IntroductionReview of Morning Lectures Overview of EL classification processCharacteristics of ELD and SDAIE Students and Lessons Looking at the Differences Between ELD and SDAIE Lessons ELD Specific Characteristics and SDAIE Specific CharacteristicsWhat ELD and SDAIE Lessons Have in CommonA REAL lesson plan!.
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1. ELD and SDAIE Strategies Putting the standards
and laws into practice
MA in Renaissance Studies University of London
MA MACET Program, Claremont Graduate University
English Language and Literature and Reading Support Teacher
Student Advocate and
at Bell Gardens High School
3. Why am I so interested
in working with English Learners?
Why should you be interested?
4. Review of Quac Tran’s Lecture Students participated in demonstrations enabling students to actively construct meaning while being guided by the teacher (who had a very specific, well thought out purpose) versus the teacher constructing all meaning and inputting into students (aka the “banking theory”.)
We know that students who participate in constructing their education learn more, faster and deeper and retain for longer.
Examples of apples, rattles, photos help make abstract concepts concrete. Stephen Krashen calls this “comprehensible input”.
5. Review of Ivannia Soto- Hinman Importance of teaching 4 strands (speaking, reading, writing and listening) together.
All 4 strands are all skills which must be learned therefore they must be taught.
Theory behind EL instruction-if you know how ELs learn best you can better develop your own lessons.
Academic talk time per day is only 2%! (Reading time is only 10 minutes! From: No Quick Fix)
Explicit, clear expectations and several opportunities for student participation.
Choral reading effective. (Church going students are often stronger readers…see why!)
6. CELDT Process every student goes through upon registering at a school.
In many schools the CELDT drives placement in all academic classes.
As Ivannia said, CELDT is not always accurate.
8. Differentiated Instruction (Similar to what you have done with TPA Task II. )
Lessons that accommodate the different learning needs of students in various stages of
learning Academic English
9. But…….don’t shut down if you are not an ELD or SDAIE teacher! Differentiated instruction is good for all students including:
“Regular mainstream” (what ever that is…)
10. Two Types of Lessons ELD
(English Language Development)
(Structured Design in Academic English)
(Specially (Structurally) Designed Academics in English)
11. Student Characteristics ELD
Developing Academic English skills
CELDT designation falls in the English Learner (EL) category
Most are recent arrivals to the US
English is not home language (L1)
May or may not have academic skills in L1 SDAIE
Have advanced proficiency in Academic English, but still developing
CELDT designation may still fall into the English Learner (EL) category approaching redesignation or has been recently redesignated
Some born in US homes where English is not L1, some born outside of US and have transitioned from ELD program
13. ELD and SDAIE Lessons: Similarities and Differences
14. The Fundamental Difference Between ELD and SDAIE ELD students are
in Academic English. SDAIE students are
Academic English skills in
18. ELD and SDAIE Lessons: Similarities and Differences
19. Specific ELD Lesson Characteristics Emphasis 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 four ELD strands-reading, writing AND speaking and listening
20. ELD and SDAIE Lessons: Similarities and Differences
21. Specific SDAIE Lesson Characteristics Emphasis is on developing content knoweldge in English
LI (Primary Language) can be used to provide conceptual support
Need to front load key English vocabulary
Scaffold abstract ideas and concepts that require organization (because students may still be more focused on English issues leaving less time for concept processing.)
22. Shared Characteristics
ELD and SDAIE
24. ?e?a sa?; t? ???ete
How do you feel now?
Feel like trying?
Feel like learning?
?e?a sa?; t? ???ete
Listening and seeing
Listening, seeing and speaking
Listening, seeing, speaking and tapping
Listening, seeing, speaking tapping and gesturing
27. Focus On Vocabulary Development Some methods to use include:
Index Flash Cards
Choral Reading and Response
Vocab Matching Tea Party
See handout now for more ideas…
28. Time to plan! Please look at the SDAIE lesson plan and find the SDAIE techniques.
Now, if this was an ELD lesson, what keep focus/concept would you change?
What could stay the same?
29. Final Questions?
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