1. Universal Access/SDAIE Session 3: Lesson Planning Protocol - Language Objectives
Title III Access to Core Professional Development
Office of Curriculum, Instruction, and School Support
Language Acquisition Branch
Welcome participants & introduce yourself. 1

2. Long Range Goals
Achieve consistency and continuity in our understanding of SDAIE and how we communicate it to all stakeholders.
Use 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.
Remind participants that this is the third of the trainings on SDAIE and that it is our goal to increase their understanding of SDAIE to be able to improve and refine its implementation in the classroom. 2 2

3. Objectives
Review English learner characteristics by proficiency level.
Understand the role of language objectives in a SDAIE lesson.
Practice writing language objectives for a 7th grade history model lesson. 3 3

4. Four SDAIE Elements
We learned about these elements in the first session.
We reviewed them and applied them to a lesson in the second session.
Remind participants that these are features of SDAIE we have been discussing in the last two sessions. 4

5. Mix and Mingle Activity
Think about the features of the SDAIE element on your card
Find someone with a different SDAIE element
Each person should:
- Define the element
- Share a practical application
Find a pair with the other two elements of the CCCI
Each pair should:
- Decide on one practical application to share with the whole group
Whole group share 5

6. English Learner Characteristics
Participants will analyze a math concept lesson to identify SDAIE Critical Elements 6

7. Can-Can’t-Need Handout #1 Read on your own
In triads, determine, for each proficiency level, what the students CAN do, CAN’T do, and the NEEDS a teacher must consider when planning a SDAIE lesson.
Use to check answers 7

8. Beginning
Can
Can’t
Need
Intermediate
Advanced 8

9. - Build background knowledge - Repetition Vocabulary development
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
- Refer participants to handout.
- Have participants read the “Intermediate” paragraph to review what students at this level can and can’t do and to identify what they need.
Clarify that under CAN’T they will identify those descriptors that illustrates areas where Els are challenged or might have difficulties.
Explain that they will have to consider the challenges at each of those proficiency levels to think of examples of what the teacher will need to do to support the students.
-Group Share.
-Debrief (Show animations)
-Follow the same procedure for “Advanced” followed by “Beginning”. 9

10. Language Objectives 10

11. K-12 Universal Access /SDAIE Lesson Design Template
Handout #2:
K-12 Universal Access /SDAIE Lesson Design Template
New template 11

12. 12

13. Language Assembly Task
Handout #3:
Language Assembly Task 13

14. Language Assembly Task
Use Handout #3
Choose one pair of shoes
Use complete sentences for your responses 14

15. Language Assembly Task Debrief
Group Share 15

16. 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? 16

17. Handout #4: The More Common Functions of Language #3 #1 #6 #2 #5 #4
Revised10-6 #2 #5 #4 17

18. Handout # 5:
The Language of Schooling
Revised10-6 18

19. Use to check answers 19

20. We are asking kids to construct knowledge.20

21. Bricks
At the same time we are asking them to build language. These are the building blocks they are working with. 21

22. And finally, these are the supports we have in place, both for academic proficiency and for the language of school.
We used a common, everyday object, a shoe for our discussion. The point is that even in everyday life, we use the same functions of language. 22

23. Think-Pair-Share 2. What was a new learning? 1. What was clarified?
3. What do you still need to think about?
Use to check answers 23

24. Revisiting Language Objective
Math Lesson 24 24

25. What Is a Language Function/Objective?
High Point Administrative Training, Day 2
What Is a Language Function/Objective?
A language function is the purpose for
using language.
(e.g., to speak about something, to write about a topic)
Work with a partner to write a language objective for this 7th
grade history lesson.
Presenter’s Notes/Slide 25

26. What Is an Example of a Language Objective?
High Point Administrative Training, Day 2
What Is an Example of a Language Objective?
After reading a selection and a primary source (journal entries), students will write a summary of the key characteristics of the Ghana Empire.
Presenter’s Notes/Slide 26

27. What Are Language Forms?
High Point Administrative Training, Day 2
What Are Language Forms?
Language forms are the required words,
phrases, sentence forms, and types of
grammar used to construct a response.
Possible language forms are the sentence
frames, sentence starters or cloze sentences
provided by the teacher to support students’
oral/written responses.
Presenter’s Notes/Slide 27

28. Reflection on Possible Language Forms
High Point Administrative Training, Day 2
Reflection on Possible Language Forms
What are possible language forms that students will need to…
… retell information?
… justify an answer?
… compare characteristics?
Work with a partner to develop a sentence frame/starter
or cloze sentence that could be used for this 7th grade history lesson.
Presenter’s Notes/Slide 28

29. What Is Another Example of a Possible Language Form?
High Point Administrative Training, Day 2
What Is Another Example of a Possible Language Form?
After reading a selection and a primary source (journal entries), students will write a summary of the key characteristics of the Ghana Empire.
___________ can be classified as _________ because ________________.
The reason ___________ can be categorized under the _________ category is _______.
__________
Presenter’s Notes/Slide 29

30. Insert the bridge with IC’s30 30

31. Objectives
Review English learner characteristics by proficiency level.
Understand the role of language objectives in a SDAIE lesson.
Practice writing language objectives for a 7th grade history model lesson. 31 31