1. SDAIE Session 2 Universal Access/SDAIE Lesson Design Template
Title III Access to Core Professional Development
Office of Curriculum, Instruction, and School Support
Language Acquisition Branch
Welcome participants & introduce yourself. 1

2. Long Range Goals
Achieve consistency and continuity in our understanding of SDAIE and how we communicate it to all stakeholders.
Use of SDAIE to provide access to core curriculum for English learners.
Build a Culturally Relevant and Responsive (CRRE) learning environment incorporating the different ways our students learn, behave, and use communicative language patterns.
Fly in each objective.
Remind them that:
in Session 1 we looked at the definition of SDAIE as a methodology that is designed to make content accessible and instruction comprehensible.
We spent the bulk of the time going over the components of the 4 critical elements of SDAIE
Tell them that:
-In Session 2 we will continue to expand our understanding of sheltered instruction by analyzing a tool for lesson planning that supports/facilitates universal access for our Els. 2 2

3. Objectives
Identify the SDAIE components included in the Universal Access/SDAIE Lesson Design Template.
2. Look at a sample lesson to identify the four critical elements of SDAIE.
We will use a sample lesson to illustrate the components of the template in order to gain understanding of what each of them involve. 3 3

4. SDAIE: Four Critical Elements Sort
Use the cards on your table to “build” a group Tree Map
First line up the names of the Four Critical Elements of SDAIE, then classify the rest of the cards under the correct category
Four Critical Elements
Tell participants that this activity will help them review the essential components of the 4 SDAIE elements.
We will need to keep them in mind as we go through the lesson template and the sample lesson. 4

5. Pass out the handout and use to check answers.
Have a short debrief by asking if there are any questions as to the placement of components.
Possible questions:
Why is the bullet - “ask many and varied questions” under interaction and not under comprehensibility?
- When we look at the area of comprehensibility the components are specifically targeting teacher’s behavior to enhance understanding.
- The bullet certainly applies to comprehensibility as a strategy for checking students’ understanding. It falls under the umbrella of frequents checks for comprehension.
- It was placed under interaction because it is a strategy that applies to both teacher-student and student-student interactions. It is an important scaffold during interactions. 5

6. Universal Access/SDAIE Lesson Design Template
Now that we reviewed the critical elements of SDAIE, it is time to get familiar with the template and how it is used for planning 6

7. Think-Pair-Share
What are the non-negotiable components that the instructor must include in a well-designed lesson for any content area?
Group Discussion.
Whole Group share.
Tell participants that in our pilot schools, teachers implementing the lesson planning template have indicated the following components as something that they have not previously considered in their planning:
Big idea/concept: specifically conceptualizing the main idea of the unit based on the standards targeted and teaching materials used and writing it down in sentence form that indicates the cognition involved, e.g., going beyond the standard descriptor “students will know…”
Language Objective and Language Forms: Looking at content through the language lens
SDAIE vocabulary: identifying vocabulary that is not necessarily content specific and limiting it to 10 words.

8. The “What” 8

9. The “How” 9

10. Think-Pair-Share Look through “the What” part of the template
Highlight the components that are unique to SDAIE
Group Discussion.
Whole Group share.
Tell participants that in our pilot schools, teachers implementing the lesson planning template have indicated the following components as something that they have not previously considered in their planning:
Big idea/concept: specifically conceptualizing the main idea of the unit based on the standards targeted and teaching materials used and writing it down in sentence form that indicates the cognition involved, e.g., going beyond the standard descriptor “students will know…”
Language Objective and Language Forms: Looking at content through the language lens
SDAIE vocabulary: identifying vocabulary that is not necessarily content specific and limiting it to 10 words.

11. What Is a Language Function/Objective?
High Point Administrative Training, Day 2
What Is a Language Function/Objective?
A language function is the purpose for
using language.
(e.g., to speak about something, to write about a topic)
Work with a partner to identify two language functions.
Say:
Giving directions, ordering from a menu and telling stories are all examples of functions, the purpose for communicating. Whenever we have a need to communicate, we use a prescribed set of patterns and structures to meet that need.
In High Point we teach and assess the grammar necessary to produce those patterns and structures within the context of a function.
So, if we want our students to give directions successfully, we would need to communicate to them that guiding someone with language would be their purpose for communicating. This, of course, would be the function.
We would also need to ensure that the students understood and could use correct forms of verbs (which would usually be command forms), as well as certain pronouns, especially object pronouns. (Give the book to him; Show them the picture.)

