SDAIE for
Science Teachers
Presented by
Dean Gilbert
Consultant, Science Education
Division of Curriculum and Instructional Services
Los Angeles County Office of Education
(562) 922-6896
Gilbert_Dean@lacoe.edu
Training Norms
As colleagues, we agree to:
Start on time
Encourage and
Support
Cell phones on silent
Visit and Discuss
Challenge our Belief
Systems
Objectives
Teachers will assist English Learners acquire
Science content and academic language by:
• identifying content objectives
• identifying and developing language
objectives
• designing instruction to meet content and
language objectives
Content and Language Objectives
99 Ideas and Activities for Teaching English Learners
with THE SIOP MODEL
Read:
About This Book: Content and Language
Objectives, pages vi – vii
Discuss with a partner:
1.What is the difference between content
objectives and language objectives?
1.Why is it important to develop language
objectives for English Learners?
Content and Language Objectives
•Content objectives focus on the “big idea” or
essential learning.
•Language objectives complement content
objectives by examining the content for essential
and support vocabulary language, functions,
language skills and grammar/language structures.
Language Objectives
1. Key Vocabulary: technical terms, concept words, and
other words needed to discuss, read, or write about the
topic of the lesson (i.e. independence, conflict,
compromise, equality).
2. Language Functions: the ways students use language
in the lesson (i.e. describe, compare, summarize)
3. Language Skills: reading, writing, listening, and
speaking skills students need to learn (i.e. listen to an
audio recording and identify a point of view).
4. Grammar or Language Structure: past or future tense
verbs, pronoun usage, sentence formation, roots,
prefixes, suffixes.
What Factors Influence Content
Area Reading Comprehension
for ELs ?

The Text
 The Reader’s Background
 The Context
The Text Factor

Vocabulary
 Sentence Structure
 Content Organization
 Readability level of the text
 Visuals, graphs and charts
The Reader’s Background

Language Proficiency
 Reading Proficiency
 Physical/Emotional State
 Learning Strategies
 Prior Content Knowledge
 Prior Vocabulary knowledge
 Prior Text Format Experience
Context Factor

Culturally not relevant
 Imposed constraints of time
 Vocabulary constraints
 Assignments narrow the focus of the
reading
 Purpose for reading is not clear
What is SDAIE?
Specially Designed Academic Instruction in English
SDAIE is a set of instructional strategies
used in combination with a modified
curriculum and materials in order to
provide meaningful content area
instruction for students with intermediate
level English proficiency.
A SDAIE Teacher:
•Carefully reads the text and standards and
identifies the most important ideas, concepts
or skills
•Prioritizes content objectives from
“essential” to “nice to know”
•Determines the selection of vocabulary
•Identifies complex or difficult grammatical
structures
Four Corners Reflection Activity
Support for English Learners
Take a moment to think about what you have
done in your classroom to:
1.Build background knowledge
2.Provide Comprehensible Input and Scaffold
Content
3.Implement strategies for building language
proficiency
4.Utilize interactive structures
What did
you do?
How well did What would
it work?
you do
differently?
Jim Barksdale from Netscape Communications attributes his
success to a relentless, persistent, obsessive commitment to
one idea…
“The main thing is to make sure
that the main thing
stays the main thing.”
So…
What is the “main thing” for us, as
science teachers?
Why is it important for all students
to learn science??
The “Main Thing” is also known as...
• the big idea
• key understanding
• enduring understanding
The Process of Inst ructional Planning
Tra ditional Practice
Standards-based Practice
Select a topic from the curriculum

Select standards from among those
students need to know

Design an assessment through which
students will have an opportunity to
demonstrate those things

Decide what learning opportunities
students will need to learn those things

Plan instructional opportunities to
assure that each student has adequate
opportunities to learn

Use data from assessment to give
feedback, re-teach or move to next level
Design instructional activities

