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SIX COMPONENTS OF SDAIE TAP INTO AND BUILD PRIOR KNOWLEDGE The more you know, the easier it is to learn more. Don’t make assumptions about student’s prior knowledge. If possible, provide text in a variety of languages for support. If possible, provide text in various readability levels. Be careful with this one – emphasize that SDAIE is based on grade-level content standards Make connections between old and new information using L1 to make conceptual connections to L2. Infuse lessons with multiculturalism. Use KWL charts. Use questioning/ discussion groups. Tap into an emotional reaction to tie to an academic issue. CONTEXTUALIZE THE LESSON Make it real Use concrete, visual representations Realia TPR Demonstrations Role playing Experiments Peer discussions Graphic organizers Hands-on activities Vocabulary development (student choice): use in context, draw pictures, write definitions in L1, use cognates, and oral elaboration PROVIDE A POSITIVE AFFECTIVE DOMAIN encouraging environment rather than critical…safe learning environment content focus rather than form overt corrections can inadvertently discourage students provide wait time need for student-student interaction = better retention and feeling of empowerment teach vocabulary teacher may work with small groups to assess learning (concepts) students are willing to take risks TEACH STUDY SKILLS WHY? -To enable students to succeed in all curricular areas and in life WHAT? -Ability to take notes and organize thoughts -Differentiate between main ideas and supporting details -Ability to identify cause and effect HOW? -Cognitive Academic Language Learning Approach (CALLA) -Promotes language learning -grade level academic growth -explicit instruction in learning strategies FOCUS- How students learn, which learning skills, which strategies to use and when to use STRATEGIES: Graphic organizers, scaffolding, textual features APPLICATION: -Allows them to be more successful in mainstream classe