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Topic: SDAIE

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	University of California - Admissions
		In December 2002, BOARS clarified its policy related to the acceptability of ELD, SDAIE, and sheltered English courses.
		The clarification states that English Language Development (ELD) and Sheltered or SDAIE English language arts courses are acceptable if they are at the advanced level.
		Policy related to SDAIE and sheltered courses in other subject areas is unchanged.
	www.ucop.edu /a-gGuide/ag/whatsnew.html (2661 words)

	TASSI: SDAIE Handbook -- Techniques, Strategies, and Suggestions for Teachers of LEP and Former LEP Students
		SDAIE classes are those classes containing LEP students, taught by teachers using special techniques and strategies designed to assist LEP students in both language-acquisition and subject-matter content.
		To understand the purpose of SDAIE (often referred to as "sheltered instruction"), the umbrella is a useful metaphor.
		SDAIE teachers should go through the following process to help students understand why it is important to speak English in the classroom.
	www.csupomona.edu /~tassi/sdaie.htm (3434 words)

	Hueneme School District - SDAIE
		SDAIE is a set of strategies that are used to make content instruction in English more comprehensible to the language minority, Limited-English Proficient (LEP) students.
		Though meant for non-native speakers of English who have reached at least intermediate-advanced levels of second language development, SDAIE instruction is effective teaching for all LEP students when primary language instruction is not available or for post-transition students.
		It considers the student the center of the learning process; continuously monitors and adjusts the instruction to raise the LEP student to increasingly higher levels of thinking; features highly contextualized, personalized, interactive learning processes, and is task-function oriented.
	www.huensd.k12.ca.us /departments/educational_services/sdaie.htm (226 words)

	The Role Of Previous Educational Learning Experiences On Current Academic (Site not responding. Last check: )
		Based on the research of LEP students, who are receiving their second year or more of SDAIE instruction, specific suggestions are made regarding how to provide students with educational experiences that will promote academic success and continued English language development.
		SDAIE can be used with beginning ESL students in subject areas of the curriculum that can be presented in a concrete manner, such as art, physical education, music, math, science, geography, and map skills (Crawford, 1994).
		Intermediate school teachers working with LEP students, who are receiving their second year or more of SDAIE instruction and mainstream academic English instruction, need to provide opportunities for the students to continue to develop and to "fine-tune" their English language skills.
	brj.asu.edu /articlesv2/cota.html (5229 words)

	S.D.A.I.E.
		S.D.A.I.E. or Sheltered English as it often still referred to in various parts of the United States was originally established as an accepted transitional step for students learning English as their second language.
		At the heart of the theory are two major components that impact the S.D.A.I.E. classroom.
		Teacher training in S.D.A.I.E. methodology should revolve around those two statements since successful lesson design and course development hinge upon the teacher’s ability to provide these two key elements.
	www.rohac.com /sdaieinfo.htm (175 words)

	AUSD - The Lesson Plan Swap Meet
		SDAIE instruction is most effective for students at the Intermediate, Early Advanced and Advanced levels of English language development.
		SDAIE is the teaching of grade-level subject matter in English, which has been specifically designed for Limited-English Proficient students.
		SDAIE is not intended to replace primary language content instruction; in fact, primary language literacy is a prerequisite for effective SDAIE.
	www.azusausd.k12.ca.us /bilingual/SDAIElessonPlan.htm (625 words)

	Questions & Answers for Teachers No. 24
		ESL/ELD and SDAIE content area teachers also need to collaborate and cooperate in their lesson planning in anticipation of the instructional groupings the academic content area teacher may use in his/her lessons.
		SDAIE content area teachers need to acknowledge that, and need to affirm the value of each student to the cooperative effort of the lesson by acknowledging the individual contributions of each student.
		SDAIE content area teachers also need to expand the limited experiences and knowledge of each student to include the contributions of many individuals from many backgrounds to the advancement of knowledge.
	www.educationalquestions.com /qa24.htm (2244 words)

	Untitled1
		Instructional strategies are implemented to meet individual student needs, and include materials and curriculum designed to foster and simplify vocabulary development, comprehension, and concept attainment, as well as improved reading and writing skills.
		SDAIE is designed ideally for ELL students at the intermediate-advanced levels of English proficiency, but is used with all ELL students.
		SDAIE Instruction provides students with grade level curriculum, but presents the concepts and content in a linguistically accessible manner that allows for comprehension and use of the subject matter as a tool for language acquisition.
	www.redlands.k12.ca.us /ell_master_plan.htm (4417 words)

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		Review of Literature High School English SDAIE students have the challenge to immerse themselves in the same curriculum being taught those who are not.
		Research had me through a case study (Cary 2000), well-recognized and widespread SDAIE methods of instruction (Echevarria 2004, Mastropieri 2000), and specific roles of educators whose aim is to create opportunity and pointedly motivate students (Brophy 1998).
		Simply put, the SDAIE students, with all their struggles in comprehension, have indicated a degree of understanding and identifying questions requiring deeper thinking.
	www.msu.edu /user/wiesnern/paper_actionresearch.doc (3423 words)

	ALHS ESL/Bilingual Service 4
		At Abraham Lincoln High School, we offer a wide variety of SDAIE classes in most subject areas that help our English Language Learners to meet the high school graduation requirement and/or University of California "a to f" admission requirement.
		In these classes, students use the same core text books that the regular English speaking students are using, but the teachers employ ESL/shelter English approach to teach.
		Therefore, students will not be hindered by their lack of English language competency to handle the course work in different subject areas.
	members.tripod.com /lincolnesl/serv04.htm (160 words)

	Specially Designed Academic Instruction in English (Site not responding. Last check: )
		LEP students at more advanced levels of English acquisition attend their school of residence where they should receive ELD and SDAIE in the core curriculum provided by a teacher with a state-authorized LEP credential.
		LEP students in grades 7-12 at the beginning levels of English acquisition are mainly served at Thornton and Walters Junior High Schools and American and Kennedy High Schools.
		1 period ELD, 1 period SDAIE Social Studies, 1 period SDAIE Science, 1 period SDAIE Math, 1 elective and 1 period PE All students are expected to meet the same requirements for high school graduation.
	www.fremont.k12.ca.us /state-federal/sdaie.html (527 words)

	LHS MARE \| About MARE \| Standards and Curriculum \| SDAIE
		SDAIE refers to an approach for scaffolding the teaching of rigorous content and academic language in English to students who are just acquiring conversational skills in English.
		The strategies, drawn from the research of Jim Cummins, Stephen Krashen, Kenji Hakuta, and others, employ small group configurations, carefully planned use of media, body language, graphic organizers and pictures, many forms of informal, low anxiety discourse and communication, jigsaw learning, and thematic instruction.
		All these approaches increase comprehension of complex academic language by presenting them in an engaging, authentic, and linguistically contextualized setting.
	www.lawrencehallofscience.org /mare/about/sdaie.html (132 words)

	Untitled Document (Site not responding. Last check: )
		The SDAIE classes teach the same content and use the same materials as other classes, but the special teaching methods used will help increase your child’s comprehension in reading as well as improve his or her skills in writing.
		To be considered fully fluent in English, students must receive grades of “C” or better in English, Social Studies, Science and Math; score at the 35% or better in Reading and Math on the STAR test; and score Early Advanced or Advanced on the CELDT test.
		The SDAIE teachers and the English Language Development Resource Teacher will also be carefully monitoring the progress of each student placed in the SDAIE program.
	www.woodsidehs.org /resources/sdaie.htm (387 words)

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