content of text being read leads to better reading comprehension. When content-area teachers increase their power of instruction to help students acquire critical knowledge, student’s ability to read proficiently increases.

Prior Knowledge What concepts will require review or preteaching? Re-state on your Planning Template for Text Analysis

The Reader’s Background: Vocabulary Knowledge Because the range of vocabulary in text grows rapidly after third grade, students must continue to expand their knowledge of word meanings in order to construct the meaning of what they are reading. Vocabulary and verbal knowledge support reading comprehension.

Lesson Preparation A SDAIE Teacher: Determines the selection of vocabulary 1.Read over the standard and the provided text about meiosis. 2.Pick out vocabulary as: Essential Key Vocabulary (Tier 3 words) Support Vocabulary (Tier 1 words) Known vocabulary used in a new way (Tier 2) Idioms 3.List the selected words in the appropriate category on your Planning Template for Text Analysis

Tier 1: The most basic words Examples— table happy baby toes purple angry hamburger

Academic Vocabulary Content specific vocabulary brick words = Tier 3 Transportable vocabulary mortar words = Tier 2 (words that are used across the curriculum in multiple disciplines)

Tier 3 (brick words): Low frequency words specific to a discipline Examples— carcinogens mitosis unhygienic lithosphere Kelvin carbohydrate potential energy Doppler effect

Tier 2 mortar words: High frequency words found across a variety of disciplines Examples— classify conduct monitor investigate declaration harmony maintain

Criteria for identifying Tier II Words … Importance and utility: Is it a word that students are likely to meet often in the world? Instructional potential: How does the word relate to other words, to ideas that students know or have been learning? Conceptual understanding: Does the word provide access to an important concept?

We teach too many Tier I words, not enough Tier 2 words, and we’re just about right-on with our teaching of Tier 3 words. -- Doug Fisher, “Secondary Literacy Conference Spring 2007”, Anaheim CA

Vocabulary Essential Key Vocabulary Support Vocabulary Known vocabulary used in a new way Idioms

Lesson Preparation A SDAIE Teacher: Identifies complex or difficult grammatical/ sentence structures 1.Read over the standard and the provided text. 2.Identify Grammatical Structures: New word forms and verb tense New sentence structures Other grammatical difficulties 3.List in the appropriate category on your Planning Template for Text Analysis

Language Objectives 1.Key Vocabulary: technical terms, concept words, and other words needed to discuss, read, or write about the topic of the lesson (i.e. independence, conflict, compromise, equality). 2.Language Functions: the ways students use language in the lesson (i.e. describe, compare, summarize) 3.Language Skills: reading, writing, listening, and speaking skills students need to learn (i.e. listen to an audio recording and identify a point of view). 4.Grammar or Language Structure: past or future tense verbs, pronoun usage, sentence formation, roots, prefixes, suffixes.

2a. Students will construct models to illustrate meiosis as an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type. What role does language play in Standard 2a?

Developing Language Objectives Students will be able to __________________________________ (Function: draw or build and label a model; illustrate; explain sequentially) the_______________________________________________ (Content: steps of meiosis.) by ___________________________________________________ (Action: i.e. reading, writing, speaking, drawing, building ) using ________________________________________________ (Support: i.e. textbook, diagrams, graphic organizers, computer simulations) through structured interactions such as _______________________ (Structured Activities: KWL, vocabulary development strategies, text support, graphic organizers, concept development, cooperative learning groups, hands-on activities, language frames and metacognitive conversations with text.

Students will be able to… 1.Construct a model that illustrates and labels the steps of meiosis: Prophase 1, Metaphase 1, Anaphase 1, Telophase 1, Cytokinesis, Prophase 2, Metaphase 2, Anaphase 2 and Telophase 2. 2.Distinguish the similarities and differences between spermatogenesis and oogenesis. 3.Distinguish between diploid and haploid chromosome numbers. 4.Illustrate how two genes of a homologous chromosome pair are separated from each other during meiosis, ending up in different gametes (Segregation). 5.Illustrate how each homologous chromosome and its partner are assorting into different gametes independently of other pairs (Independent Assortment). Students will be able to: 1. Draw or build and label a model to illustrate and explain the sequential steps of meiosis. by reading, writing, speaking, drawing, building using. textbook, diagrams, graphic organizers, computer simulations through KWL, vocabulary development strategies, text support, graphic organizers, concept development, cooperative learning groups, hands-on activities, language frames, and metacognitive conversations with text. Content ObjectiveLanguage Objective What content do you want students to learn? How will students use language to learn it?

