Chapter 5: Content Area Instruction, From Cross-Cu
Chapter 5: Content Area Instruction, from Cross-Cu
Exam (elaborations)
Chapter 5: Content Area Instruction, from Cross-Cultural, Language, and Academic Development Handbook || with 100% Correct Answers.
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Chapter 5: Content Area Instruction, from Cross-Cu
Institution
Chapter 5: Content Area Instruction, From Cross-Cu
What does SDAIE provide correct answers provide L2 support in content classes
SDAIE acronym correct answers Specially Designed Academic Instruction in English
What are 2 components of SDAIE correct answers students improve in speaking and listening, reading and writing
by studying content, a...
Chapter 5: Content Area Instruction, from Cross-Cultural,
Language, and Academic Development Handbook || with
100% Correct Answers.
What does SDAIE provide correct answers provide L2 support in content classes
SDAIE acronym correct answers Specially Designed Academic Instruction in English
What are 2 components of SDAIE correct answers students improve in speaking and listening,
reading and writing
by studying content, and teachers write content + L2 learning objectives while modifying
instruction to increase
comprehension
how do you use SDAIE to learn as a teacher correct answers SCIOP- sheltered instruction
observation protocol
Principles of support for ELLs in Content Areas- Content adapted instruction in which ELLs
can...(3) correct answers 1. Master grade-appropriate curriculum
2. Content has linguistic support
3. ELLs develop content-appropriate learning strategies
A model for SDAIE (3 Cs) correct answers 1. Content and L2
2. Connections to student background
3. Comprehensibility
( boost with Interaction: talking about lessons)
teacher attitude and SDAIE correct answers Positive teacher attitude believing that all students
can learn, all students have language skills, and identity is tied to language
With SDAIE, place objectives in the best order to learn for... correct answers For L2, content,
and 4 modalities (S&L, R&W).
Also includes learning strategy objectives- cognitive, social, and metacognitive
When selecting texts and materials, ask...(4) correct answers 1. Are content objectives for the
lesson adequately presented by the material? 2. Is the material comprehensible?
3. Is the text accurate, appropriate, and organized, appealing to learning styles, straightforward
(ex. No idioms), include definitions/charts, and include background?
4. Are there primary language resources?
T/F SDAIE teachers should teach structure features, style, and they should supplement text
books. correct answers True
4 ways for SDAIE teachers to modify materials and texts correct answers 1. Rewriting (takes
time)
, 2. Organizers and study guides
3. Read aloud/record
4. Group work
3 ways for SDAIE teachers to build connections to text and materials correct answers 1. bridging
to student experiences/the student as a person 2. schema building/student
knowledge 3. scaffolding to link new to the old
How do SDAIE teachers bridge to student lives? correct answers Bridge by developing
experiences (field trips, museums) or to students' lives (KWL charts)
How do SDAIE teachers build schema? correct answers Build schema with graphic organizers or
semantic maps
SDAIE Comprehension checks- Emergent correct answers Emergent: use either/or responses
How can SDAIE teachers help students voice the need for clarification? correct answers
Questions on an index card, raise hand in Meet, etc.
Strategies SDAIE teachers can use for comprehension checks correct answers 1. Gesture to
convey instructions
2. Communicating > error correction
3. Maintain class procedures/routines
4. Supply phrases + vocabulary
7 physical things to add context in an SDAIE classroom correct answers 1. manipulatives 2.
realia 3. media and visuals, 4. charts 5. maps 6. props
Human resources to add context include correct answers parents, pen pals, groups
to explain steps, SDAIE teachers might correct answers Model with hands on show and telling
what is speech adjustment? correct answers reduce talking and increase students' talking;
Articulate steadily and clearly
what are verbal markers, and how can you teach them to students? correct answers Ex. in
conclusion, first, second, last.
Work with teachers to determine 10 most common markers to teach students
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