SDAIE Strategies
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SDAIE Strategies



Description of SDAIE strategies for EL Learners

Description of SDAIE strategies for EL Learners



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SDAIE Strategies Presentation Transcript

  • 1. Meeting the Diverse Needs of Students in California SDAIE Strategies for Meeting Needs of English Language Learners Carla Piper, Ed. D.
  • 2. Student Ethnicity California students are so ethnically diverse that no one group is in the majority. How many Hispanic or Latino students were enrolled in K-12 public schools in 2012-2013?
  • 3. 2012-2013 Enrollment by Ethnicity Look up the Statistics for your county, district, or school at: Dataquest -
  • 4. How Many English Learners in California Schools in 2012-2013?
  • 5. English Learner (EL) Enrollment – 2012-2013
  • 6. Multicultural Approach Equal Opportunity to learn, succeed, and become what he or she would like regardless of: Gender, race, social class background, ethnicity, sexual orientation, disability Cultural Pluralism No one best way to be “U.S. American” Does not mean you have to give up your families’ identities, sense of group solidarity, or cultural beliefs
  • 7. Discussion What is the all-American child? Brainstorm ways a teacher provide an equal opportunity to learn for every student in a culturally diverse classroom. What can the teacher do to provide multiple perspectives?
  • 8. Multiple Perspectives Emphasis typically on Eurocentric History Use of Visuals in your Classroom What does your classroom look like? Are there people of different races, sexes, extended families, disabilities, etc. Quotations from diverse leaders? Role models Non-stereotypical, gender and ethnicity Depicting diverse life styles, cultures, etc.
  • 9. How do you teach content to English Language Learners? SDAIE Strategies - Specially Designed Academic Instruction in English Introduce and Scaffold Key Concepts Language and Vocabulary Needed to Understand Content Download NEW 2012 ELD Standards – SDAIE Wiki -
  • 10. SDAIE Lesson Planning Strategies Introducing Content Prepare Students by Scaffolding Hands-On Experiences Tap into Prior Knowledge Graphic Organizers and Mind Maps Visuals, Maps, Models Realia Vocabulary and Language Development
  • 11. Explore Provide relevant instruction and practice through SDAIE strategies: Practice independently, with partners, and collaboratively Use varied grouping configurations and activities for various learning styles. Monitor students and provide feedback. Modify materials and presentation to enhance learning
  • 12. Extend and Continually Assess Student Learning Extend, enrich, and integrate learning across the curriculum. Help students make conceptual and linguistic connections across the curriculum. Assess Check for clarification Observe and assess concept and skill development Ongoing assessment and modification of instruction when needed
  • 13. Modeling Gives a clear example of expectation Shows a finished product (student work) Performs a mini- demonstration SDAIE Checklist by Williams, 1996
  • 14. Bridging Weaves to existing schema Engages students in “into” activities Builds on prior knowledge/experience
  • 15. Contextualizing Provides right environment to explore concept Uses concrete referents (picture, realia) Elaborates through synonyms, antonyms, metaphors, analogies, anecdotes, examples, descriptions, storytelling
  • 16. Building Schema Presents a skeletal framework to build new information Provides advanced organizers for direct teaching Presents new information with graphic organizer (Mapping, Venn diagram)
  • 17. Building Schema
  • 18. Developing Metacognition Thinking about thinking Teaches strategies for learner autonomy Debriefs process of learning Discusses implications of strategies for future learning
  • 19. Reframing Guides revisitation of material with a meaningful collaborative activity Teaches same concept in different context Students transform narrative into graphic (art) Students transform test into skit (letter to the editor)
  • 20. Checking for Comprehension Finds out if understanding has been achieved Employs specific interactive activities Allows for multiple ways to show understanding
  • 21. Monitoring and Assessing Assesses on an on-going basis Observes student behaviors and language Collects students’ products, writing, audio-tapes
  • 22. Questioning Asks questions that are open- ended/referential Asks questions that have multiple possible responses Encourages students to question each other Engages students in collaborative activities
  • 23. Adjusting Speech Register Addresses students with NNS (Non- Native Speaker) in mind Faces students when speaking Incorporates non-verbal behaviors to support verbal presentation Enunciates clearly, highlight key words Allows for more pause time in answering questions
  • 24. Orchestrating All Modalities for Learning Activities all senses in the learning process Provides hands-on activities Supports auditory learning with visual and kinesthetic experience
  • 25. Interacting (Teacher/Student, Student/Student, Student/Material, Student/Self) Engages students in interactions for negotiating Identity and meaning Provides opportunity for all kinds of interaction