Universal Access/SDAIE Session 2: Lesson Design Template Secondary Title III Access to Core Professional Development 2009-2010 Office of Curriculum, Instruction, and School Support Language Acquisition Branch
Jan 12, 2016
Universal Access/SDAIESession 2:
Lesson Design TemplateSecondary
Title III Access to Core Professional Development
2009-2010
Office of Curriculum, Instruction, and School SupportLanguage Acquisition Branch
Long Range Goals
Achieve consistency and continuity in our understanding of SDAIE and how we communicate it to all stakeholders.
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.
Objectives
1.Learn the components of the Universal Access/SDAIE Lesson Design Template.
2. Look at a sample lesson to identify the four critical elements of SDAIE.
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
Universal Access/SDAIELesson Design Template
Think-Pair-Share What are the steps that must be included
in a well-designed lesson plan for any content area?
Siop.pdf
The “What”
The “How”
SDAIEPlanning the
“WHAT”Grade 7: Social Studies Lesson
SDAIE Element: Content
History/ Social Science: Model Lesson 2
7 Social Studies
SDAIE Element: Content
Social Studies
7
“ Students should analyze the importance of an iron technology and of geographic location and trade in the development of the sub-Saharan empires of Ghana and Mali. Both became states of great wealth- Ghana, by controlling the trade in gold from the south; and Mali, by controlling both the southern trade in gold and the northern trade in salt. Students should also understand that slavery existed in these kingdoms and was part of the western African economy at the time. Both kingdoms exercised commercial, cultural and political power over a large part of Africa.
- Social Studies Framework, Excerpt from World History and Geography: Medieval and Early Modern Times
p. 88
SDAIE Element: Content
Focus Standard
7.4.1 – Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires.
SDAIE Element: Content
“Chronology defines relationships in time, and students should learn how major events relate to each other in time so that the past is comprehensible, rather than a chaotic jumble of disconnected occurrences.” p.13
SDAIE Sample Lesson
Read on your own
Handout: K-12 Universal Access/SDAIE Lesson Design Template
SDAIE Element: Content
SDAIE Element: Content
- Main Standard
7.4 Students analyze the geographical, political, economic, religious and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa. - Focus Standard(s)
7.4.1 Study the Niger River and the relationship of vegetation zones of forest, savannah and desert to trade in gold, salt, food and slaves; and the growth of the Ghana and Mali
SDAIE Element: Content
SDAIE Element: Content
I categorized _____ under _____
I classified _____ as _____
SDAIE Element: Content
SDAIE Element: Content
SDAIE Vocabulary Activity
In your group, review the standards to identify three additional vocabulary words that would be essential to the lesson
SDAIE Element: Content
empire characteristics
Reflection
Which (if any) components of this section, “The What,” are not currently part of your planning for a content lesson?
SDAIEPlanning the
“HOW”
***Remember, In this part of the planning we are going to consider, in particular, how to make it comprehensible, interactive, what connections might be necessary, and how those connections are going to be made.
SDAIE Element: Connections
Focus Standard
7.4.1 – Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires.
Sahara Desert
Niger River
Savannah
SDAIE Elements:Comprehensibility and Interaction
Advanced Graphic Organizers
Narrated Pictorial Input Chart
Main Standard 7.4 Students analyze the geographical, political, economic, religious and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Narrated Pictorial Input Chart
RationaleThe Narrated Pictorial Input Chart is a SDAIE strategy design to make vocabulary and concepts comprehensible by drawing in front of the students as the teacher narrates an event(s) or explain a process. This strategy facilitates comprehension through establishing a one to one correspondence between spoken and written concept and visual clue. The resulting chart becomes a resource for students to assist them in organizing information and describing events and processes.
Handout: Narrated Pictorial Input Chart
SDAIE Element: Comprehensibility
SDAIE Elements: Comprehensibility and Interaction
Berbers
nomadsnomadic
Narrated Pictorial
Input Chart
SDAIE Elements:Content and Comprehensibility
Sample Summary Text Frame
___________ had distinct characteristics which contributed to ______________. Geographically, _________________. The religion of ____________________. The people also made achievements in the areas of _______________. Politically, __________________. Their economy was based on ______________, and the social structure ____________. The combination of these characteristics led to _______________ .
Reflection
Review the SDAIE Critical Elements Reflection questions
Identify which features are evident in this lesson
Handout: SDAIE Four Critical Elements Reflection Questions
Table Discussion
How can this lesson design template be used at your school?
Next Steps
Objectives
1.Learn the components of the SDAIE Lesson Planning Template.
2. Look at a sample lesson to identify the four critical elements of SDAIE.