ELDELD and and SDAIESDAIE StrategiesStrategiesPutting the standards Putting the standards and laws into practiceand laws into practice

Presented byPresented byRebecca TomasiniRebecca TomasiniMA in Renaissance Studies University of LondonMA in Renaissance Studies University of LondonMA MACET Program, Claremont Graduate University MA MACET Program, Claremont Graduate University

English Language and Literature and Reading Support TeacherEnglish Language and Literature and Reading Support TeacherCritical PedagogueCritical PedagogueStudent Advocate and Student Advocate and Envelope Pusher Envelope Pusher at Bell Gardens High Schoolat Bell Gardens High School

1.1. IntroductionIntroduction

2.2. Review of Morning Lectures Review of Morning Lectures

3.3. Overview of EL classification processOverview of EL classification process

4.4. Characteristics of Characteristics of ELDELD and and SDAIE SDAIE Students and Students and Lessons Lessons

5.5. Looking at the Differences Between Looking at the Differences Between ELD ELD and and SDAIESDAIE Lessons Lessons

6.6. ELDELD Specific Characteristics and Specific Characteristics and SDAIESDAIE Specific Specific CharacteristicsCharacteristics

7.7. What What ELDELD and and SDAIESDAIE Lessons Have in Common Lessons Have in Common

8.8. A REAL lesson plan!A REAL lesson plan!

Where Are We Going?

Why am I so interested Why am I so interested in working with in working with

English LearnersEnglish Learners? ? Why should you be Why should you be

interested?interested?

Review of Quac Tran’s Review of Quac Tran’s LectureLecture

Students participated in demonstrations enabling Students participated in demonstrations enabling students to actively construct meaning while students to actively construct meaning while being guided by the teacher (who had a very being guided by the teacher (who had a very specific, well thought out purpose) versus the specific, well thought out purpose) versus the teacher constructing all meaning and inputting teacher constructing all meaning and inputting into students (aka the “banking theory”.) into students (aka the “banking theory”.)

We know that students who participate in We know that students who participate in constructing their education learn more, faster constructing their education learn more, faster and deeper and retain for longer. and deeper and retain for longer.

Examples of apples, rattles, photos help make Examples of apples, rattles, photos help make abstract concepts concrete. Stephen Krashen abstract concepts concrete. Stephen Krashen calls this “comprehensible input”.calls this “comprehensible input”.

Review of Ivannia Soto- Review of Ivannia Soto- HinmanHinman Importance of teaching 4 strands (speaking, Importance of teaching 4 strands (speaking,

reading, writing and listening) together.reading, writing and listening) together. All 4 strands are all skills which must be All 4 strands are all skills which must be

learned therefore they must be taught. learned therefore they must be taught. Theory behind EL instruction-if you know how Theory behind EL instruction-if you know how

ELs learn best you can better develop your ELs learn best you can better develop your own lessons. own lessons.

Academic talk time per day is only 2%! Academic talk time per day is only 2%! (Reading time is only 10 minutes! From: (Reading time is only 10 minutes! From: No No Quick FixQuick Fix) )

Explicit, clear expectations and several Explicit, clear expectations and several opportunities for student participation. opportunities for student participation. Choral reading effective. (Church going students Choral reading effective. (Church going students

are often stronger readers…see why!)are often stronger readers…see why!)

CELDTCELDT

Process every student goes through Process every student goes through upon registering at a school. upon registering at a school.

In many schools the CELDT drives In many schools the CELDT drives placement in all academic classes. placement in all academic classes.

As Ivannia said, CELDT is not always As Ivannia said, CELDT is not always accurate. accurate.

Differentiated Differentiated InstructionInstruction(Similar to what you (Similar to what you have done with TPA have done with TPA

Task II. )Task II. )

Lessons that Lessons that accommodate the accommodate the

different learning needs different learning needs of students in various of students in various

stages of stages of

learning Academic learning Academic EnglishEnglish

But…….don’t shut down if But…….don’t shut down if you are not an ELD or you are not an ELD or

SDAIE teacher!SDAIE teacher!DifferentiatedDifferentiated instructioninstruction is is

good for all students including:good for all students including: Special EducationSpecial Education Advanced PlacementAdvanced Placement AVIDAVID College PrepCollege Prep ““Regular mainstream” (what ever Regular mainstream” (what ever

that is…)that is…)

Two Types of Two Types of LessonsLessons

ELDELD(English Language (English Language

Development)Development)

SDIAE SDIAE (Structured Design in (Structured Design in Academic English) Academic English)

or or SDAIESDAIE

(Specially (Structurally) (Specially (Structurally) Designed Academics in Designed Academics in

English)English)

Student CharacteristicsStudent CharacteristicsELDELD

Developing Academic Developing Academic English skillsEnglish skills

CELDT designation CELDT designation falls in the English falls in the English Learner (EL) Learner (EL) categorycategory

Most are recent Most are recent arrivals to the USarrivals to the US

English is not home English is not home language (L1)language (L1)

May or may not have May or may not have academic skills in L1academic skills in L1