SDAIE Strategies Activate Prior Knowledge What comes to mind when you think of mitosis? KWL: p. 27 Stop that Video: p. 174; PLUSS VideoLog (ancillary) Vocabulary Development Word Wall SDAIE Vocabulary Study Word Bank Activity Vocabulary Cards Comprehensible Input Strategies SQP2RS (“Squeepers”): p. 71-74 Read – Recap – Request Speech Language Frames

SDAIE Strategies Concept Development Word Square Graphic Organizers (Thinking Maps) Hands-on Activities (Building models) A Metacognitive Conversation with Text

THINKING MAPS Disclaimer This section of the training is meant to provide a general overview of Thinking Maps© and does not replace the full training offered by Thinking Maps, Inc.

CIRCLE MAP for Defining in Context Adapted from “Thinking Maps® - Tools for Learning” © 1995 Main Topic Concepts you know about it Boundaries to the brainstorming process Reading Skills: Context clues; identifying bias

BUBBLE MAP for describing, using adjectives Adapted from “Thinking Maps® - Tools for Learning” © 1995 Main Concept Adjective 1 Adjective 4 Adjective 2 Adjective 3 Adjective 5 Adjective 6 Reading Skills: Vocabulary growth; identifying properties

DOUBLE BUBBLE MAP for Comparing & Contrasting Adapted from “Thinking Maps® - Tools for Learning” © 1995 Concept 1 Concept 2 Compare Contrast Compare Contrast Compare Reading Skills: comparing critical properties & emphasis

TREE MAP For Classifying and Grouping Adapted from “Thinking Maps® - Tools for Learning” © 1995 Reading Skills: Main Ideas & Details; Taxonomy The Fishes AgnathaChondrichthyesOsteichthyes EXTINCTLampreys Hagfish ElasmobranchsChimeras OstracodermsAgnathians Sharks Rays Coelocanths Lung Fish Teleosts Gars, Bowfins Ray-finnedLobe-finned Short-nose Ratfish Long-nose Ratfish

BRACE MAP For Analyzing Objects and Parts Adapted from “Thinking Maps® - Tools for Learning” © 1995 Reading Skills: Spatial Descriptions & Anatomy Galaxies Comets Solar Systems M types: Red Giants A type: White Dwarfs G type: Yellow stars Stars Suns Planets Moons

FLOW MAP For Sequencing & Ordering Adapted from “Thinking Maps® - Tools for Learning” © 1995 Step 1Step 2Step 3 Step 1aStep 1bStep 2aStep 2bStep 3aStep 3b Reading Skills: Descriptions of Order & Physiology

GUIDEDPRACTICE

GUIDED PRACTICE Circle Map 1.Biology  What do you know about eucaryotic cells? 2.Chemistry  What do you know about kinetic molecular theory? 3.Physics  What do you know about Newton’s Laws of Motion? 4.Earth  What do you know about the formation of metamorphic rocks?

GUIDED PRACTICE Bubble Map 1.Biology  Pick a particular protist and describe it. 2.Chemistry  Describe an exothermic reaction. 3.Physics  Describe a car as it relates to Newton’s First Law. 4.Earth  Describe Mars.

GUIDED PRACTICE Double Bubble Map 1.Biology  What are the similarities and differences between eucaryotic and procaryotic cells? 2.Chemistry  What are the similarities and differences between exothermic and endothermic reactions? 3.Physics  What are the similarities and differences between refraction and diffraction of light? 4.Earth  What are the similarities and differences between the inner and outer planets?

GUIDED PRACTICE Tree Map 1.Biology  Classify the two main categories of cells: eucaryotic and procaryotic. 2.Chemistry  Classify the three (four) states of matter. 3.Physics  Classify the different forms of energy. 4.Earth  Classify the 3 different types of rocks based on how they are formed.

GUIDED PRACTICE Brace Map 1.Biology  Pick a particular body system and define the elements composing that system, from organ to cellular components. 2.Chemistry  Define the building blocks and elements composing each of the four organic macromolecules composing a cell (carbohydrates, proteins, fats, nucleic acids) 3.Physics  Define the component parts of an electric circuit. 4.Earth  Define the life cycle of a star.

GUIDED PRACTICE Flow Map 1.Biology  Develop a “food chain” that includes decomposers, producers and consumers. 2.Chemistry  Sequence the steps in the conversion of reactants to products for the following chemical reaction: 2H 2 0--> 2H 2 + O 2 3.Physics  Develop a “Rube Goldberg Model” showing at least four different energy transformations. 4.Earth  Sequence the steps in the carbon cycle.

GUIDED PRACTICE Multi-Flow Map 1.Biology  Given a particular species of mammal, what will happen to the mammal population when: (a)prey becomes a primary limiting factor? AND (b)the reproductive rate of this mammalian species increases significantly? 2.Chemistry  Given a specific concentration of reactant A and B, what will happen to the product formation when: (a)there is an increase in the activation energy AND (b)there is a catalyst added to the system? 3.Physics  Given a moving object, what will happen to that object when an equal and opposite force is applied to that object? 4.Earth  Given a glacier, what would happen over the next 50 years if the average temperature increases over 15°C?