Design and give an assessment

Give grade or feedback

Move onto new topic
Western Assessm ent C ol laborati ve, WestEd
Standards-based Instructional Planning
Step 1 ĞThe Standard
Identify what studen ts
need to know and be able to do.
Become familiar with required content
knowledge.
Step 2 ĞDesign the Assessment
Step 6 ĞAnalyze the Data
Decide what studen ts will need to do to
provide evidence that they have achieved
this standard.
Provide feedback to studen ts.
Revise or re-teach, as needed.
Step 5 ĞAdminister the Assessment
Step 3 ĞArticulate Criteria for Succes s
Have studen ts complete the assessment.
Determine what will be expected of students.
Develop rubric or other form of scoring guide.
Step 4 ĞOpportunities to Learn and Perfor m
Plan instruction to assure that every student has adequat e
access to opportunit ies t o learn and practice what is
expected.
“Unpacking” or “breaking down”
a standard
helps us to...
• Identify the big idea
• Identify relevant classroom targets
Watch the following video vignette…
What was the “big idea” demonstrated by
Marisa Tomei in her courtroom scene in
“My Cousin Vinny”?
Unpack her testimony or “big idea” to identify the…
Content
Skills
What did she need to know?
What did she need to be able to do?
How did Marisa Tomei’s
facility with language
affect her ability to
“make her case”?
Which aspects of language helped her “make her case”?
1. Key Vocabulary: technical terms, concept words, and
other words needed to discuss, read, or write about the
topic of the lesson (i.e. independence, conflict,
compromise, equality).
2. Language Functions: the ways students use language in
the lesson (i.e. describe, compare, summarize)
3. Language Skills: reading, writing, listening, and
speaking skills students need to learn (i.e. listen to an
audio recording and identify a point of view).
4. Grammar or Language Structure: past or future tense
verbs, pronoun usage, sentence formation, roots,
prefixes, suffixes.
Let’s look at an example from the
California Science Standards.
Standard Set (The Big Idea)
Supporting Standard (The Learning Objective)
Lesson Preparation
A SDAIE Teacher:

Carefully reads the text and standards
and identifies the most important ideas,
concepts or skills
 Prioritizes content objectives from
“essential” to “nice to know”
 Determines the selection of vocabulary
 Identifies complex or difficult
grammatical structures
Lesson Preparation
A SDAIE Teacher:

Carefully reads the text and standards
and identifies the most important ideas,
concepts or skills
 Prioritizes content objectives from
“essential” to “nice to know”
 Determines the selection of vocabulary
 Identifies complex or difficult
grammatical structures
2a. Students know meiosis is an early step in
sexual reproduction in which the pairs of
chromosomes separate and segregate
randomly during cell division to produce
gametes containing one chromosome of each
type.
“Know” is very vague and difficult to assess.
Using the Science Framework “Background
Information” and “Narrative,” identify the
specific ACTION VERB used as it relates to
Bloom’s Taxonomy.
Framework Narrative- Pg. 225
Haploid gamete production through meiosis involves two cell divisions.
During meiosis prophase I, the homologous chromosomes are paired, a
process that abets the exchange of chromosome parts through breakage
and reunion. The second meiotic division parallels the mechanics of
mitosis except that this division is not preceded by a round of DNA
replication; therefore, the cells end up with the haploid number of
chromosomes. (The nucleus in a haploid cell contains one set of
chromosomes.) Four haploid nuclei are produced from the two divisions
that characterize meiosis, and each of the four resulting cells has different
chromosomal constituents (components). In the male all four become
sperm cells. In the female only one becomes an egg, while the other three
remain small degenerate polar bodies and cannot be fertilized.
Chromosome models can be constructed and used to illustrate the
segregation taking place during the phases of mitosis (covered initially in
Standard 1.e for grade seven in Chapter 4) and meiosis. Commercially
available optical microscope slides also show cells captured in mitosis
(onion root tip) or meiosis (Ascaris blastocyst cells), and computer and
video animations are also available.
Let’s use these specific ACTION VERBS to
clarify our learning objective…
2a. Students will construct models to
illustrate meiosis as an early step in
sexual reproduction in which the pairs
of chromosomes separate and segregate
randomly during cell division to produce
gametes containing one chromosome of
each type.
Content: Meiosis as an early step in sexual reproduction.
Stages of meiosis and
gamete formation
Spermatogenesis
Haploid vs.
diploid
chromosomes
Meiosis
Oogenesis
Law of
Independent
Assortment
Law of
Segregation
Content and Language Objectives
•Content objectives focus on the “big idea” or
essential learning.
•Language objectives complement content
objectives by examining the content for essential
and support vocabulary language, functions,
language skills and grammar/language structures.
Content Objective: What does it mean to construct
models to illustrate meiosis…?
Students will be able to…
1.
Construct a model that illustrates and labels the steps of meiosis: Prophase 1,
Metaphase 1, Anaphase 1, Telophase 1, Cytokinesis, Prophase 2, Metaphase 2,
Anaphase 2 and Telophase 2.
2.
Diagram the similarities and differences between spermatogenesis and
oogenesis.
3.
Distinguish between diploid and haploid chromosome numbers.
4.
Illustrate how two genes of a homologous chromosome pair are separated
from each other during meiosis, ending up in different gametes (Segregation).
5.
Illustrate how each homologous chromosome and its partner are assorting
into different gametes independently of other pairs (Independent Assortment).
Re-state as a Content Objective on your
SDAIE Lesson Planning Template
Prior Knowledge
Unless what we
are learning is
connected to what
we already know,
we cannot learn it.
Frank Smith
The Reader’s Background:
Content Knowledge