SDAIESDAIE Have advanced Have advanced

proficiency in Academic proficiency in Academic English, but still English, but still developing developing

CELDT designation may CELDT designation may still fall into the English still fall into the English Learner (EL) category Learner (EL) category approaching approaching redesignation or has redesignation or has been recently been recently redesignated redesignated

Some born in US homes Some born in US homes where English is not L1, where English is not L1, some born outside of US some born outside of US and have transitioned and have transitioned from ELD programfrom ELD program

YellowYellow and and blue blue make…….make…….

greengreen

ELD and SDAIE ELD and SDAIE Lessons:Lessons:

Similarities and Similarities and DifferencesDifferences

SDAIEELD

Maintain low

affective filter

Use a multi-sensory

approach

Scaffolds key

concepts

Front loads vocab

Primary focuson academic

content

Develops all4 strands

Differentiationintended for all students

Prior knowledge

Primary focus on

languageacquisition

This graphic organizer is based on the concepts and designs created by Thinking Maps, Inc.

Primary language

can be used as a support

Develop Academic

English

L1 supportsbut

English is dominant

The Fundamental The Fundamental Difference Between Difference Between ELDELD

and and SDAIESDAIEELD students are ELD students are

learning learning

how tohow to

readread

write write

listenlisten

speak speak

in Academic in Academic English.English.

SDAIE students are SDAIE students are usingusing

Academic English Academic English skills in skills in readingreading

writingwritinglisteninglisteningspeakingspeakingto learn.to learn.

LESSON CRITERIA(Note: Submitting assignment late will adversely impact

grade.)

Expected learning outcome is explicit, concise, and in-line with the appropriate CA ELD and/or Content Standard. Focus of lesson is on academic English language development.

Lesson anticipates, explores and draws on a student’s prior knowledge.

Lesson values the student’s cultural, ethnic, socio-economic and linguistic

experiences.  

The first minutes of the lesson clearly provide students with the lesson

objective, procedures, performance and assessment expectations.

Lesson works towards lowering or maintaining a low affective filter.

Teacher talk to student talk ratio is kept to a maximum of 5 minutes: 1 minute. Students have regular and frequent opportunities to process

information preferably in collaboration with other students.

Teacher provides deliberate and concrete structure to present vocabulary and language concepts through the use of realia, manipulatives, or

graphic organizers.

Teacher uses a multi-sensory approach in the lesson that taps into various modalities. The approach enables students to use their learning style strengths to acquire content knowledge.

The lesson plan makes reference to how key concepts of the lesson have visual reinforcement in room. Walls are used as educational space to extend lesson beyond the lesson day.

The last minutes of the lesson provide students with an opportunity to

reflect upon what they have learned.

The follow-up learning activity provides opportunity for students to

practice independently and master the skill from the lesson.

An appropriate assessment provides student with feedback and results drive teacher’s future instruction.

ELD LessonPlan Rubric

LESSON CRITERIA(Note: Submitting assignment late will adversely impact

grade.)

Expected learning outcome is explicit, concise, and in-line with the Expected learning outcome is explicit, concise, and in-line with the appropriate CA Content Standard. Defines key English content appropriate CA Content Standard. Defines key English content vocabulary which may be difficult for emergent English Learners but vocabulary which may be difficult for emergent English Learners but

essential to the student’s mastery of the skill or concept.essential to the student’s mastery of the skill or concept.

The first minutes of the lesson provide students with the lesson objective, The first minutes of the lesson provide students with the lesson objective, procedures, performance and assessment expectations.procedures, performance and assessment expectations.

Focus is on content but mindful of continuing academic English language Focus is on content but mindful of continuing academic English language development. Lesson anticipates, explores and draws on a student’s development. Lesson anticipates, explores and draws on a student’s prior knowledge.prior knowledge.

Defines key English content vocabulary which may be difficult for emergent Defines key English content vocabulary which may be difficult for emergent English Learners but essential to the student’s mastery of the skill or English Learners but essential to the student’s mastery of the skill or

concept.concept.

Teacher talk to student talk ratio is kept to a maximum of 5 minutes: 1 Teacher talk to student talk ratio is kept to a maximum of 5 minutes: 1 minute. Students have regular and frequent opportunities to process minute. Students have regular and frequent opportunities to process information preferably in collaboration with other students.information preferably in collaboration with other students.

Teacher provides deliberate and concrete structure to present vocabulary and Teacher provides deliberate and concrete structure to present vocabulary and language concepts through the use of realia, manipulatives, or graphic language concepts through the use of realia, manipulatives, or graphic organizers.organizers.

Teacher uses a multi-sensory approach in the lesson that taps into various Teacher uses a multi-sensory approach in the lesson that taps into various modalities. The approach enables students to use their learning style modalities. The approach enables students to use their learning style strengths to acquire content knowledge.strengths to acquire content knowledge.

The last minutes of the lesson provide students with an opportunity to reflect The last minutes of the lesson provide students with an opportunity to reflect upon what they have learnedupon what they have learned

The follow-up learning activity provides opportunity for students to practice The follow-up learning activity provides opportunity for students to practice independently and master the skill from the lesson. independently and master the skill from the lesson.

