This document discusses strategies for meeting the needs of diverse students in California, including English language learners. It notes that Hispanic/Latino students make up over 50% of K-12 enrollment. SDAIE (Specially Designed Academic Instruction in English) strategies are recommended to introduce concepts, develop language and vocabulary, and scaffold instruction. These include modeling, bridging to prior knowledge, using visuals and realia, building schema, developing metacognition, and adjusting speech. The document provides examples of various SDAIE strategies and emphasizes monitoring student understanding through ongoing informal assessment.

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 2013-2014?

3. 2013-2014 Enrollment by Ethnicity
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/

4. How Many English Learners
in California Schools in
2013-2014?

5. English Learner (EL) Enrollment – 2013-2014

6. English Learner (EL) Enrollment – 2013-2014

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. 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

9. 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.

10. 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 –
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
SDAIE Wiki -
http://s09edls411.wikispaces.com/SDAIE

11. 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

12. 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

13. 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

14. Modeling
Gives a clear example of
expectation
Shows a finished product
(student work)
Performs a mini-
demonstration
SDAIE Checklist by Williams, 1996

15. Bridging
Weaves to existing schema
Engages students in “into” activities
Builds on prior
knowledge/experience

16. Contextualizing
Provides right environment to
explore concept
Uses concrete referents
(picture, realia)
Elaborates through
synonyms, antonyms,
metaphors, analogies,
anecdotes, examples,
descriptions, storytelling

17. 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)

18. Building Schema

19. Developing Metacognition
Thinking about thinking
Teaches strategies for learner autonomy
Debriefs process of learning
Discusses implications of strategies for
future learning

20. 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)

21. Checking for Comprehension
Finds out if understanding has been
achieved
Employs specific interactive activities
Allows for multiple ways to show
understanding

22. Monitoring and Assessing
Assesses on an on-going basis
Observes student behaviors and
language
Collects students’ products, writing,
audio-tapes

23. 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

24. 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

25. Orchestrating All Modalities for
Learning
Activities all senses in the
learning process
Provides hands-on activities
Supports auditory learning
with visual and kinesthetic
experience

26. 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