Term
| SDAIE - what it stands for |
|
Definition
| Specially Designed Academic Instruction in English - a specific sheltered instruction program |
|
|
Term
|
Definition
| an approach used in multilinguistic content classrooms to provide language support to EL students while they are learning academic subjects |
|
|
Term
| SDAIE - overview of what it is |
|
Definition
| uses L2 language-learning principles & good teaching practices to make the lesson understandable and improve ELLs language skills as they study the academic subject; same content objectives, but lesson modified to help ELL comprehensibity |
|
|
Term
| What SDAIE is NOT . . . . |
|
Definition
1. is NOT submersion into academic subjects w/ no instructional modifications
2. Is NOT a substitute for primary-language instruction
3. Is NOT a watered-down curriculum |
|
|
Term
| the SDAIE model -- CCCIT (5 essential components) |
|
Definition
1. Content
2. Connections
3. Comprehensibility
4. Interaction
5. Teacher Attitude |
|
|
Term
|
Definition
a. content objectives (learning goals) identified; units/lessons thoughtfully arranged/designed
b. language objectives - taking into account vocabulary and the language functions of the subject
c. cognitive strategies - (e.g. critical thinking skills, tools) |
|
|
Term
| SDAIE - selecting materials |
|
Definition
| teacher must select and modify text materials to best accommodate the needs of the ELLs (with out dumbing down material!) |
|
|
Term
| SDAIE - selecting materials -- what Qs to ask: |
|
Definition
- tasks appropriate to subject and level?
- text clearly organized?
- text appeal to a wide variety of learning styles?
- text language straightforward, w/out excessive jargon or complexity?
- new content vocab. clearly defined? |
|
|
Term
| SDAIE - modifying text materials |
|
Definition
| focus qs; graphic organizers; read aloud; tape record passages; study guides for text reading; other note-taking devices |
|
|
Term
|
Definition
engaging students by helping them see the connection b/w what they know and the learning experience; done thru
1. bridging - linking concepts/skills to student experiences; using examples from students' lives
2. schema building - using scaffolding techniques to link new learning to old. |
|
|
Term
| SDAIE - Connections: strategies for "bridging" |
|
Definition
- brainstorming
- KWL (What do I KNOW? What do I WANT to learn? What have I LEARNED?
- Venn Diagrams
- Interviews |
|
|
Term
| SDAIE - Connections - "schema building" |
|
Definition
| graphic organizers like 'semantic mapping' or "webs" w/ main idea in center (my "mind mapping" bit) |
|
|
Term
| SDAIE - Comprehensibility |
|
Definition
making the 'inputs' comprehensible thru:
1. contextualization
2. modeling
3. speech adjustment
4. comprehension checks |
|
|
Term
| SDAIE - Comprehensibility - Contextualization |
|
Definition
| presenting new concepts in a variety of ways (graphic, auditory, video, pictures, kinesthetic, etc.) to put it in a 'context' and appeal to diff. learning styles |
|
|
Term
| SDAIE - Comprehensibility - Modeling |
|
Definition
| teacher demonstrations; "show and tell" explanations; careful step-by-step procedures |
|
|
Term
| SDAIE - Comprehensibility - Speech Adjustment |
|
Definition
| slowing delivery, articulating, enunciating, shorter sentences, simplifying at first; a form of scaffolding |
|
|
Term
| SDAIE - Comprehensibility - Comprehension Checks |
|
Definition
strategies to continually monitor listening and comprehension
- thumbs up, thumbs down
- head nods
- paraphrasing to another student
- write or graph their understanding |
|
|
Term
|
Definition
| structuring activities where student practice using academic language in small or large groups; express their own ideas and understandings to others; conversations; opportunities to use L1; asking questions, re-presenting material creatively, etc. |
|
|
Term
| the CALLA model (what the acronym is) |
|
Definition
| Cognitive Academic Language Learning Approach |
|
|
Term
| CALLA - the overall approach |
|
Definition
| focusing on the development of academic language skills and explicit instruction in learning strategies for both content and language acquisition |
|
|
Term
| CALLA - the learning strategies component |
|
Definition
instruction in these categories of learning strategies:
1. cognitive - things like using resources effectively, note-taking strategies, summarizes, using deductive reasoning, etc.
2. social-affective - working collaboratively, anxiety reduction tools, etc.
3. metacognitive - how to plan, monitor, and evaluate own learning processes; |
|
|
Term
| CALLA -- teaching 'learning strategies' |
|
Definition
1. identify l.strat. already used by students
2. name and explain strategies
3. teachers model strategies by thinking aloud
4. students self-evaluate use of strategies
5. students develop meta-cognitive awareness (how they learn) and self-regulate their learning |
|
|
Term
| CALLA - planning instruction through Backward Design |
|
Definition
1. Identify Objectives and how assessed
- info, processes, skills etc.
2. Identify Language Objectives
- evaluating ELL skill level
3. Identify Learning Strategy Objectives
- metacognitive awareness and strategies
4. |
|
|
Term
| general strategy to make content-area instruction more accessible to ELLs |
|
Definition
1. know students' proficiency levels
2. determine what English language elements are roadblocks
3. have a repertoire of techniques to draw on
- don't forget to utilize students' primary language
3. select/preview materials and standards to plan access strategies |
|
|
Term
| CALLA - the general approach (5 principles) |
|
Definition
1. build on students' prior knowledge
2. provide meaningful learning tasks
3. engage in interactive teaching and learning
4. focus on learning processes and strategies
5. help students evaluate their own learning |
|
|
Term
| "scaffolding" theory and ELLs |
|
Definition
ELLs need temporary support ("training wheels") in the form of diff. instructional strategies to build academic language and perform complex tasks
1. show the student what you want
2. provide support (guided practice)
3. coach them to do the task on their own |
|
|