Knowledge related to the content of text
being read leads to better reading
comprehension.
 When content-area teachers increase their
power of instruction to help students
acquire critical knowledge, student’s ability
to read proficiently increases.
Prior Knowledge
What concepts will require review or
preteaching?
Re-state on your
Planning Template for Text Analysis
Lesson Preparation
A SDAIE Teacher:

Carefully reads the text and standards and
identifies the most important ideas,
concepts or skills
 Prioritizes content objectives from
“essential” to “nice to know”
 Determines the selection of vocabulary
 Identifies complex or difficult grammatical
structures
The Reader’s Background:
Vocabulary Knowledge

Because the range of vocabulary in text
grows rapidly after third grade, students must
continue to expand their knowledge of word
meanings in order to construct the meaning
of what they are reading.

Vocabulary and verbal knowledge support
reading comprehension.
Lesson Preparation
A SDAIE Teacher:

Determines the selection of vocabulary
1.Read over the standard and the provided text
about meiosis.
2.Pick out vocabulary as:
• Essential Key Vocabulary (Tier 3 words)
• Support Vocabulary (Tier 1 words)
• Known vocabulary used in a new way
(Tier 2)
• Idioms
3.List the selected words in the appropriate
category on your Planning Template for Text
Analysis
Tier 1: The most basic words
Examples—
 table
 happy
 baby
 toes
 purple
 angry
 hamburger
Academic Vocabulary
Content specific vocabulary
brick words = Tier 3
Transportable vocabulary
mortar words = Tier 2
(words that are used across
the curriculum in multiple
disciplines)
Tier 3 (brick words):
Low frequency words specific to a discipline
Examples—
 carcinogens
 mitosis
 unhygienic
 lithosphere
 Kelvin
 carbohydrate
 potential energy
 Doppler effect
Tier 2 mortar words:
High frequency words found across a variety of
disciplines
Examples—
 classify
 conduct
 monitor
 investigate
 declaration
 harmony
 maintain
Criteria for identifying Tier II Words…

Importance and utility: Is it a word that
students are likely to meet often in the world?

Instructional potential: How does the
word relate to other words, to ideas that
students know or have been learning?

Conceptual understanding: Does the
word provide access to an important
concept?
We teach too many Tier I words,
not enough Tier 2 words, and
we’re just about right-on with
our teaching of Tier 3 words.
--Doug Fisher, “Secondary Literacy
Conference Spring 2007”, Anaheim CA
Vocabulary
Essential Key
Vocabulary
Support
Vocabulary
Known
vocabulary
used in a new
way
Idioms
Lesson Preparation
A SDAIE Teacher:
Carefully reads the text and standards
and identifies the most important ideas,
concepts or skills
 Prioritizes content objectives from
“essential” to “nice to know”
 Determines the selection of vocabulary
 Identifies complex or difficult
grammatical structures

Lesson Preparation
A SDAIE Teacher:

