SIX COMPONENTS OF SDAIE TAP INTO AND BUILD PRIOR KNOWLEDGE

The more you know, the easier it is to learn more. Dont make assumptions about students prior knowledge. If possible, provide text in a variety of languages for support. If possible, provide text in various readability levels. Be careful with this one emphasize that SDAIE is based on grade-level content standards

Make connections between old and new information using L1 to make conceptual connections to L2.

Infuse lessons with multiculturalism. Use KWL charts. Use questioning/ discussion groups. Tap into an emotional reaction to tie to an academic issue.

CONTEXTUALIZE THE LESSON

Make it real Use concrete, visual representations Realia TPR Demonstrations Role playing Experiments Peer discussions Graphic organizers Hands-on activities
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 Vocabulary development (student choice): use in context, draw pictures, write definitions in L1, use cognates, and oral elaboration

PROVIDE A POSITIVE AFFECTIVE DOMAIN

encouraging environment rather than criticalsafe learning environment content focus rather than form overt corrections can inadvertently discourage students provide wait time need for student-student interaction = better retention and feeling of empowerment teach vocabulary teacher may work with small groups to assess learning (concepts) students are willing to take risks

TEACH STUDY SKILLS

WHY? -To enable students to succeed in all curricular areas and in life WHAT? -Ability to take notes and organize thoughts -Differentiate between main ideas and supporting details -Ability to identify cause and effect HOW? -Cognitive Academic Language Learning Approach (CALLA)
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-Promotes language learning -grade level academic growth -explicit instruction in learning strategies FOCUS- How students learn, which learning skills, which strategies to use and when to use STRATEGIES: Graphic organizers, scaffolding, textual features APPLICATION: -Allows them to be more successful in mainstream classes and academic career -Daily activities (bills, groceries, reading a flyer, job applications) -Navigate a functional text -Modeling note taking in a variety of subjects

MODIFY THE USE OF THE TEXTBOOK

Unrealistic to expect to cover same material in same time frame. Teacher selects key concepts carefully to become focus of all lessons. Students learns most from teachers oral delivery Before students read -Determine background knowledge -Supply missing foundation -Visuals, manipulatives to teach main concepts -Opportunities for student interaction -Use outside source

Teachers analyze text to determine reading Preteach lesson content Teacher reads critical excerpts aloud Students read in pairs, groups, response

USE PERFORMANCE ASSESSMENT TASKS

PROBLEM: QUESTION: Student Failure Is it that the student did not learn the information, or did the teacher fail to provide a way for the student to show what she or he learned?

POSSIBLE SOLUTIONS:

Performance Assessments Authentic assessments? Dynamic Individual and group Standards based Multiple

EXAMPLES Demonstrations Graphic organizers Learning Logs Discussions I Learned statements Comparison charts Book Response Journals Cooperative Tasks Goal Setting