SDAIESpecially Designed Academic Instruction in English
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Implementing a similar model of action research was the intent of Methods in ELD and SDAIE, one of the courses in PLACErs' academic coursework at LMU.
Sheltered instruction, also referred to as Specially Designed Academic Instruction in English (SDAIE), is an approach that emphasizes the development of grade-level academic competencies (Echevarria & Graves, 2007) in content area classrooms where secondary teachers usually have mastery of their own subject area.
Therefore, teachers would need to provide ELL students with basic knowledge and foundation of the subject matter being taught, including the usage of SDAIE (e.g., slower speech, clear enunciation, quality visuals, gestures, facial expressions, and contextualized vocabulary, and so on).
SB 395 offers three options: the first calls for 45 hours of staff development that authorizes teachers to teach SDAIE and ELD in the subject and grade authorized by the teacher's credential; the second adds another 45 hours of staff development; and the third entails 45 hours of staff development for teachers who have nine years of full-time teaching, experience, or training in working with ELLs (CCTC, 2004).
Other teachers reported how they were given little guidance, but simply told to focus on English by following handbooks on Specially Designed Academic Instruction in English (SDAIE), for content area teaching.
As a sheltered or SDAIE (Specially Designed Academic Instruction in
These strategies include content-specific, language sensitive instruction that can be evidenced via a variety of accepted instruction models, e.g., SDAIE (Specially Designed Academic Instruction in English), SIOP (Sheltered Instruction Observation Protocol), or GLAD (Guided Language Acquisition Design).
When they spoke of "strategies," teachers referred to Crosscultural, Language, and Academic Development (CLAD) and Specially Designed Academic Instruction in English (SDAIE) strategies including (a) grouping configurations: small group instruction, one-to-one tutoring, cooperative learning; (b) visual aids: realia, diagrams, graphic organizers, think maps, vocabulary posters; (c) use of technology (d) experiential learning techniques: hands-on learning, community walks, real life experiences; and (f) study skills: note-taking skills, poetry frames, translations.
After a brief introduction to demographics of English learners across the country, chapters compare the first and second language acquisition processes, compare program models, and address issues of standardized testing, legal requirements, school reform, and specially designed academic content instruction in English (SDAIE).
English Language Development (ELD) and Specifically Designed Academic Instruction in English (SDAIE) methods are designed mainly to teach language arts and social studies, not math or science.
Participants who successfully complete the CLAD training will have acquired knowledge in Culture and Schooling, Curriculum and Instruction for a Diverse Society, Theory and Practice for English Language Development, and Curriculum Development for Specially Designed Academic Instruction in English (SDAIE).