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SDAIE Strategies

Strategy Purpose Description Variations Notes/Sketch

1. Routines and Pre-reading/ -Language Objective on the board Make necessary variations Writing these on the
Classroom Motivation/ Preteach
Procedures
-A page number frame that says turn to page depending on students needs. board in a consistent
-Be very clear on where things are Turned in- -Use sequencing words place
very specific places every time throughout lesson
-Write out directions and include pictures-not
just orally

Pre-reading/ -Use the information on this chart to guide Make variations depending on What do you think you
2. Inquiry Charts Motivation/ Preteach
your lessons students needs and according know about farms? On
-Use it with purpose, if not it is not effective to curriculum. left side- on the right
-Left column is asking students what they side What do you want
think they know about a subject. KEY word is to know about farms?
THINK. -Two column chart
-Right column is what are the things they
WANT to learn-Teacher uses as key of what to
include in instruction.

5 columns New Word- Predicted Meaning- Modification for Preschool: -You can have students
3. Cognitive Content Pre-reading/
Final Meaning- Sketch- Oral Sentence Start with blank paper-its choose the words
Dictionary and Motivation/ Preteach -Words from the unit that students need to going to have 7 letters- I am
Signal Word know going to start drawing and I -You need to hear a
-Way to preteach vocabulary want you to try to guess what vocabulary word at least
-Choose key vocabulary and choose one or it is-describe the parts like 80 times for it to become
two words to start feathers, claws, beak, ect. apart of your vocabulary
-You find out how many have hear the word - Have students say the words
and how many have not heard the word wings and Claws-Ask does -Okay when I say the
before 4/20 anyone know what the animal word we do this (act it
-Then have students make a few predictions of isNow rooster starts with a out)
what they think it will mean r everyone say r-Now lets -When I say the vocab
-Than you say this is a word you will see in the spell the word together-Ask word students say the
reading and when you see it I want you to how many syllables does the definition
define it in the reading in context to find out word have-Now when we read -Students hear the
the final meaning today about farm animals, one vocabulary word over
-The next day you return to the CCD and you of the main characters is a and over
guide the final definition roster- it is also my signal
-Then do a sketch word to get your attention
-Oral sentence is not to be written down it is
just intended for practice
-Students hear the words over and over again
-Lets use this as a signal word for the day

-Its a great way to explain examples -Use pictures according to -Visuals


-You can find them in the computer- curriculum and students -Students can
4. Picture File Cards Pre-reading/ magazines-calendar needs manipulate
Motivation/ Preteach -Have the student make the picture file card -Use internet if picture cards -Access when related to
-Teacher can put the file card in a folder for are not accessible curriculum to provided
him to look at -As year progresses have students with
-Give student the word and have the student student write sentences with examples/experiences
look up the image to make it a card and the picture card with the terms
teacher okays it
-Use magazines/old books to find images to
make picture cards in relation to text

5. Realia and Direct Pre-reading/ The more hands on activities and realia makes -If you cant have a tangible -Objects/items that
Experiences Motivation/ Preteach
things more comprehensible realia-use the next best thing students can
-Students need to touch and feel stuff to gain (Pics of the item/videos) manipulate/experience
an experience

-Cut out pictures of what you are doing For younger kids-sit in groups Good discipline and you
-You put them around the room spaced out with just one simple picture set the stage-this is a
6. Observation and next to them you place a blank piece of and dictate what students say great and engaging
Charts Pre-reading/ paper. -Teacher writes what student activity
Motivation/ Preteach -With a partner, each have a pen- you will go says -The object is just to
up to the observation chart- I observe or I see -Do it whole Group with the explore the things that
something in the chart and write it on the class you want to learn
chart -Write down exactly what they -Easy to prep
-Then-ask a question and try to answer that say-do not correct them -Be very clear on your
question with a prediction-then you will look -Observations-Questions- expectations and
around the classroom and find a different prediction to their own directions
poster available and repeat the process question -7 or 8 around the
-The goal is to activate their prior knowledge classroom
and will give you an idea of their basic skills.

