AB 2913 - SDAIE for Secondary Teachers

Day Two of Six

Adapted from Anita Hernández

By Sally Fox & Jeffery Heil

Continued…Pair and share the main ideas of your

reflectionFinish the “Compare & Contrast Matrix”

of the jigsaw readings from yesterdayExtend your understanding with “found

poems” by the expert groups Agree on 6-8 words or phrases from story Sequence these words and phrases to form a poem Read aloud chorally

ReviewInformation on knowing who your ELs

are: CELDT testing and ongoing assessments

ReviewWhat are the three components of the

SDAIE “sequence of tasks?”

Prepare the learner

Interact with text

Extend understanding

ReviewWhat are the six elements of scaffolding

according to Aida Walqui?

The Six

Instructional

Scaffolds

Developing High Levels of Second-Language

Competence

English Language Acquisition:

Native Speakers

Have a repertoire of approximately 5,000 English words by the time they enter kindergarten Continue to acquire 3,000 more words

each year they are in school

English Language Acquisition: English

LearnersBeginning 1-500 word receptive vocabulary

Early Intermediate 1,000 word receptive vocabulary 90-100 word productive vocabulary

Intermediate (1-2 yrs) 7,000 word receptive vocabulary

English Language Acquisition: English

LearnersEarly Advanced

12,000 word receptive vocabulary 1,000-1,200 word productive vocabulary

Advanced (5-7 yrs) Near native-like proficiency in expressive

and receptive English

Helping Students Gain Second Language

CompetencyTo develop EL fluency in oral and

written language students must have opportunities to use the language (comprehensible output)!

What types of opportunities for language use do ELs need?

Language Development

BICS

CALP

beginning Intermediate Advanced

AdvancedIntermediatebeginning

Cummins’ Grid

Helping Students Gain Second Language

Competency: SDAIECombines the best of communicative

language teaching with the best of content teaching

SDAIE focuses on: Tasks Thematic instruction Use of interactive structures that engage

students in authentic social exchanges

Key Factor that Influences Student’s Rate of

Language Development

A high proportion of utterances that pick up and extend the topic of the child’s previous utterance or ongoing activity

Helping Students Gain Second Language

Competency: SDAIE

The teacher should use natural order language

There is lots of redundancy in our use of oral language

Helping Students Gain Second Language

Competency: SDAIEUnderstanding is not an either/or

phenomenon, but rather a matter of repetition and degree

Learners will not understand 100% of the text or discussion, AND THAT’S OKAY! Vocabulary is entering their “familiar” zone on the way to independence.

Language Acquisition Pedagogy

Uses of rituals or familiar participation structures are necessary when concepts of language are novel

Familiar concepts can serve as the vehicle to learn new rituals or ways of participating

Helping Students Gain Second Language

Competency: SDAIETeachers should focus on modeling the

key processes and ideas, Then…

Engage the learners in interactive tasks in which they use (practice) the key processes and ideas.

Helping Students Gain Second Language

Competency: SDAIESDAIE is based on the idea that robust

learning advances academic development

The learner enters the area of growth (the ZPD or input +1) with the right kind of guidance

Supported by scaffolded instruction

Helping Students Gain Second Language

Competency: SDAIERather than simplify the language and the

tasks, experts recommend that the teacher amplify and enrich the students’ learning of the concepts and the language needed for expressing those concepts

There are a number of scaffolds that the teacher can use to help learners

SDAIE Framework

Teachers can plan well-scaffolded lessons when they can use the principles of language acquisition

Two SDAIE frameworks help teachers plan well-scaffolded lessons Sequence of tasks Scaffolding

Sequence of Tasks

We are going to go over a sequence of tasks with a language arts theme!

1. Quickwrite

Have you ever had to leave something behind? How did it make you feel?

Share orally with each other after thinking and writing some notes, then share with the whole group.

2. Prediction: Novel Ideas OnlyWe are going to read a story called “The Circuit.”Write down your individual prediction, then the

predictions of all the people on your team. Compare among your teammates and choose NOVEL IDEAS ONLY to share out.

Each table will stand up together and read their list (script).

Say a full sentence chorally… “We predict the story, ‘The Circuit,’ will be about…”

3. Reciprocal TeachingReciprocal Teaching (Ann Brown and Anne Marie

Pellinscar ) practices four skills bundled together:

SUMMARIZING (summarizing the important information or the main idea)

CLARIFYING (clarifying as you read by reading on or reading back, asking clarifying questions)

PREDICTING (saying what you think will happen next) ASKING QUESTIONS (four different types of questions)

For ELs, we could teach each skill as a separate lesson, then the fifth lesson would be tying them all together.

