Session 3: UA/SDAIE Lesson Planning Protocol - Language Objective Title III Access to Core...
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Transcript of Session 3: UA/SDAIE Lesson Planning Protocol - Language Objective Title III Access to Core...
Session 3:UA/SDAIE Lesson Planning
Protocol - Language Objective
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.
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.
Objectives
1.Review English learner characteristics by proficiency level.
2.Understand the role of a language objective in a SDAIE lesson.
3.Analyze a Math lesson to identify the language demands.
Review 3 C’s & I Draw a card
Think about the features of the SDAIE element and a practical application
Partner share – Find someone with a different element
- Define the element - Share a practical application using the language form printed on the back of the card
Switch cards when the signal is given and repeat the process with a new partner
Content Connections Comprehensibility Interaction
Gr. 3 Math Lesson
Connections
Interaction
Comprehensibility
Content
Comprehensibility
Interaction
Comprehensibility
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
#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)
Table ActivityEL Characteristics Sort
Lay out the flashcards Pull out the header cards (color) and lay them
out as follows
Read through the descriptors and decide the appropriate placement
Intermediate Advanced
Need
- Build background knowledge
- Repetition
- Vocabulary development
- Scaffolds for complex language structuresNeed
- 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?
Review each part of the lesson to identify the overarching language demand of the lesson
What is the language function?
Language Objective
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 __.
Table Activity
Look at the Guided Practice (#5 - #7) and Independent Practice (#20 & #22) sections
Identify additional language forms to support the learner
Chart your ideas
Group share