-This is our topic at the top -Make necessary variations to -Kids love exploring
7. Explorative Pre-reading/
-One left side says observation groups/curriculum/topics looking and searching
Report Motivation/ Preteach -Right side says Prediction according to the students -It has a low affective
-Right corner has Question needs filter
-Give students a pile of picture cards -They are able to ask questions -They are producing
-Allow group to choose one picture -Students are with a group language
card/talk/discuss Discuss as a whole class. Blank paper up
-Have students share to five their observation,
question, and prediction

Pre-made maps-if you put something on chart To make the correct variation- Teach to the high and
paper it give you something to write and draw teach to the high and review to review to the low
8. Maps and Pre-reading/ one the low-this avoids watering -Give them cards when
Timelines Motivation/ -Allow kids to mark on it-gives them down the curriculum instead they walk in; when we
Preteach something to interact with it of modifying the text review the timeline and
-It give them a good overview - Chunk out in colors when I say your word;
-Give students an experience to be involved in - Incorporate Picture File quietly place the card in
creating the map or timeline Cards place on the timeline
-It helps organize/make sense of the -Use timelines
information for the students

-You can make your own Big Books -These books can be used for Repetition/Patterns in
9. Big Books Pre-reading/
Motivation/ Preteach
-You can read the book together any age. sentences.
-Helps prepare students -Use many resources to
-Teacher made Big Books is the exact find/create
vocabulary and concepts that you want

-You just LISTEN to the story and see the -Different from Big Book Teacher holds up an
10. Narrative Input Pre-reading/
Charts Motivation/ Preteach
pictures. because you do not SEE the image as she tells the
-Images-with story on the back and you hold it text story to kids (students
up and read to the kids are actively listening)
-Gather on the carpet
-Have kids retell the story/act it out

11. Pictorial Input Pre-reading/ -Draw the image/thoroughly explain each part -This can be done with -Use SmartBoard to
Charts Motivation/ Preteach
of the image and than label animals/important characters outline/ have done in
-Informative/ academic language/ descriptive pencil to darken In with
class

12. Comparative Pre-reading/ -Similar to pictorial chart but with two -This can be done with -Use SmartBoard to
Input Charts Motivation/ Preteach
separate images on the same chart (like animals/important characters outline/ have done in
firefighter and police office) pencil to darken In with
class

-Examples are post cards, bookmarks; - Things to give out for -Notepads
13. Incentives and Pre-reading/
Scouts Motivation/ Preteach
scientist notes are pamphlets with facts. showing respect, making good -Printed images from
-Call the specific troublemaker a SCOUT that decisions, and solving topic being learned
watches for the students that are making good problems -Interesting academic
decisions, making good decisions, and solving -Use for other classroom tools
problems. Scout can hand out the incentives. management needs -Talk them up!

-Teacher reads a section of the novel while -Choose selected parts of novel -Fold paper in different
students follow along to have students sketch that squares
-Stop at the designated spot are capable of sketching -Provide an organizer
-Ask students to sketch what they just read -Adjust to students needs created for students
Pre-reading/ -No words just draw -Have students meet with their To activate their mind
14. Listen and Motivation/ Preteach -Continue to do this throughout the text partner & explain their and get them thinking
Sketch
Take out a scratch piece of paper sketches about the story
Difference between drawing and sketching -Have students write a Good way to formally
Read from a story/text and students are going sentence under each picture to assess what they know
to listen while pencils are down explain and what they do not
Good readers have pictures in their head know
while they read
Just listen and when I give you the word you
will pick up your pencil and sketch what was
in your head
Half sheet of paper -Make variations for students -This can be in the form
15. Home School Building Culture in
Connections Classroom
Interview a member of your family and what to be able to easily access the of index cards, or paper
they know about Greece/Greek history person interviewing (any -It will help incorporate
Interview what family member has a family member instead of a the family/community
definition for a modeled citizen specific grandma or mom) into the students school
Tell your family about the life of an industry -Students draw their response work.
worker. Write at least two comments or or ask or respond in the native Not looking for an essay
questions that your family had. language

Piece of paper Can also be used to pull cards 3x5 index cards
16. Extended Name Building Culture in
Tag Classroom
Student puts name in the center for classroom participation used on the first day of
Ask questions at the corner of each paper Questions may vary depending school to get to know
You compose the questions for the students to on class students.
answer

Personal exchanges Model correct spelling & Model specific errors


17. Interactive Building Culture in
journals Classroom
Staple two pieces of paper- students are to grammar they made with spelling
write a letter to teacher of something Insight into students lives like There and There in
interesting and Teacher will write a letter End with a question for your return letter!
back to them! teacher to respond to
Student can respond in any language
Idea is to set up a relationship with your
student