3. Reciprocal TeachingWe’re going to practice “asking questions.”

Go to your binder, Section 3, page III: 30-31. You will pair off with the text, “The Circuit,” from Section 2, page II-3. First number off your paragraphs and read reciprocally, ear-to-ear.

Each student should read 2-3 paragraphs.Think about which of the 4 types of

question-answer relationships you are using.

4. Silent Reading

After reading a few paragraphs using the reciprocal teaching strategy, finish reading the story silently.

5. Collaborative Poster

Use the collaborative poster with rubric sheet in page one of Part 2 of the handout packet (page 14)

Read the “outstanding” column under “content” & “presentation” performance indicator to determine the look of the poster.

6. Gallery Walk

Posters will be placed on the wall.Two team members will stay with the

poster as docents to explain the meaning of the content.

Remaining two members will rotate to see the other groups’ posters.

You must have fun!

7. Twenty Years Later

Twenty years later… What do you think Panchito is doing now? You’re going to share these with a partner at your table. Then we’ll whip around and hear your predictions.

Sequence of TasksTheme: Migrant Families

Can you use the three elements of the sequence of tasks (PIE) to order the seven tasks we modeled? Preparing the learner Interacting with text (not just a book) Extending understanding

Use the SDAIE analysis worksheet as a guide (part 2, page 3 of handout packet)

Sequence of Tasks #1Language Arts

Preparing the learner Quickwrite Prediction (novel idea,

choral reading)

Interacting with text Reciprocal Reading (Qs) Reading (ear 2 ear) Silent Reading

Scaffolding Elements Bridging Metacognitive

development

Scaffolding Elements Metacognitive dev Modeling None

Sequence of Tasks #1Language Arts

Extending Understanding Collaborative Poster Gallery Walk

Twenty-years Later

Scaffolding Elements

Text-Representation Contextualization &

Schema Building Metacognitive

Development

Sequence of Tasks #2Language Arts

Theme: Migrant FamiliesAs I go through the next sequence of

tasks, try and think about the area of the sequence of tasks and the elements of scaffolding in each task

Use the SDAIE analysis worksheet as a guide (part 2, page 3 of handout packet)

1. Three-Step Interview

Section 4, Page 4The oral language in step 3 is more like textbook

language (vastly different from interpersonal communication in steps one and two.)

PROMPT: What is the toughest job you’ve ever had to do? What did you learn from it? (use “job” in a loose sense, doesn’t have to be paid)

Quickwrite the answer to the question before the interviews

Step 1 & 2: 3 minutes each

2. Reciprocal TeachingClarifying

“A” reads a paragraph and asks “B” any clarifying questions, words, etc.

From “Field Work”

Words/Concepts-anglicism (spanglish)(el fiel) -romantic-despondent-sympathetic (false cognate)

Phrases/Idiomatic Expressions“rite of passage”

Clarifying

2. Reciprocal TeachingClarifying

Read the text “Field Work” ear-to-ear for three turns then,

Read silently to finish the story.

3. Collaborative Dialogue Writing

Part 2, page 2 (marked page 15) of the handout packet: We may have two Group As, Bs, etc. because we have eight groups total in this class, or a group may choose to extend by writing a dialogue between Rosa and her mother as they travel on the bus to Mexico.

1. Everyone keeps a full script

2. 75% of the ideas come from the text (students may even copy dialog word-for-word from the text)

3. 25% is created by team (comes from your knowledge of life)

4. Choral Readings(by teams)

Teams will read their dialogues chorally to the group.

5. Geography/Quantitative

Data on Migrant Students

SDAIE Binder, Section II, pages 10-12Use the charts from pages 11 & 12 to

complete the activity on page 10.

Sequence of Tasks

Can you use the three elements of the sequence of tasks (PIE) to order the seven tasks we modeled? Preparing the learner Interacting with text Extending understanding

Use the SDAIE analysis worksheet as a guide -- part 2, third page (marked page 16) of the handout packet

Sequence of Tasks #2Language Arts

Preparing the Learner Three-Step Interview

Interacting w/Text Reciprocal Teaching

(clarifying) Reading (ear 2 ear)

Silent Reading

Scaffolding Elements Bridging

Scaffolding Elements Metacognitive

development MD &

Contextualization None

Sequence of Tasks #2Language Arts

Extending Understanding Collaborative Dialogue Choral Reading

Quantitative Data Analysis

Scaffolding Elements

Text-Representation Contextualization

Schema Building

Time to Reflect on Our Day

Reflect on how much English is required to be successful in your class (that you teach) or your discipline.

Reflect on the strategies in our model lessons and the sequences of tasks…which ones will you commit to trying this week?