Identifies complex or difficult grammatical/
sentence structures
1.Read over the standard and the provided text.
2.Identify Grammatical Structures:
• New word forms and verb tense
• New sentence structures
• Other grammatical difficulties
3.List in the appropriate category on your
Planning Template for Text Analysis
Content and Language Objectives
•Content objectives focus on the “big idea” or
essential learning.
•Language objectives complement content
objectives by examining the content for essential
and support vocabulary language, functions,
language skills and grammar/language structures.
Language Objectives
1. Key Vocabulary: technical terms, concept words, and
other words needed to discuss, read, or write about the
topic of the lesson (i.e. independence, conflict,
compromise, equality).
2. Language Functions: the ways students use language
in the lesson (i.e. describe, compare, summarize)
3. Language Skills: reading, writing, listening, and
speaking skills students need to learn (i.e. listen to an
audio recording and identify a point of view).
4. Grammar or Language Structure: past or future tense
verbs, pronoun usage, sentence formation, roots,
prefixes, suffixes.
2a. Students will construct models to
illustrate meiosis as an early step in
sexual reproduction in which the pairs
of chromosomes separate and segregate
randomly during cell division to produce
gametes containing one chromosome of
each type.
What role does language play in
Standard 2a?
Developing Language Objectives
Students will be able to __________________________________
(Function: draw or build and label a model; illustrate; explain
sequentially)
the_______________________________________________
(Content: steps of meiosis.)
by ___________________________________________________
(Action: i.e. reading, writing, speaking, drawing, building )
using ________________________________________________
(Support: i.e. textbook, diagrams, graphic organizers, computer
simulations)
through structured interactions such as _______________________
(Structured Activities: KWL, vocabulary development strategies, text
support, graphic organizers, concept development, cooperative learning
groups, hands-on activities, language frames and metacognitive
conversations with text.
Students will be able to…
Content Objective
What content do you want
students to learn?
Language Objective
How will students use
language to learn it?
1. Construct a model that illustrates and labels the
steps of meiosis: Prophase 1, Metaphase 1,
Anaphase 1, Telophase 1, Cytokinesis, Prophase
2, Metaphase 2, Anaphase 2 and Telophase 2.
Students will be able to:
1. Draw or build and label a model to illustrate and
explain the sequential steps of meiosis.
2. Distinguish the similarities and differences
between spermatogenesis and oogenesis.
by reading, writing, speaking, drawing, building
3. Distinguish between diploid and haploid
chromosome numbers.
using . textbook, diagrams, graphic organizers,
computer simulations
4. Illustrate how two genes of a homologous
chromosome pair are separated from each other
during meiosis, ending up in different gametes
(Segregation).
5. Illustrate how each homologous chromosome
and its partner are assorting into different
gametes independently of other pairs
(Independent Assortment).
through KWL, vocabulary development strategies,
text support, graphic organizers, concept
development, cooperative learning groups,
hands-on activities, language frames, and
metacognitive conversations with text.
SDAIE Strategies
Activate Prior Knowledge
•What comes to mind when you think of mitosis?
KWL: p. 27
Stop that Video: p. 174; PLUSS VideoLog (ancillary)
Vocabulary Development
•Word Wall
•SDAIE Vocabulary Study
•Word Bank Activity
•Vocabulary Cards
Comprehensible Input Strategies
•SQP2RS (“Squeepers”): p. 71-74
•Read – Recap – Request
•Speech Language Frames
SDAIE Strategies
Concept Development
•Word Square
•Graphic Organizers (Thinking Maps)
Hands-on Activities (Building models)
A Metacognitive Conversation with Text
THINKING MAPS
Disclaimer
This section of the training is meant to
provide a general overview of Thinking
Maps© and does not replace the full
training offered by Thinking Maps, Inc.
CIRCLE MAP
for Defining in Context
Boundaries to the
Concepts you
Main Topic
know about it
brainstorming process
Reading Skills: Context clues; identifying bias
Adapted from “Thinking Maps® - Tools for Learning” © 1995
BUBBLE MAP
for describing, using adjectives
Adjective
2
Adjective
3
Main
Concept
Adjective
1
Adjective
6
Adjective
4
Adjective
5
Reading Skills: Vocabulary growth; identifying properties
Adapted from “Thinking Maps® - Tools for Learning” © 1995
DOUBLE BUBBLE MAP
for Comparing & Contrasting
Contrast
Concept
1
Contrast
Contrast
Compare
Compare
Contrast
Concept
2
Contrast
Contrast
Compare
Reading Skills: comparing critical properties & emphasis
Adapted from “Thinking Maps® - Tools for Learning” © 1995
TREE MAP
For Classifying and Grouping
The Fishes
Agnatha
Ostracoderms
EXTINCT
Chondrichthyes
Agnathians
Lampreys
Hagfish
Elasmobranchs
Chimeras
Osteichthyes
Ray-finned
Lobe-finned
Sharks
Short-nose
Ratfish
Teleosts
Coelocanths
Rays
Long-nose
Ratfish
Gars, Bowfins
Lung Fish
Reading Skills: Main Ideas & Details; Taxonomy
Adapted from “Thinking Maps® - Tools for Learning” © 1995
BRACE MAP
For Analyzing Objects and Parts
Solar Systems
Galaxies
Comets
Suns
Planets
Moons
M types: Red Giants
Stars
A type: White Dwarfs
G type: Yellow stars
Reading Skills: Spatial Descriptions & Anatomy
Adapted from “Thinking Maps® - Tools for Learning” © 1995
FLOW MAP
For Sequencing & Ordering
Step 1
Step 1a
Step 1b
