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  • 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. Look up the Statistics for your county, district, or school at: http://www.ed-data.k12.ca.us/ Dataquest - http://data1.cde.ca.gov/dataquest/ 2008-2009
  • 3. English Learner (EL) Students Nearly a quarter of California students (more than one-third in kindergarten and first grade) are learning English as their second language. 2008-2009
  • 4. Achievement Gap in California http://www.closingtheachievementgap.org/cs/ctag/print/htdocs/home.htm California State Testing Gap by Ethnicity - 2007
  • 5. Multicultural Approach
    • Equal Opportunity to learn, succeed, and become what he or she would like regardless of:
      • Sex, race, social class background, ethnicity, sexual orientation, disability
    • Cultural Pluralism
      • No one best way to be “U.S. American”
      • What is the all-American child?
      • Does not mean you have to give up your families’ identities, sense of group solidarity, or cultural beliefs
  • 6. 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.
  • 7. 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 ELD Standards – http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf
    • SDAIE Handbook - http://www.suhsd.k12.ca.us/suh/---suhionline/SDAIE/SDAIEhandbook.html
  • 8. 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
  • 9. 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
  • 10. 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
  • 11. Modeling
    • Gives a clear example of expectation
    • Shows a finished product (student work)
    • Performs a mini-demonstration
    SDAIE Checklist by Williams, 1996
  • 12. Bridging
    • Weaves to existing schema
    • Engages students in “into” activities
    • Builds on prior knowledge/experience
  • 13. Contextualizing
    • Provides right environment to explore concept
    • Uses concrete referents (picture, realia)
    • Elaborates through synonyms, antonyms, metaphors, analogies, anecdotes, examples, descriptions, storytelling
  • 14. 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)
  • 15. Building Schema
  • 16. Developing Metacognition
    • Thinking about thinking
    • Teaches strategies for learner autonomy
    • Debriefs process of learning
    • Discusses implications of strategies for future learning
  • 17. 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)
  • 18. Checking for Comprehension
    • Finds out if understanding has been achieved
    • Employs specific interactive activities
    • Allows for multiple ways to show understanding
  • 19. Monitoring and Assessing
    • Assesses on an on-going basis
    • Observes student behaviors and language
    • Collects students’ products, writing, audio-tapes
  • 20. 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
  • 21. 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
  • 22. Orchestrating All Modalities for Learning
    • Activities all senses in the learning process
    • Provides hands-on activities
    • Supports auditory learning with visual and kinesthetic experience
  • 23. 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
  • 24. History of California Diversity
    • Timeline - http://www.californiahistoricalsociety.org/timeline/
    • California Historical Society – http://www.californiahistoricalsociety.org/
    • Online Archives of California - http://www.oac.cdlib.org/
    • Early California History - http://memory.loc.gov/ammem/cbhtml/cbintro.html
    • SCORE – California, a Changing State - http://score.rims.k12.ca.us/
    • Urban Dreams Project: Oakland Schools - http://urbandreams.ousd.k12.ca.us/
    • United Farmworkers http://www.ufw.org/
    • Oakland History - http://www.oaklandhistory.com/files/hmenu.html
    • San Diego History Center - http://www.sandiegohistory.org/
    • The Virtual Museum of the City of San Francisco - http://www.sfmuseum.org/
    • Sacramento History Online - http://www.sacramentohistory.org/
    • California Native Americans - http://www.nahc.ca.gov/cna.html
    • Cal Poly San Luis Obispo Historical Collections - http://lib.calpoly.edu/specialcollections/history/
    • California Digital Library Collections - http://www.ca.gov/Multimedia/multimedia_audio_libraries.html
  • 25. Who is a Californian?
    • UC Santa Barbara California Ethnic and Multicultural Archives - http://www.library.ucsb.edu/speccoll/collections/cema/index.html
    • The LA History Archive - http://www.lahistoryarchive.org/index.htm
    • California History and Genealogy – Fresno: http://www.fresnolibrary.org/calif/genimmi.html
    • Our Shared History - http://www.cr.nps.gov/aahistory/
    • Asian American History Timeline - http://www.digitalhistory.uh.edu/asian_voices/asian_timeline.cfm
    • Asian American Voices - http://www.digitalhistory.uh.edu/asian_voices/asian_voices.cfm
    • Asian Nation - http://www.asian-nation.org/first.shtml
    • Punjabi-Mexican Families - Roots in the Sand: http://www.pbs.org/rootsinthesand/
    • Manzanar - http://www.nps.gov/manz/
    • Africans in America - http://www.pbs.org/wgbh/aia/
    • Martin Luther King Research and Education – Stanford - http://mlk-kpp01.stanford.edu/