SDAIE = Specially Designed Academic Instruction is an instructional approach which uses English as a medium of instruction for subject matter classes including the social sciences, math, and science. This type of strategically planned instruction should be used with students at intermediate or advanced levels of English proficiency. This approach facilitates the acquisition of content when students are initially introduced to subject matter instruction in English. Various techniques are employed to make English academic input comprehensible for all students.Sheltered English Techniques in the Mainstream Class 1, Increase wait time, Give your students time to think and process the information before you rush in with answers. A student may know the answers, but needa lite more processing ime in order to say'tin English. : 2. Respond to the message. It a student has the answer correct and you can understand it, don't corect his r her gram- ‘mar. The exact word and correct grammatical response will develop with time, especialy ‘with young children. instead, fepeat his or her answer, putting it ito standard English, and let the student know that you are pleased with his or her response. 3. Simplify your language. ‘Speak directly to the student, emphasizing important nouns and verbs, and using as few era words as possible. Repetition and speaking louder doesn't help; rephrasing, accompa~ ried by body language does. 4. Don’t force reticent students to speak. Instead, give the students an opportunity to demonstrate his or her comprehension and knowledge through body actions, drawing pictures, manipulating objects, or pointing, 5. Demonstrate; use manipulatives. Whenever possible, accompany your message with gestures, pictures, and abject that help {et the meaning across. Use a variety of different pictures or objects for the same idea. Give {an immediate context for new words. Make use of all senses. Give students a chance to touch things, to listen to sounds, even to smell and taste when possible. Talk about the words that describe these senses asthe stuclent physically experi= fences something, Write new words as well as say them. 7. Pair or group students with native speakers. "Much ofa chi’ language learning comes from interacting with hisfher peers. Give your st- dents tasks to complete that require interaction of each member ofthe group, but arange’t 0 that the student has linguistically ease tasks. Utlize cooperative learing techniques in a student-centered dassroom.8, Adapt the materials. Don't “water down” the content. Rather, make the concepts more accessible and compre- hensibie by adding pictures, charts, maps, me-lines, and diagrams, in addition to simplifying the language. 9, Increase your knowledge. Learn as much as you can about the language and culture of your students. Go to movies, read books, look at pictures ofthe countries. Keep the similarities and differences in mind ‘and then check your knowledge by asking your students whether they agree with your impressions. Learn as much of the student's language as you can: even a few words hep. \Widen your own werld view; think of altemate ways to reach the goals you have for your lass. 10. Build on the student's prior knowledge. Find out as much as you can about how and what a student leamed in his or her county. ‘Then try to make @ connection between the ideas and concepts you are teaching and the student's previous knowledge or previous way of being taught. Encourage the students to” point out differences and connect similarities. 11, Support the student's home language and culture; bring It into the classroom. ‘Your goal should be to encourage the students to keep their home languages as they siso acquire English. Many children inthis world growup speaking more than.gne language; i's an advantage. Let students help bring about a multicuitural perspective to the subjects you are teaching, Students might be able to bring in pictures, poems, dances, proverbs, of ‘games. They might be able to demonsvate a new way to do a math problem o¢ bring in & ‘map that shows a different perspective than that given in your history or geography book. Encourage students to bring these items in as a part of the subject you are teaching, not just as a separate activity. Do whatever you can to help your fluent English-speaking students see al students as knowledgeable persons from a respected culture. ‘Source: P,Sullvan, ES n Context. Corwin Press: 1992. Used with permission,Specially Designed Academic Instruction in English (SDAIE) (SDAIE is used to deliver content area curriculum to English Language Learners) Tapping Prior Knowledge/Building Background Knowledge: ‘© Using the language domains of reading, writing, listening, and speaking to access prior knowledge and build background knowledge «Extensive use of graphic organizers Grouping strategies «Differentiating between group work and cooperative learning «Providing participants with a wide range of cooperative learning strategies Multiple Intelligences (Briefly) ing the participants what Howard Gardner has identified as our intelligences, and providing strategies to incorporate them into daily lessons Adapting the Text ‘© Providing a variety of strategies to make the content area text comprehensible to LEP students. Strategies discussed include graphic depiction of the text, framed outlines, vocabulary cards, and text rewrites. ‘© Vocabulary Development Interactive Learning Experiences © Demonstration of how to make lessons comprehensible through the use of a variety of manipulatives and context clues Language Sensitivity ‘© Teaching participants the different language acquisition levels and strategies to address. different levels within the same classroom Cognates Idiomatic expressions Primary language support Lower the Affective Filter Questioning strategies Environment Appropriate Feedback Increasing Wait Time ‘© Provide strategies for teachers to use to increase the processing time allowed before students are required to respond Home-School Connection © Strategies for making connections with the home © Cultural appreciation and relevancy Connecting SDAIE to Brain Research © The SDAIE elements are linked to current brain research. Connections are made between the research on brain compatible learning and the elements of SDAIE.