Step 2
Step 2a
Step 2b
Step 3
Step 3a
Step 3b
Reading Skills: Descriptions of Order & Physiology
Adapted from “Thinking Maps® - Tools for Learning” © 1995
MULTI-FLOW MAP
For Causes and Effects
Cause 1
Effect 1
Problem
Cause 2
Effect 2
Reading Skills: Reason/Consequence & Prediction
Adapted from “Thinking Maps® - Tools for Learning” © 1995
BRIDGE MAP
For Seeing Analogies
electricity
machine
as
sunlight
chloroplast
Reading Skills: Vocabulary & Analogical development
Adapted from “Thinking Maps® - Tools for Learning” © 1995
GUIDED
PRACTICE
GUIDED PRACTICE
Circle Map
1. Biology
 What do you know about eucaryotic cells?
2. Chemistry
 What do you know about kinetic molecular
theory?
3. Physics
 What do you know about Newton’s Laws of
Motion?
4. Earth
 What do you know about the formation of
metamorphic rocks?
GUIDED PRACTICE
Bubble Map
1. Biology
 Pick a particular protist and describe it.
2. Chemistry
 Describe an exothermic reaction.
3. Physics
 Describe a car as it relates to Newton’s First
Law.
4. Earth
 Describe Mars.
GUIDED PRACTICE
Double Bubble Map
1. Biology
 What are the similarities and differences between
eucaryotic and procaryotic cells?
2. Chemistry
 What are the similarities and differences between
exothermic and endothermic reactions?
3. Physics
 What are the similarities and differences between
refraction and diffraction of light?
4. Earth
 What are the similarities and differences between the
inner and outer planets?
GUIDED PRACTICE
Tree Map
1. Biology
 Classify the two main categories of cells:
eucaryotic and procaryotic.
2. Chemistry
 Classify the three (four) states of matter.
3. Physics
 Classify the different forms of energy.
4. Earth
 Classify the 3 different types of rocks based on
how they are formed.
GUIDED PRACTICE
Brace Map
1. Biology
 Pick a particular body system and define the elements
composing that system, from organ to cellular
components.
2. Chemistry
 Define the building blocks and elements composing
each of the four organic macromolecules composing a
cell (carbohydrates, proteins, fats, nucleic acids)
3. Physics
 Define the component parts of an electric circuit.
4. Earth
 Define the life cycle of a star.
GUIDED PRACTICE
Flow Map
1. Biology
 Develop a “food chain” that includes
decomposers, producers and consumers.
2. Chemistry
 Sequence the steps in the conversion of reactants
to products for the following chemical reaction:
2H20--> 2H2 + O2
3. Physics
 Develop a “Rube Goldberg Model” showing at
least four different energy transformations.
4. Earth
 Sequence the steps in the carbon cycle.
GUIDED PRACTICE
Multi-Flow Map
1. Biology
 Given a particular species of mammal, what will happen to the
mammal population when: (a)prey becomes a primary limiting
factor? AND (b)the reproductive rate of this mammalian species
increases significantly?
2. Chemistry
 Given a specific concentration of reactant A and B, what will
happen to the product formation when: (a)there is an increase in
the activation energy AND (b)there is a catalyst added to the
system?
3. Physics
 Given a moving object, what will happen to that object when an
equal and opposite force is applied to that object?
4. Earth
 Given a glacier, what would happen over the next 50 years if the
average temperature increases over 15°C?
GUIDED PRACTICE
Bridge Map
Biology, Chemistry, Physics, Earth
 Using “ENERGY” as the relating factor,
develop an analogy between a cell and a
machine.
Sample Lesson Plan to Teach the Language Objective
1.
Access prior knowledge by reviewing the steps of mitosis with an
anticipatory set that “the process of meiosis shares many similarities
with mitosis (KWL-teacher-directed).
2.
Show a computer simulation of comparison/contrast of mitosis and
meiosis.
3.
Explicit vocabulary instruction using a Word Wall, Word Bank, and
SDAIE Vocabulary Study (group activity).
4.
Second viewing of computer simulation of meiosis. Teacher models
use of a graphic organizer to “sequence” the steps and processes of
meiosis. Individual students will use this graphic organizer (Video
log) and their listening skills to order the step-by-step events of
meiosis.
5.
Students will draw pictures or build models (using a variety of art and
craft supplies) and label the sequential steps and processes associated
with meiosis.
6.
Assessment- Each student will demonstrate mastery by using the
pictures or model made to explain (speaking) to their lab partner the
steps and processes associated with meiosis.
COMPARISON/CONTRAST
MITOSIS vs. MEIOSIS
STEPS IN MEIOSIS
MEIOSIS ANIMATION
(End of unit recap)
Inquiry
In Science
Inquiry In Science
Which activities are inquiry?
Learner performs
lab activity
Teacher asks
students probing
questions
Science as inquiry is
when…
Learner reads about
prior scientific
investigations
Learner justifies
proposed
explanation
Scientific Inquiry
 The
pursuit of scientific explanations
often begins with a question about a
natural phenomenon.
 Once
the question is
asked, a process of
scientific inquiry begins,
and there eventually
may a proposed explanation
Scientific Inquiry
 Includes
systematic approaches to
observing, collecting info, identifying
variables, formulating & testing
hypotheses, taking precise
& reliable measurements
 Understanding
and
designing experiments are
also part of the inquiry process.
Using the 5
“E” system
Methods for ENGAGING :
Observing surroundings for points of
curiosity
 Ask questions to elicit & assess prior
knowledge
 Sharing a piece of literature that helps
students think about the topic
 Discuss motivating photos
 Do a demonstration
 Do a hands-on or minds-on activity that
seeks to set the stage for a concept