12. What Is an Example of a Language Objective?
High Point Administrative Training, Day 2
What Is an Example of a Language Objective?
Students will explain and justify their solution to the problem orally.
Say:
Giving directions, ordering from a menu and telling stories are all examples of functions, the purpose for communicating. Whenever we have a need to communicate, we use a prescribed set of patterns and structures to meet that need.
In High Point we teach and assess the grammar necessary to produce those patterns and structures within the context of a function.
So, if we want our students to give directions successfully, we would need to communicate to them that guiding someone with language would be their purpose for communicating. This, of course, would be the function.
We would also need to ensure that the students understood and could use correct forms of verbs (which would usually be command forms), as well as certain pronouns, especially object pronouns. (Give the book to him; Show them the picture.)
Presenter’s Notes/Slide 12

13. What Are Language Forms?
High Point Administrative Training, Day 2
What Are Language Forms?
Language forms are the required words,
phrases, sentence forms, and types of
grammar used to construct a response.
Possible language forms are the sentence
frames, sentence starters or cloze sentences
provided by the teacher to support students’
oral/written responses.
Say:
Giving directions, ordering from a menu and telling stories are all examples of functions, the purpose for communicating. Whenever we have a need to communicate, we use a prescribed set of patterns and structures to meet that need.
In High Point we teach and assess the grammar necessary to produce those patterns and structures within the context of a function.
So, if we want our students to give directions successfully, we would need to communicate to them that guiding someone with language would be their purpose for communicating. This, of course, would be the function.
We would also need to ensure that the students understood and could use correct forms of verbs (which would usually be command forms), as well as certain pronouns, especially object pronouns. (Give the book to him; Show them the picture.)

14. Reflection on Possible Language Forms
High Point Administrative Training, Day 2
Reflection on Possible Language Forms
What are possible language forms that students will need to…
… explain steps to solve a problem?
… justify an answer?
… compare two cell phone plans?
Instructor Notes: Read the prompt. There are multiple correct responses, but possible answers include command forms (Turn left.), prepositional phrases (at the light, before the corner), and dependent clauses (When you see the school,….), etc.
Read the prompt. Possible answers include command forms (Please bring the salad first.), modals (I would like the chicken.), question words (What are the specials?) and question form (Does this come with fries?), etc.
Read the prompt. Possible answers include past tense (There was a girl…), adjectives (wicked stepmother), adverbs (She ran quickly from the castle.), sequence or transition words and varied sentence structure (simple, compound, complex), etc.
Read the prompt. Possible answers include conditional tense (It would have…), adjectives (winding staircase), prepositional phrases (in the kitchen), etc.
Work with a partner to develop a sentence frame/starter
or cloze sentence that could be used for one of the situations presented above.

15. What Is an Example of a Possible Language Form?
High Point Administrative Training, Day 2
What Is an Example of a Possible Language Form?
When you reach ___ minutes, Plan A is cheaper because ______.
Say:
Giving directions, ordering from a menu and telling stories are all examples of functions, the purpose for communicating. Whenever we have a need to communicate, we use a prescribed set of patterns and structures to meet that need.
In High Point we teach and assess the grammar necessary to produce those patterns and structures within the context of a function.
So, if we want our students to give directions successfully, we would need to communicate to them that guiding someone with language would be their purpose for communicating. This, of course, would be the function.
We would also need to ensure that the students understood and could use correct forms of verbs (which would usually be command forms), as well as certain pronouns, especially object pronouns. (Give the book to him; Show them the picture.)
Presenter’s Notes/Slide 15

16. SDAIE Planning the “WHAT”16

17. 17

18. Math Concept Lesson (Table Handout)
Participants will analyze a math concept lesson to identify SDAIE Critical Elements
Instructional Guides → Grade 7 → Calling Plan Lesson 18

19. Big Idea Content Standards Skill Standards Content Objectives Language
In the red box we have the titles of the sections of the “what” portion of our template. Create Post-it labels for each of these parts of the template: big idea, content standards, skill standards, content objectives and language objective. We will find each of these already in place in the concept lesson. There is no need to re-create them.

