CELDT+3

Intermediate Stage (2-3 years)
 * Retails events using descriptive vocabulary
 * Summarizes narrative accounts
 * Identifies main ideas
 * Provides details orally
 * Makes comparisons
 * Identifies and defines new vocabulary orally
 * Relies on illustrations for reading context clues
 * Writes simple sentences using high-frequency words

--But mostly uses BICS language: Basic Interpersonal Communication Skill
 * Uses some CALP language: Cognitive Academic Language Proficiency

SADAIE Strategies: []
 * Inside-Outside Circle** - Students are arranged into two equal circles, one inside the other. Students from the smaller inside circle face those in the outer larger circle and vice versa. Students ask each other questions about a review topic. These may be either teacher or student generated. Students from one of the circles rotate to either the left or right. The teacher determines how many steps and in which direction. Another question is asked and answered.

__Illustrated Timeline__ Tell the plot or sequence on a timeline, with pictures that depict the events. __Movie Poster__ Advertise the content from a lesson by creating a movie poster complete with ratings, pictures, actors, descriptions, and comments by a critic. __Comic Strip__ Create a 6-paneled comic strip of the lesson content. __Image and Quote__ Choose an image and quote from the lesson content that are representative or important. Poster should include a title. __Advertisement__ Choose an item from the lesson content and make a newspaper or magazine ad for it.
 * Posters -** As a BEYOND activity students create a poster in small groups. The following list describes several types of posters that the teacher may assign.

http://www.suhsd.k12.ca.us/suh/---suhionline/SDAIE/SDAIEhandbook.html IntoBefore beginning a unit of material, ascertain what the student knows about the subject matter to be covered. This should be done in a non-graded, non-judgmental, non-threatening manner. After determining what the student knows, introduce the major concepts that will be covered.ThroughIn addition to lecturing, the teacher contributes by utilizing realia, manipulatives, visuals, graphic organizers, and various modes of interaction between students. In addition to reading the text and listening to the teacher's lecture, the student takes responsibility for his learning by participating in group-work and sharing his understanding with others.BeyondIn order to create further understanding, the student must go beyond rote memorization and demonstrate real-world application of the newly-learned information. This process requires "higher-level critical-thinking skills" which result in ideas generated by the student rather than ideas presented by the teacher or by the text.
 * Into, Through, and Beyond **

SDAIE Strategies Relating to the Intermediate Level (3) 1. **Anticipatory Guide -** Students are given a series of statements that relate to a reading selection, lecture, or video. Students indicate AGREE or DISAGREE. After the information has been presented, students check to see if they were correct. 2. **Language Experience Approach** - This is a reading strategy based on a common experience. The students dictate a story to the teacher, who then records the story. The teacher then uses the reading as a practice on word recognition, sentence patterns, and vocabulary items. 3. **Directed Reading-Thinking Activity** This is a group activity to get students to think about the content of a fiction or non-fiction reading selection. The steps are 1) Students predict what they will read and set purposes for reading. 2) Students read the material. 3) Students discover if their predictions and hypotheses are confirmed. 4. **Pantomime-A-Tale -** This technique can be used with fiction or nonfiction reading selections. Divide an article into sections. Each group prepares their assigned section as a pantomime. There should be one group member who reads the section, with appropriate pauses, and three members who act it out without using words. Rehearsal is important, so allow time for it.  5. **Picture This** - This activity is useful as a vocabulary or concept review. A blank paper is divided into eight sections. Students draw pictures or symbols to represent words or major concepts. Students are not to label the drawings. Students exchange papers with a partner and partners try to correctly label each other's drawings.
 * Strategies taken from:** []