1. Content Area Instruction
CLAD Chapter 5
Lara Pascoe
Dr. Coleman

2. Sheltered Instruction
Sheltered instruction is an approach used in multi-linguistic content classrooms to provide language support to students while they are learning academic subjects, rather than expecting them to “sink or swim” in a content class designed for native English speakers.
Sheltered instruction is, ideally, one component in a program for English learners that includes ELD classes for beginning students, primary-language instruction in content areas so students continue at grade level as they learn English, and content based ESL classes.

3. SDAIE (sa-die) Specifically Designed Academic Instruction in English
Sheltered English (SDAIE): combines second language-acquisition principles with those elements of quality teaching that make a lesson understandable to students.
A SDAIE classroom has content objectives identical to those of a mainstream classroom in the same subject but, also includes language and learning strategy objectives.

4. Principles of SDAIE
SDAIE addresses the following needs of English learners:
To learn grade appropriate content
To master English vocabulary and grammar
To learn “academic” English
To develop strategies for learning how to learn

5. What SDAIE is NOT!
SDAIE is NOT submersion into English-medium classrooms-that is, placing students in mainstream classes which the teacher makes no modifications
SDAIE is NOT a substitute for primary-language instruction.
SDAIE is NOT a watered-down curriculum. Students learn all appropriate grade level content.

6. SDAIE Model 4 critical components: Additional component: Content
Connections
Comprehensibility
Interaction
Additional component:
Teacher Attitude- added as an overarching component.

7. Teacher Attitude
The teacher is open and willing to learn from students
Teachers believe all students can learn
Teachers recognize that all students have language
Teachers recognize that a person’s self-concept is involved in his or her own language and that at times students need to use that language.

8. Content
Lessons include subject, language, and learning strategy objectives.
Material is selected, adapted, and organized with language learners in mind.
Modifying materials: excerpts taken from textbooks- timely process
Organizing materials: group materials by concept to demonstrate similarity.

9. Connections
Curriculum is connected to students’ background and experiences.
Students engage in learning when they recognize a connection between what they know and the learning experience.

10. Connections Continued
Bridging 1: linking concepts and skills to student experiences
Bridging 2: eliciting/using examples from students’ lives
Schema building: using scaffolding strategies to link new learning to old

11. Comprehensibility
Lessons include explicit strategies that aid understanding:
Contextualization
Modeling
Teacher speech adjustment
Frequent comprehension checks through strategies and appropriate questioning
Repetition and paraphrase

12. Contextualization Media, Realia, Manipulatives, and Human Resources:
Picture files
Maps and globes
Charts and posters
Puzzles
Manipulatives: M&M’s, buttons
Cooperative groups
Pairs
Parents

13. Modeling
Demonstrating new concepts can involve hands-on, show-and-tell explanations in which students follow a careful sequence of steps to understand a process.
Teacher uses chalkboard, overhead, butcher paper, etc. to write key words, concepts and/or sequential elements.

14. Teacher Speech Adjustment
Reduction of teacher talk provides more opportunities for students to talk both with the teacher and among themselves and for them to affect the type of input they receive.
Ultimately, English learners will need to function in an all-English-medium classroom; therefore, over time, SDAIE teachers need to lessen the speech-modification scaffolds they use to accommodate their students’ evolving proficiency.

15. Frequent Comprehension Checks
Teachers must teach students how to verbalize their understanding
Teachers should act as observers or guides rather than directors or controllers.
Organizational repetition involves the structure of the day and the format of lessons. Lessons that occur at specific times and places help orient students to procedures.

16. Interaction Students have frequent opportunities to:
Talk about lesson content
Clarify concepts in their home language
Re-present learning through a variety of ways

17. Content Area Application
The No Child Left behind legislation (2002) states that English learners will develop high levels of academic proficiency in English and meet the same challenging state academic standards as do their native-English speaking peers.
Cognitive Academic Language Learning Approach(CALLA): three components.

18. CALLA
Cognitive Academic Language Learning Approach(CALLA): designed for English learners at the advanced beginning and intermediate levels of English-language proficiency, and it incorporates explicit teaching of learning strategies within academic subject areas.

19. Subject Areas Social Studies Literature Mathematics Science
Example: Tapping into family history
Literature
Example: A variety of materials
Mathematics
Example: Develop mathematic language and learn math more deeply rather than more rapidly
Science
Example: Point out role of science in everyday life.
Visual and Performing Arts
Example: Singing together

20. Instructional Needs Beyond the Classroom
To be successful in their academic courses, English learners often need assistance from organizations and volunteers outside of the classroom.
Summer programs
Volunteers
Peer tutoring
And Dial-a-Teacher for homework help

21. References
Diaz-Rico, L. T. & Weed, K. Z. (2006) The Crosscultural Language and Academic Development Handbook. 3rd Edition pp