1 Specially Designed Academic Instruction in English (SDAIE) Title III Access to Core Professional Development Summer 2010 Office of Curriculum, Instruction, and School Support Language Acquisition Branch

Our Learning Community How familiar are you with Title III AMAOs? What ELD levels are most prevalent in your classroom? What grade level(s) will you teach in September? How many SDAIE professional development sessions have you attended in the past 2 years? 2

Agenda Welcome/Introductions Objectives and Goals Setting the Context Elements of SDAIE SDAIE Lesson Design Lesson Analysis Scaffolding for Language Learning - Building Language Objectives Meeting Students’ Linguistic Needs Closure/Evaluation 3

Learning Community Norms Participate in full session to maximize your learning. Disable or silence all electronic devices. Be an active participant. No “sidebar” conversations. Respect diverse perspectives and opinions. Other: 4

5 Long Range Goals  Achieve consistency and continuity in our understanding of SDAIE and how we communicate it to all stakeholders.  Implement effective district-wide use of SDAIE to provide access to core curriculum for English learners.  Build a Culturally Relevant and Responsive (CRRE) learning environment incorporating the different ways our students learn, behave, and use communicative language patterns.

6 Objectives 1.Share English learner achievement data. 2.Acquire a common definition of SDAIE/sheltered instruction that can be operationalized throughout the district. 3.Identify the features within the four critical elements of SDAIE. 4.Develop a common lexicon to describe SDAIE and its characteristics. 5.Learn the components of the K-12 Universal Access/SDAIE Lesson Design Template. 6.Understand the process of thinking through the “What and How” in a SDAIE Math lesson. 7.Review English learner characteristics by proficiency level. 8.Understand the role of a language objective in a SDAIE lesson. 9.Analyze a Math lesson to identify the language demands.

7 “Universal Access (UA) refers to the right of all students to have equal opportunity and access to high quality, grade-level instruction regardless of socio-economic status, ethnicity, background, or disabilities. In order to ensure UA for all, instruction is differentiated to meet students’ needs.” p.3 Multi -Tiered Framework for Instruction, Intervention, and Support, BUL-4827, LAUSD, July, 2009

8 NCLB Title III Student Achievement Targets

9 NCLB Student Achievement Targets All Subgroups must meet Adequate Yearly Progress (AYP) in ELA and math for LAUSD to exit PI Annual progress for English Learners is measured by the following Annual Measurable Achievement Objectives: –AMAO 1: Percent making annual progress in English –AMAO 2: Percent attaining English proficiency –AMAO 3: Percent proficient in ELA and Math

10 Target AYP Targets and Percentage of Students Proficient in ELA (AMAO 3)

11 AYP Targets, ELA

12 AYP Targets and Percentage of Students Proficient in Mathematics (AMAO 3) Target

13 AYP Targets, Math

14 CELDT and CST ELA Achievement LAUSD Districts ELs Proficient on CELDT

15 CELDT and Math CST Achievement LAUSD Districts ELs Proficient on CELDT

16 Title III Action Plan Tenets  All students have access to robust/rigorous first teaching  All English Learners have access to appropriate ELD  Implement common access to core strategies for math and English language arts in Kindergarten - 12 th grades  Professional Development for teachers, administrators, and support staff aligned to AMAOs 1-3

17 SDAIE: Specially Designed Academic Instruction in English

18 Self-reflection Quick Write: Define SDAIE

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21 SDAIE: Specially Designed Academic Instruction in English SDAIE is a methodology (a set of specific strategies) designed to make instruction comprehensible and to make grade level academic content accessible for English learners.

22 Effective Access to Core instruction is characterized by four critical elements: “3 C’s and an I” Four Critical Elements of SDAIE  Content  Connections  Comprehensibility  Interaction

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Four Critical Elements SDAIE: Four Critical Elements Sort  Use the cards on your table to “build” a group Tree Map  First line up the names of the Four Critical Elements of SDAIE; then classify the rest of the cards under the correct category

26 Four Critical Elements of SDAIE: Reading Activity Select a reading partner. Determine who will be Partner A and Partner B INDEPENDENT READING: Partner A reads – Content & Comprehensibility Partner B reads – Connections & Interaction Chart additional key points on the Divided Circle Map PARTNER DISCUSSION: Which reflective questions currently guide your planning/instruction for ELs? Which questions might prompt you to think about your practice differently? Quick-share: “Whip Around the Room”

27 Content Connections Comprehensibility SDAIE Interaction -Clear Content and language objectives -clarify misconceptions -negative transfer of previous content knowledge - -Strategies to facilitate text comprehension -Use of Word Banks -Use of both heterogeneous and homogeneous groupings

28 Video Observation

29 Video Observation Activity Identify features of each of the critical elements as you observe the video clip Record your observations on handout - Table Talk Group Share

30 High school SDAIE Chemistry lesson Main Standard: 5. Acids, bases, and salts are three classes of compounds that form ions in water solutions. Focus Standard: 5a. Students know the observable properties of acids, bases, and salt solutions.