For EXPLORATION & DISCOVERY:
 Engage
 Look
in focused play
for information
 Observe
 CoIlect
 Select
specific phenomena
and organize data
appropriate resources
 Design
and conduct experiments
 Engage
in debate
For EXPLORATION & DISCOVERY:
 Brainstorm
possible alternatives
 Experiment
with materials
 Design
a model
 Employ
problem -solving strategies
 Discuss
solutions with others
 Evaluate
 Analyze
choices
data
Methods for EXPLANATION

Communicate information and ideas

Construct and explain a model

Review and critique solutions

Construct a new explanation

Utilize peer evaluation

Determine appropriate closure

Integrate a solution with existing knowledge
and experiences

Assemble multiple answers/solutions
Methods for EXTEND & APPLY

Make decisions

Apply knowledge add skills

Transfer knowledge and skills

Share information and ideas

Ask new questions

Develop products and promote ideas
Use models and ideas to illicit discussions
and acceptance by others
 Relate knowledge to everyday life

Methods for EVALUATION

Every aspect of the cycle should contain
on-going evaluation:
– Make time for reflection & self-analysis
– Collect of real evidence to support your
ideas
– Reformulate ideas in light of new
experiences and evidence
SAMPLE: ELD Modified Standard for
Science Language Objective #1: Vocabulary
Recognize cognates, prefixes and suffixes of
academic vocabulary.
Use appropriate connectors/signal words to
sequence the steps of meiosis.
Beginning
Early
Intermediate
Apply knowledge of text connectors/signal words
to make inferences (to understand the steps of
meiosis).
Intermediate
Use glossary to determine the meaning of
unknown words (e.g., idioms and words with
multiple meanings).
Early
Advanced
Recognize that some words have multiple
meanings and apply this knowledge to the text,
student writing and speaking.
Advanced
ELD Standard Modified
(CELDT Blueprints)
ELD
Proficiency
Level
Beginning
Early
Intermediate
Intermediate
Examine the CELDT Blueprints from your
binder to identify ELD Standards for each ELD
Proficiency Level
Final Activity: APPLICATION
Use the Planning Template for Text Analysis and the
SDAIE Planning Tool to develop a plan for a new or
existing lesson to identify:
1.Prior Knowledge
2.Vocabulary
3.Sentence Structures
4.Readability
5.Content Organization
6.Content Objectives
7.Language Objectives
8.ELD Standards
FINAL THOUGHTS
“The explicitness with which teachers
instruct academic English makes a
difference in learners outcomes, especially
for ELs who have reached a plateau in their
development of English.”
Robin C. Scarcella
University of California, Irvine