18. Learning Logs Building Culture in Similar to dialoging with student and then ask Informal assessment These take a lot of time
Classroom
them What is something you learned from Model Correct spelling & Academic exchanges
todays lesson? grammar
Helps create a trusting environment

Always on yellow paper so kids know this is Try to connect it to something


19. T-graph for Building Culture in
social skills Classroom
not academic it is culture of our classroom that you are reading or in the
Starts with see and hear academic area Choose
First brainstorm What do you think Fair something the class needs to
means? work on
Write it down at the top

Picture of a girl with a sad face titled Suzy Keep Suzy up on the wall all Just a picture of a face
20. Suzy Building Culture in
Classroom
Tell the class that when everyone went to year (refer when necessary) with the title of Suzy
class Suzy did not have any friends -Can also be modified as a boy -Extension- Then ask
Then you rip Suzy in half and keep explaining instead of a girl students to write in their
how everyone was still mean and ignoring -Story may vary of how Suzy interactive journal for
Suzy felt depending on the lesson students to respond if
Then crumple Suzy more intended for students there was ever a time
And say this is how Suzy felt that they felt like Suzy.
As a teacher I decided that I need to comfort
Suzy
As I talk to Suzy, I start to pull Suzy back to a
regular paper and smooth her out
Tell the class, I tried to make Suzy feel better
but no matter what I do or what I say, she will
never be the same again.

22. Airplane Building Culture in Number off the hands and say okay I have 5 -Other examples that keep -Calling on students in
Stacking Classroom
airplanes now lets start with the first airplane. students interests an order to respond
Kids put their hands down. -Nonverbal to show similar
response

-Allows a student to stop and think about -This can be done with movies -Student takes turns
23. A B Say Reading Strategies
Something
what they read in a reading passage. as well reading
-They can make predictions, ask a questions, -Assign partners strategically -Student A reads a
give examples, etc. -Students switch off reading certain amount, and
and sharing or saying Student B says
something about it something about it.

24. Metacognitive -Students mark up the text or write in the -Symbols or colors may vary -Annotating the text
Markers Reading Strategies
margins, using symbols, cues or even color to but should be consistent -Highlighting key details
show what theyre thinking in relation to the -Consistent
text

Tell students the topic of what you are going -Give students half of sticky
to be reading notes to read the article and
Record responses from below questions to find one clunker and one link!
brainstorm before reading on chart paper -Students can use paper and
-Start with vocabulary that students might be create their own chart
25. Clunkers and Reading Strategies seeing in the reading -Class chart where students
Links
-What will the article teach you? share out their chunks
-Explain what a clunker car is (old beat up car,
how does it drive, they are slow, not reliable,
they break downif you have a clunker car
and your driving and it stops working what do
you do? Do you just sit in your car?---What do -This allows you to
you do? This happens in reading! The clunker explain/clarify to move
is a word in the reading that slows you down, forward with the
brings you to a halt--- now just like you article.(model with them
wouldnt sit there in your clunker car you what a clunker and link
dont just sit there. Use your skills to figure is)
out this word, ask someone, figure it out!
LINKS- words you might not know the
meaning but you have an idea/connection of
what it means. It doesnt break down your
comprehension. It may slow it down.

-Find a sentence that you want to go deep -Color coding


with sentence strips -It makes it appear
-Color code where you want to pause and shorter/less intimidating
26. Sentence Reading Strategies discuss -Adjust according to students
Deconstruction -Students read it first and ask what do you needs
think this is about? -Adjust to specific
- Start deconstructing the sentence grade/curriculum
-What is the job of a commander? Write above -Turn over index card
the word what they respond with. -Read and write what the
through it sentence is really about
- Another way to have students survey the text -Make variations according to 5 steps:
27. SQ3R Study Reading Strategies
Method
and make predictions about it students needs -Survey
- With partner & complete check list -Make curriculum/text -Question
-Helps students think about the text they are appropriate to students needs -Read
reading while they are reading. -Recite
-Review

QAR NOW -What you read in the text and


A powerful and practical framework that how you relate to it
28. QAR & Text and develops comprehension and higher-level - T-chart organizer
You Reading Strategies thinking in all students. -Question and Relationship
-In the book: Right there or Think & Search (QAR)
(scanning, context clues, summarizing, -Some questions may be right
clarifying, text-to-text connections) there in the text, and some
-In My Head: Author & Me or Me or On My answers will require the
Own (predicting, making inferences, reader to search for the Helps students recognize
distinguishing fact & opinion, text-to-self answer or infer it. the different types of
connections) questions while reading
a text.