31 Play Video Clip

32 Clear content and language objectives Tapped students personal experiences with chemicals Briefly reviewed previous learning Reinforced previously learned vocabulary Teacher to student interaction only Asked questions Restated vocabulary Used key vocabulary in different context Combined visual clues with verbal communication One to one correspondence between spoken and written vocabulary to the visual clue

33 “A language is not just a grammar and a vocabulary. It is a flash of the human spirit. The soul of a culture, the old-growth forest of the mind.” - Wade Davis Anthropologist

Gr. 3 Math Lesson C ontent Review the lesson to identify the 3C’s and I

Gr. 3 Math Lesson C onnections I nteraction C omprehensibility C ontent C omprehensibility I nteraction C omprehensibility

SDAIE Lesson Design Template

Think-Pair-Share What do you think are the core components of a well- planned lesson in any content area?

The What Page 1

The How Page 2

SDAIE Thinking through “The WHAT”

SDAIE Gr.3 Math Lesson Read pg.1, “The What” on your own

SDAIE Element: Content Page 4A Page 4

Think-Pair-Share “The What” Which components are missing in the publisher’s lesson? What sections might need enhancements?

Gr.3 Math Lesson- What’s needed 1.0 Students understand the place value of whole numbers 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

SDAIE Thinking through “The HOW”

SDAIE Gr.3 Math Lesson Read pg.2, “The How” on your own

SDAIE Element: Connections Page 4B Page 4

SDAIE Element: Comprehensibility Pages 4 & 5 Page 4 Pages 4 & 5

SDAIE Elements: Comprehensibility and Interaction Page 4

SDAIE 3 rd Grade Math Lesson

SDAIE Gr.3 Math Lesson Read pgs.1-3 Highlight the extra scaffolds How do the enhancements help meet ELs’ needs?

Gr.3 Math Lesson – What changed? Page 1 Pg. 4B “Today you will learn how to read and write numbers having three digits.” Pg. 4 “In this lesson you will read and write numbers in the hundreds in different ways.” “Read and write numbers having three digits in different forms”

Gr.3 Math Lesson- What changed? Page 2 Page 4

Gr.3 Math Lesson- What changed? Page 2 Page 4

Gr.3 Math Lesson- What changed? Page 3 Page 5

SDAIE Vocabulary Activity In your group, review the lesson to identify additional SDAIE vocabulary that would be essential for student comprehension and tell why.

Grade Level Application Form grade-alike groups Select a lesson from Unit 1 Analyze the lesson to identify and chart additions/enhancements for each SDAIE element: 1. Content 2. Connections 3. Comprehensibility 4. Interaction Gallery Walk 61

Language Assembly Task

Choose a shoe Write your responses on the handout Use complete sentences for #2 through #7

Language Assembly Task Debrief 1. What did you draw upon for your responses? 2. What question was the easiest? Why? 3. What question was the most challenging? Why?

#1 #2 #3 #4 #5 #6 #7 Language Function – purpose for communicating Social – “Would you like to go to the movies? (inquiring) Academic – “What is the life cycle of a frog?” (inquiring)

Bricks

English Learner Characteristics

Need - Build background knowledge - Repetition - Vocabulary development - Scaffolds for complex language structures Need - Look for ways to contextualize the text (idioms, complex structures, abstract concepts) - Higher Order Thinking Skills (HOTS) i.e., inference, drawing conclusions, etc… Need - Primary language Support (L1) - Frontloading vocabulary and concepts

Self-Reflection 1. What was reaffirmed? 2. What was a new learning? 3. What do you still need to think about?

SDAIE Lesson Analysis Identifying Language Demands

SDAIE Gr.3 Math Lesson

Language Objective Review the standards What are the active verbs in the standards?

Language Objective Review the standards

Language Objective Review the content objective MR 1.1 “Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.” Express the place value of each digit The number ___ has three digits. The __ is in the ___ place. The digit that has the greatest value is the __.

Grade Level Application Return to grade-alike groups Review each part of the lesson to identify the overarching language demand of the lesson What is the language function? Add your language objective and possible language forms to your chart. 80

Closure/Evaluation Reflect on today’s training Complete the evaluation Thank you! 81