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SDAIE StrategiesInstructional Checklist (Specially Designed Academic Instruction in English)Semester / Year: Teacher Name: Student: Grade: Check or highlight the instructional strategies implemented.

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How to fill out the Sdaie Checklist online

The Sdaie Checklist is an essential tool designed to assist educators in implementing specially designed academic instruction in English. This guide will walk you through the process of completing the checklist online, ensuring that you can effectively document the instructional strategies used in your lesson plans.

Follow the steps to successfully complete the Sdaie Checklist online.

  1. Press the ‘Get Form’ button to acquire the form and open it in your online editor.
  2. At the top of the form, enter the semester and year, along with the teacher's name and student’s name. Fill in the grade level.
  3. In the section labeled 'Check or highlight the instructional strategies implemented in your attached lesson plans', review the strategies listed under each category (A, B, C, D, E, F) and mark those that you have utilized.
  4. For each instructional strategy listed, such as 'Slower speech rate' or 'Hands-on activities', confirm their implementation by checking the appropriate box or highlighting the text.
  5. Utilize the notes section at the end of the form to provide additional comments or explanations regarding the strategies used.
  6. Once all sections are completed, review your entries for accuracy and completeness.
  7. Finally, save your changes, and download, print, or share the completed Sdaie Checklist as needed.

Ensure your instructional strategies are effectively documented by completing the Sdaie Checklist online today.

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The main difference is that SDAIE's focus is to teach content, and ELD's focus is to teach language; both are critical for the language and academic development of the students to support all four domains of listening, speaking, reading, and writing.

Features of SDAIE Bridging or Activating Knowledge: Teachers can use pre-learning activities such as brainstorming to make connections and provide students with support. Other strategies include providing images, text previews, and vocabulary to prepare students for learning by building and activating prior knowledge.

Teachers using SDAIE techniques supplement the words they use with alternative forms of communication. They do this by acting out their words and by referring to pictures, charts, and graphs whenever possible. They give their students as many visual and nonverbal clues as possible.

Presenting material and lessons orally as well as increasing the use of visuals, graphic organizers, manipulative and hands-on-learning experiences. Using simple language for communicating as well as limiting the use of idioms, jargon and complex sentence structures.

Features of SDAIE slower speech rate. clear enunciation. controlled vocabulary. use of cognates. limited use of idiomatic speech. words with double meaning defined.

SDAIE strategies focus on curriculum and teaching content to students, as compared to ESL curriculum, which focuses more on developing students' English language skills. Using SDAIE strategies helps teachers differentiate instruction to suit the learning needs of ELL students.

CONTEXTUALIZE THE LESSON Make it real. Use concrete, visual representations. Realia. TPR. Demonstrations. Role playing. Experiments. Peer discussions.

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