An appropriate assessment provides student with feedback and results drive An appropriate assessment provides student with feedback and results drive

teacher’s future instruction.teacher’s future instruction.

SDAIELessonPlan Rubric

SDAIE LessonSDAIE Lesson

Expected learning outcome is explicit, concise, and in-line with the appropriate CA Content Standard.

Defines key English content vocabulary which may be difficult for emergent English Learners but essential to the student’s mastery of

the skill or concept.

The first minutes of the lesson provide students with the lesson objective, procedures, performance and assessment expectations.

Focus is on content but mindful of continuing

academic English language development.

Lesson anticipates, explores and draws on a student’s prior knowledge.

ELD LessonExpected learning outcome is explicit, concise, and in-line

with the appropriate CA ELD and/or Content Standard. Focus of lesson is on academic English language development.

Lesson anticipates, explores and draws on a student’s prior knowledge.

Lesson values the student’s cultural, ethnic, socio-economic and linguistic experiences.

The first minutes of the lesson clearly provide students with the lesson objective, procedures, performance and assessment expectations.

Lesson works towards lowering or maintaining a low affective filter.

Teacher talk to student talk ratio is kept to a maximum of 5 minutes: 1 minute. Students have regular and frequent opportunities to process information preferably in collaboration with other students.

Two biggest areas of

difference between ELD and SDAIE

lessons are purpose and

assessments.

1

2

Techniques are often similar.

ELD and SDAIE ELD and SDAIE Lessons:Lessons:

Similarities and Similarities and DifferencesDifferences

SDAIEELD

Maintain low

affective filter

Use a multi-sensory

approach

Scaffolds key

concepts

Front loads vocab

Primary focuson academic

content

Develops all4 strands

Differentiationintended for all students

Prior knowledge

Primary focus on

languageacquisition

This graphic organizer is based on the concepts and designs created by Thinking Maps, Inc.

Primary language

can be used as a support

Develop Academic

English

L1 supportsbut

English is dominant

Specific ELD Lesson Specific ELD Lesson CharacteristicsCharacteristics

Emphasis on developing Academic Emphasis on developing Academic English vocabulary and language English vocabulary and language structuresstructures

Accessing prior knowledge is essentialAccessing prior knowledge is essential Incorporating and valuing the home Incorporating and valuing the home

culture of the student and the student’s culture of the student and the student’s familyfamily

Several opportunities for students to Several opportunities for students to practice all four ELD strands-reading, practice all four ELD strands-reading, writing AND speaking and listeningwriting AND speaking and listening

ELD and SDAIE ELD and SDAIE Lessons:Lessons:

Similarities and Similarities and DifferencesDifferences

SDAIEELD

Maintain low

affective filter

Use a multi-sensory

approach

Scaffolds key

concepts

Front loads vocab

Primary focuson academic

content

Develops all4 strands

Differentiationintended for all students

Prior knowledge

Primary focus on

languageacquisition

This graphic organizer is based on the concepts and designs created by Thinking Maps, Inc.

Primary language

can be used as a support

Develop Academic

English

L1 supportsbut

English is dominant

Specific SDAIE Lesson Specific SDAIE Lesson CharacteristicsCharacteristics

Emphasis is on developing content Emphasis is on developing content knoweldge in Englishknoweldge in English

LI (Primary Language) can be used to LI (Primary Language) can be used to provide conceptual supportprovide conceptual support

Need to front load key English Need to front load key English vocabulary vocabulary

Scaffold abstract ideas and concepts that Scaffold abstract ideas and concepts that require organization (because students require organization (because students may still be more focused on English may still be more focused on English issues leaving less time for concept issues leaving less time for concept processing.) processing.)

Shared CharacteristicsShared Characteristics

of an of an

ELDELD and and SDAIE SDAIE

LessonLesson

Maintain low

affective filter

γεια σας; τι κάνετε

How do you feel now?

Feel like trying?Feel like learning?

Listeningγεια σας; τι κάνετε Listening and seeingListening, seeing and

speakingListening, seeing, speaking

and tapping Listening, seeing, speaking

tapping and gesturing

Use Multi-Sensory Approaches

Develop Academic

English

Focus On Vocabulary Focus On Vocabulary DevelopmentDevelopment

Some methods Some methods to use include: to use include:

Word WallsWord Walls Index Flash Index Flash

CardsCards Choral Reading Choral Reading

and Responseand Response

Sentence Sentence ScramblesScrambles

Vocab Matching Vocab Matching Tea PartyTea Party

See handout now See handout now for more ideas…for more ideas…

Time to plan!Time to plan!

Please look at the SDAIE lesson plan Please look at the SDAIE lesson plan and find the SDAIE techniques.and find the SDAIE techniques.

Now, if this was an ELD lesson, what Now, if this was an ELD lesson, what keep focus/concept would you keep focus/concept would you change? change?

What could stay the same?What could stay the same?

Final Questions? Final Questions?

Feel free to contact Feel free to contact me at: me at: rebeccatomasini@yahrebeccatomasini@yahoo.comoo.com