CTEL ELD and SDAIE Methods Questions and Answers — Questions and Answers
Question 1: A high school biology teacher is preparing a lesson on mitosis for a class that includes several intermediate-level English learners. Which SDAIE strategy would be MOST effective for introducing the complex vocabulary (e.g., prophase, metaphase, anaphase, telophase)?
- Having students read the textbook chapter aloud in a round-robin style.
- Using visuals, such as diagrams and animations, and creating a concept map that links the terms to the stages of the process. (Correct answer)
- Providing a list of the words and their dictionary definitions to memorize before the lesson.
- Assigning an advanced research paper on the history of cell division.
Correct answer: Using visuals, such as diagrams and animations, and creating a concept map that links the terms to the stages of the process.
The most effective SDAIE strategy is to make abstract content comprehensible through multiple modalities. Using visuals like diagrams, animations, and concept maps helps English learners connect complex vocabulary to concrete processes, which is more effective than decontextualized memorization, high-anxiety reading activities, or overly demanding assignments.
Question 2: In California's framework for English Learner instruction, what is the primary focus of Designated ELD?
- Teaching grade-level content material, such as history or science, using sheltered instruction techniques.
- Providing explicit, systematic instruction during a protected time focused on developing the English language itself, using the state-adopted ELD standards. (Correct answer)
- Translating all classroom materials into the students' primary languages for content support.
- Correcting every grammatical error a student makes during conversational speech to build accuracy.
Correct answer: Providing explicit, systematic instruction during a protected time focused on developing the English language itself, using the state-adopted ELD standards.
Designated ELD is a specific, protected time during the school day where the instructional focus is on the state's ELD standards. It is designed to build the foundational language skills English learners need to access grade-level content. This is distinct from Integrated ELD (or SDAIE), where ELD standards are taught in tandem with content standards.
Question 3: Which of the following is the best example of a teacher scaffolding a writing assignment for English learners in a U.S. History class?
- Providing students with a variety of complex primary source documents and asking for a five-paragraph essay without further support.
- Grading the final essay more leniently for English learners than for native English speakers.
- Giving students sentence starters, a graphic organizer to structure their arguments, and a word bank with key academic vocabulary. (Correct answer)
- Allowing students to write the essay in their native language and then use an online translator.
Correct answer: Giving students sentence starters, a graphic organizer to structure their arguments, and a word bank with key academic vocabulary.
Scaffolding involves providing temporary supports to help students complete a task they couldn't do independently. Sentence starters, graphic organizers, and word banks are all classic examples of instructional scaffolds that support language and structure without lowering the cognitive demand of the task. The other options either lack support, address assessment rather than instruction, or bypass the English writing goal.
Question 4: A middle school social studies teacher and an ELD specialist co-teach a lesson on the U.S. Constitution. The social studies teacher explains the historical context, while the ELD specialist explicitly points out and has students practice using modal verbs like 'must' and 'shall' from the text. This collaborative approach is a strong example of:
- Pull-out ELD instruction.
- Specially Designed Academic Instruction in English (SDAIE) only.
- Designated ELD instruction.
- Integrated English Language Development (ELD). (Correct answer)
Correct answer: Integrated English Language Development (ELD).
Integrated ELD is defined as instruction where state-adopted ELD standards are used in tandem with academic content standards. This scenario shows a content teacher and a language specialist working together to teach content while also explicitly focusing on the language needed to understand and discuss that content, which is the essence of Integrated ELD.
Question 5: Mr. Davies is starting a unit on ecosystems with his mixed-proficiency class of English learners. To make the content more accessible and build on students' existing knowledge, which SDAIE strategy should he use *first*?
- Assigning the first chapter of the textbook for homework.
- Administering a pre-test with complex academic vocabulary from the unit.
- Using a 'think-pair-share' activity where students brainstorm ideas related to the word 'home' before connecting it to 'habitat.' (Correct answer)
- Showing a 30-minute documentary on different world ecosystems without any pre-viewing activities.
Correct answer: Using a 'think-pair-share' activity where students brainstorm ideas related to the word 'home' before connecting it to 'habitat.'
A core principle of SDAIE is activating and building on students' prior knowledge. By starting with a familiar concept like 'home' and allowing students to think and share, Mr. Davies connects the new, academic concept of 'habitat' to their lived experiences, making it more comprehensible and engaging. The other options do not effectively build background or make the content accessible.
Question 6: A key feature of Specially Designed Academic Instruction in English (SDAIE) is the explicit inclusion of both content objectives and language objectives for every lesson. What is the primary purpose of including a language objective?
- To ensure students learn complex grammar rules in isolation from the academic content.
- To identify and focus on the specific language skills (e.g., listening, speaking, reading, writing) students will need to learn and communicate their understanding of the content. (Correct answer)
- To lower the academic rigor and simplify the core content for English learners.
- To satisfy a compliance requirement without significantly impacting instructional delivery.
Correct answer: To identify and focus on the specific language skills (e.g., listening, speaking, reading, writing) students will need to learn and communicate their understanding of the content.
Language objectives specify the language students will use to accomplish the content objectives. They focus on the academic language, vocabulary, and functions (e.g., comparing, explaining, summarizing) that are necessary for students to engage with the content and demonstrate their learning. SDAIE does not water down content; rather, it provides language support to access rigorous content.
CTEL ELD and SDAIE Methods Questions and Answers
A high school biology teacher is preparing a lesson on mitosis for a class that includes several intermediate-level English learners.
Which SDAIE strategy would be MOST effective for introducing the complex vocabulary (e.g., prophase, metaphase, anaphase, telophase)?