A teaching approach intended for teaching various academic content (such as social studies, science or literature) using the English language to students who are still learning English. SDAIE requires the student possess intermediate fluency in English as well as mastery of their native language. The instruction is carefully prepared so the student can access the English language content supported by material in their primary language and carefully planned instruction that strives for comprehensible input. SDAIE is a method of teaching students in English in such a manner that they gain skills in both the subject material and in using English.
Before reading a selection, hearing a lecture or viewing a video students are asked to complete the first two sections of the chart...
- "What I already know about..."
- "What I would like to find out about..."
After the information has been presented students complete the section...
- "What I learned..."
Responses are shared with a partner. THis is also known as a KWL Chart.
Anticipatory Guide
Students are given a series of agreements that relate to a reading selection, lecture, or video. Students indicate AGREE or DISAGREE. After the information has been presented, students check to see if they were correct.
Brainstorming
Students work as a whole group, in small groups, or alone. Begin with a stimulus such as a word, phase, picture, or object and record all responses to that stimulus without prejudgment. The students give ideas on a topic while a recorder writes them down. The students should be working under time pressure to create as many ideas as possible. All ideas count; everything is recorded. More ideas can be built on the ideas of others.
Carousel Brainstorming
Each small group has a poster with a title related to the topic of the lesson. Each group uses a different colored marker to write 4 to 5 sentences that relate to their topic. Students rotate to all the other posters, reading them and adding 2 to 3 more sentences. Students discuss the results.
Character Matrix
In groups, students create a grid, which lists the characters horizontally on the left and character traits vertically across the top. The students determine the traits used. Group members decide if each character possesses each of the traits and writes "yes" or "no" in the appropriate box.
Choral Reading
Groups of students chorally present a poem, or other reading selection. One person reads the title, author, and origin. Each person says at least one line individually. Pairs of students read one or more lines. Three students read one or more lines. All students read an important.
Cooperative Dialogue
1. Students number off 1 through 4
2. Each student pairs with another student from a different group who has the same number.
3. Following the timeline from the article that was previously read, each pair writes a dialogue between 2 characters in the passage.
4. Pairs are selected to present dialogues to the class. This activity is designed to be a text "re-presentation".
4 Corners
Carousel Brainstorming
Each small group has a poster with a title related to the topic of the lesson. Each group uses a different colored marker to write 4 to 5 sentences that relate to their topic. Students rotate to all the other posters, reading them and adding 2 to 3 more sentences. Students discuss the results.
Character Matrix
In groups, students create a grid, which lists the characters horizontally on the left and character traits vertically across the top. The students determine the traits used. Group members decide if each character possesses each of the traits and writes "yes" or "no" in the appropriate box.
Choral Reading
Groups of students chorally present a poem, or other reading selection. One person reads the title, author, and origin. Each person says at least one line individually. Pairs of students read one or more lines. Three students read one or more lines. All students read an important.
Cooperative Dialogue
1. Students number off 1 through 4
2. Each student pairs with another student from a different group who has the same number.
3. Following the timeline from the article that was previously read, each pair writes a dialogue between 2 characters in the passage.
4. Pairs are selected to present dialogues to the class. This activity is designed to be a text "re-presentation".
4 Corners
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