20. Math Concept Lesson Activity
Read page 1 of the Math Concept Lesson on your own
Use the Post-its to identify the components of the lesson that fit into “the what” of the template
Group Share 20

21. Big Idea Content Standards Skill Standards Language Objective Content
Objectives
Language
Objective
page 1 of 16 21

22. Possible SDAIE Vocabulary Prior Content Knowledge
Concrete Materials
Possible SDAIE Vocabulary
Prior Content Knowledge
We have materials called for in this lesson, and we have the academic language already listed. We may want to add some materials (i.e., realia) and we may need to add some vocabulary, particularly words that we use to talk about cell phone plans.
In the box for prior knowledge, what kind of PK is identified? (content knowledge) We didn’t have a post-it label for that one, but we should note that it is already there. What is missing? (personal experience)
page 3 of 16

23. Most of the elements of the “what” are covered to some extent in the original concept lesson. We still need to develop some of them, and the possible language forms are not included at all.

24. Most of the elements of the “what” are covered to some extent in the original concept lesson. We still need to develop some of them, and the possible language forms are not included at all.

25. Most of the elements of the “what” are covered to some extent in the original concept lesson. We still need to develop some of them, and the possible language forms are not included at all.

26. SDAIE Planning the “HOW”
Now we are going to take a look at the HOW in the design template- how we are going to deliver the lesson. 26

27. ***Remember, in this part of the planning we are going to consider, in particular, how to make it comprehensible, interactive and how and what connections might be necessary.
Have participants read Directed Lesson Section
Tell audience that up to this point we have focused on the content to be taught
In this part of the planning we are going to consider, in particular, how to make it comprehensible, interactive and how and what connections might be necessary. 27

28. Prior Know. -Personal Exp. Prior Content Knowledge
We saw that prior content knowledge is addressed, but personal experience is not. Let’s see what other parts of the “how” section of our lesson design template are already there in the concept lesson. 28

29. Activating Prior Knowledge: Personal Experiences
Input & Model
page 4 of 16 29

30. Guided Practice
page 6 of 16 30

31. Guided Practice/ Evaluation
page 12 of 16 31

32. Prior Know. -Personal Exp. Prior Content Knowledge
In the second half of the template, we have something for each of these areas, but we are missing others, and we still may want to augment what is already there. That is our next step. 32

33. Math Concept Lesson Activity
Read the Math Concept Lesson on your own
In your triads, identify which critical elements are present in the lesson:
Content
Connections
Comprehensibility
Interactions
Group Share 33

34. CONTENT
page 1 of 16 34

35. CONNECTIONS
COMPREHENSIBILITY
page 4 of 16 35

36. INTERACTION
(S-S)
INTERACTION
(T-S)
page 6 of 16 36

37. COMPREHENSIBILITY-Comprehension check
page 12 of 16 37

38. Think-Pair-Share Was this lesson connected to
students’ prior experiences and learning?
Was this lesson comprehensible, and interactive?
Direct participants to the handout and to discuss in their table groups to what extend were these elements present in the lesson.
Participants should note that: 1) there are not enough scaffolds in the lesson for students to answer the more cognitively demanding problems, 2) most of the interaction is teacher-student and student to self and 3)There are few opportunities for the students to orally rehearse the language they’ll need to use in writing their responses. 38

39. Bring back participants to the features of each element that they were able to identify when discussing the Reflection Questions. Point out the three access to core strategies (cooperative learning, academic language development and advanced graphic organizers) present in the lesson plan and to what SDAIE element they correspond.
Reiterate that in designing a SDAIE lesson that contains all 4 critical elements, these 3 access strategies are integral features. They are not separate from SDAIE and thus not considered as something else “they” are asking teachers to do. 39 39

40. Next Steps
Session 3 will take a closer look at the language objective and will continue to provide an opportunity for understanding a content lesson using SDAIE methodology and the planning template. 40

41. Objectives Learn the components of the SDAIE Lesson Planning Template.
2. Look at a sample lesson to identify the four critical elements of SDAIE.
We hope that the training has allowed us to meet our objectives and that it has afforded us to gain a deeper understanding of the SDAIE elements. 41 41