(004) Types and Models Structured English Immersion English Language Mainstream Dual Language Transitional Bilingual Education Placement Criteria Less than reasonable fluency Reasonable fluency Parental exception waiver Parental exception waiver Exit Criteria Reasonable fluency Fully fluent Parent choice District criteria Program Length 1 year Until redesignated Parent choice District criteria Class Composition District policy ELs and EOs 50/50 ideal Depends on models Language Composition Overwhelmingly in English Overwhelmingly in English Depends on model Depends on model Required Components
Access to core(CBELD)
Access to core(SDAIE)
Access to core(L1/L2)
Access to core(L1/L2)
(004) Parental Exception Waivers 124 Waiver Type Prerequisites Conditions Time Frame A. English Speakers Knows English based on standardized tests NA Within 20 instructional days B.Older Students 10 years or older Informed belief Within 20 instructional days C.Special Needs Already placed for not less than 30 days in an English Language classroom Informed belief, with approval No later than 10 days after 30 day placement or 20 instructional days
What is the role of primary language in a SDAIE class?
What are some successful SDAIE strategies?
(006) ELD vs SDAIE ELD – English Language Development Expected learning outcome: explicit, concise, and in-line with appropriate CA ELD and/or Content standards. Focus : Academic English Language Development. Lesson Characteristics Emphasis is on developing academic English vocabulary and language structures. Accessing prior knowledge is essential. Incorporating and valuing the home culture of the student and the student’s family. Several opportunities for students to practice all 4 ELD strands – Reading, Writing, Speaking and Listening. SDAIE – Structurally Designed Academics in English Expected learning outcome: explicit, concise, and in-line with appropriate CA Content standards. Focus : Content, but mindful of continuing academic English language development. Lesson Characteristics Emphasis is on developing content knowledge in English. L1 (Primary Language) can be used to provide conceptual support. English vocabulary needs to be frontloaded. Scaffold abstract ideas and concepts that require organization.
Content Standard - 5.3.2 Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.
ELD Standard - Write brief expository compositions(e.g. description, comparison and contrast, cause and effect, and problem and solution) that include a thesis and some points of support.
Assessment - Students will write a one paragraph composition comparing and contrasting the different forms of water.
Into - Using the think-pair-share cooperative grouping model, students will write brief 1-2 sentence narratives of any experience that they have had with the different forms of water. As the T-P-S model dictates, they will pair up to relate their sentences to a partner, then share out in table groups. -Students will read summary of the lesson reading in table groups in order to preload content. -Class will review the concept of comparing and contrasting using actual forms of water.
Through - Using a graphic organizer that pictorially represents the water cycle, students will develop understanding of the relationships the different forms of water have with one another. Students will then compare and contrast their charts with the charts of table mates. -Students will develop a paragraph comparing and contrasting the different elements of the water cycle based on teacher-modeled representation.
Beyond - Students will create a haiku that describes water in its liquid, solid and gaseous forms