29. Jig Saw Reading Strategies -Emphasizes cooperative learning providing -Use this technique to assign -Breaks classes into
students opportunity to actively support each reading groups composed of groups and breaks
other to build comprehension. varying skill levels. assignments into pieces
-Students are dependent on each other to -Make variations on who is that group assembles to
succeed. grouped with who complete (like a jigsaw
-Students separate to gather information to -Make variations on the type of puzzle)
answer questions or read/comprehend and content being discussed to
than come back to their group to report what students needs
they have learned.

-It is on the wall with the categories already -If the student does not have
listed in the columns an answer, the teacher tells the
30. Process Grid Reading Strategies -For each column, student confer with their team to confer again and later
team to decide what facts go into columns of has another opportunity to
row 1 answer.
-The teacher randomly calls on individual
students from teams to share their answers
and teacher writes correct information on the
grid.

-Put students with a partner and give the first -Gives students the chance to -Partner sharing
partner to ask a bunch of IDK questions about choose what they want to talk -DO it as a get to know
31. IDK Strategy After the text for one minute about you strategy to show
reading/Writing -Give the other partner one minute to answer -Time can change them it works or how it
any of the questions asked -It allows students to get out of works
-Questions are phrased: I dont know if you their seats
are married. I dont know if you like to -Did your partner have a
read? I dont know what type of food you zinger questions that you
like to eat? couldnt answer?
-You can avoid responding any questions by
spending the minute only responding to the
questions you are comfortable with
answering.

-Start with Writing Noun= (person, place, or Trading Game Extension - A way to teach parts of
thing) tell them do not ask them (You can write the things on speech
-The Noun we are talking about is sentence cards and have them -Teach students how to
32. SPC Sentence Writing
Patterning Chart TEACHERS (The plural form) I want to physically put sentences put sentences together
describe the Noun Teachers with Adjectives. together) Students can send a -They say no, you bring
Adjectives are words that describe nouns, and representative to trade with out your scissors and
whats our noun?= teachers List out the other groups move the prepositional
adjectives asked from students Younger grades you can use phrases
-Move one to Verbs and tell them what verbs picture cards -Chunk in colors
are. Ask class to tell you some things teachers *Noun is always plural -Then you ask do we
do? -You can change to practice always have to put it in
-Now I have Adverbs witch are words that verbs in the past tense or this order?
describe the verb/actions. Many times they future tense
end in ly .
-Prepositional Phrases explain what it is that
tell you where?
-Use sticky notes to place next to the words
that will be used
-Add on synonyms/antonyms

8 total thinking maps. Thinking maps are -This is a gradual release type Circle map
designed with purpose and graphic organizers of thing (it takes time) -Want people to
33. Graphic After can look like anything. Graphic organizers are
Organizers/ reading/Writing -Teach/introduce the thinking understand there is a
Thinking Maps
to help them organize their information in a maps to the school difference from thinking
way to understand easier. maps and graphic
-Want students to decide what thinking map is organizers.
needed to organize information

After -Students retell the story -Adjust according to students (Graphic organizer)
34. Story Map reading/Writing -What is the problem? What events take needs -Title is at the top
place? What is the resolution? -In a sequenced ordered
Used to retell stories/organize key details of a
story/information

-When you want them to small group retell -Small group activity not -Good informal
something back designed for whole class assessment to see what
After -Sit with paper and have student choose a
35. ELD Group reading/Writing they can and cannot do.
Frame color marker and students write their names -Gives idea of hearing them - Teacher writes down
in their color. I have them put down their speak/what they understood exactly what they say
marker and I write what they tell me back of -This can be repeated to see -Go back and make
what happened in a video or book. Teacher progress corrections
writes down exactly what they say without
making any corrections.

36. Sentence Guided Writing After Blanks left in the sentence -Adjust to level of need from Examples sentence
Starter/Sentence Writing Provide examples
frames
students starters such as
Leave blanks to guide student -Beneficial for all beginning transitional words
Necessary for writing prompts writers

Pocket chart sentence frames to make a -Adjust to grade/students -Make


37. Co-ops Sentence Guided Writing paragraph all together
Paragraph After Writing
needs and teach when expectations/model
-Do the process grid first! It is a must! necessary grammar and the clear
-Have groups write two sentences appropriate editing process
-Group brings up to pocket chart
-Teacher provide topic and conclusion
-Go through and adjust/edit paragraph