GUIDED PRACTICE Bridge Map Biology, Chemistry, Physics, Earth  Using “ENERGY” as the relating factor, develop an analogy between a cell and a machine.

Sample Lesson Plan to Teach the Language Objective 1.Access prior knowledge by reviewing the steps of mitosis with an anticipatory set that “the process of meiosis shares many similarities with mitosis (KWL-teacher-directed). 2.Show a computer simulation of comparison/contrast of mitosis and meiosis. 3.Explicit vocabulary instruction using a Word Wall, Word Bank, and SDAIE Vocabulary Study (group activity). 4.Second viewing of computer simulation of meiosis. Teacher models use of a graphic organizer to “sequence” the steps and processes of meiosis. Individual students will use this graphic organizer (Video log) and their listening skills to order the step-by-step events of meiosis. 5.Students will draw pictures or build models (using a variety of art and craft supplies) and label the sequential steps and processes associated with meiosis. 6.Assessment- Each student will demonstrate mastery by using the pictures or model made to explain (speaking) to their lab partner the steps and processes associated with meiosis.

COMPARISON/CONTRAST MITOSIS vs. MEIOSIS

STEPS IN MEIOSIS

MEIOSIS ANIMATION (End of unit recap)

Inquiry In Science

Learner performs lab activity Teacher asks students probing questions Learner reads about prior scientific investigations Learner justifies proposed explanation Science as inquiry is when… Inquiry In Science Which activities are inquiry?

question The pursuit of scientific explanations often begins with a question about a natural phenomenon. proposed explanation Once the question is asked, a process of scientific inquiry begins, and there eventually may a proposed explanation Scientific Inquiry

systematic approaches Includes systematic approaches to observing, collecting info, identifying variables, formulating & testing hypotheses, taking precise & reliable measurements Understanding designing experiments Understanding and designing experiments are also part of the inquiry process.

Using the 5 “E” system

Methods for ENGAGING : Observing surroundings for points of curiosity Ask questions to elicit & assess prior knowledge Sharing a piece of literature that helps students think about the topic Discuss motivating photos Do a demonstration Do a hands-on or minds-on activity that seeks to set the stage for a concept

For EXPLORATION & DISCOVERY: Engage in focused play Look for information Observe specific phenomena CoIlect and organize data Select appropriate resources Design and conduct experiments Engage in debate

For EXPLORATION & DISCOVERY : Brainstorm possible alternatives Experiment with materials Design a model Employ problem ‑ solving strategies Discuss solutions with others Evaluate choices Analyze data

Methods for EXPLANATION Communicate information and ideas Construct and explain a model Review and critique solutions Construct a new explanation Utilize peer evaluation Determine appropriate closure Integrate a solution with existing knowledge and experiences Assemble multiple answers/solutions

Methods for EXTEND & APPLY Make decisions Apply knowledge add skills Transfer knowledge and skills Share information and ideas Ask new questions Develop products and promote ideas Use models and ideas to illicit discussions and acceptance by others Relate knowledge to everyday life

Methods for EVALUATION Every aspect of the cycle should contain on-going evaluation: – Make time for reflection & self-analysis – Collect of real evidence to support your ideas – Reformulate ideas in light of new experiences and evidence

Recognize cognates, prefixes and suffixes of academic vocabulary. Beginning Use appropriate connectors/signal words to sequence the steps of meiosis. Early Intermediate Apply knowledge of text connectors/signal words to make inferences (to understand the steps of meiosis). Intermediate Use glossary to determine the meaning of unknown words (e.g., idioms and words with multiple meanings). Early Advanced Recognize that some words have multiple meanings and apply this knowledge to the text, student writing and speaking. Advanced SAMPLE: ELD Modified Standard for Science Language Objective #1: Vocabulary

ELD Standard Modified (CELDT Blueprints) ELD Proficiency Level Beginning Early Intermediate Intermediate Examine the CELDT Blueprints from your binder to identify ELD Standards for each ELD Proficiency Level

Final Activity: APPLICATION Use the Planning Template for Text Analysis and the SDAIE Planning Tool to develop a plan for a new or existing lesson to identify: 1.Prior Knowledge 2.Vocabulary 3.Sentence Structures 4.Readability 5.Content Organization 6.Content Objectives 7.Language Objectives 8.ELD Standards

FINAL THOUGHTS “The explicitness with which teachers instruct academic English makes a difference in learners outcomes, especially for ELs who have reached a plateau in their development of English.” Robin C. Scarcella University of California, Irvine

SDAIE for Science Teachers Presented by Dean Gilbert Consultant, Science Education Division of Curriculum and Instructional Services Los Angeles County.

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SDAIE for Science Teachers Presented by Dean Gilbert Consultant, Science Education Division of Curriculum and Instructional Services Los Angeles County.

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