SAES

 


 * Step #1: ** Visualize and brainstorm the major parts or components of the new program or practice.


 * Step #2: ** Within each of the components, visualize and brainstorm the ideal behavior by key individuals - principals, teachers, students. Those are “variations”.

also “variations”.
 * Step #3: ** Within each of the components, visualize and brainstorm the unacceptable behavior by key individuals - principals, teachers, students. Those are

components may have only three variations; others could have up to six.
 * Step #4: ** Generate more variations for each component, essentially filling in the gap between the ideal behavior and the unacceptable behavior. Some


 * ** Component 1: ** ||
 * || ** 1 ** ||  || ** 2 ** ||   || ** 3 ** ||   || ** 4 ** ||   || ** 5 ** ||   ||
 * || Teachers model & use explicit cues appropriate to each stage of language development. Cues focus on what is important and provide wait/thinking time. ||  || Teachers use explicit cues appropriate to higher stages of language development (e.g. Levels 3-5). ||   || Teachers use explicit cues appropriate to proficient language learners. ||   || Teachers use cues that sometimes focus on what is important. ||   || Teachers do not use cues. ||   ||
 * ** Component 2: ** ||
 * || ** 1 ** ||  || ** 2 ** ||   || ** 3 ** ||   || ** 4 ** ||   || ** 5 ** ||   ||
 * || Teachers model and guide practice in the inferencing process and ask questions that elicit inferences. ||  || Teachers model the inferencing process and ask questions that elicit inferences. ||   || Teachers ask explicit questions that elicit inferences. ||   || Teachers ask some questions that elicit inferences. ||   || Teachers do not ask questions that elicit inferences. ||   ||
 * ** Component 3: ** ||
 * || ** 1 ** ||  || ** 2 ** ||   || ** 3 ** ||   || ** 4 ** ||   || ** 5 ** ||   ||
 * || Teachers model and guide practice the analytic process and ask questions that help students analyze information. ||  || Teachers model the analytic process and ask questions that help students analyze information. ||   || Teachers ask explicit questions that help students analyze information. ||   || Teachers ask sporadic questions that help students analyze information. ||   || Teachers do not ask questions that help students analyze information. ||   ||
 * ** Component 4: ** ||
 * || ** 1 ** ||  || ** 2 ** ||   || ** 3 ** ||   || ** 4 ** ||   || ** 5 ** ||   ||
 * || Teachers ask higher-level questions of ELLs, including Level 1 & 2 ELLs ||  || Teachers ask higher-level questions of ELLs, including Level 2 ELLs. ||   || Teachers ask application and evaluation questions of ELLs. ||   || Teachers ask evaluation questions of ELLs. ||   || Teachers ask ELLs only low-level questions. ||   ||
 * ** Component 5: ** ||
 * || ** 1 ** ||  || ** 2 ** ||   || ** 3 ** ||   || ** 4 ** ||   || ** 5 ** ||   ||

the #5 position. Place the other variations in between. When every component and variation have been written into the appropriate location, draw a solid line to separate the ideal variations from the acceptable and a dashed line to separate the acceptable from the unacceptable variations. new page
 * Directions: ** Using action verbs, describe each component and each variation. Place the ideal variation in the #1 position and the most unacceptable variation in

**A30 - Worksheet for Invention Activity (Val, Jill, Phyllis, Sibylla)** 2. 2 inches of masking tape 3. must be at least 2" tall 4. must hold 4 workbooks for at least 30 sec. || 1. Hold palm at least two inches above table. Put paper on hand & hold 4 workbooks for at least 30 sec. || Discussion about whether you can use the human body; "Is this cheating? "You can **only** use...." || "The invention's gonna be a bridge." Describing the invention: "What's it gonna look like?" It's gonna look like a 'z'. "Is that two inches?" "This is gonna be great!" "How many workbooks?" "What's a workbook?" "How many workbooks?" || __Language Objectives__
 * Conditions || Hypothesis || Test:Discard?Revise? ||
 * 1. 1/2 sheet of construction paper
 * || 2. A zigzag will hold 4 workbooks for 30 seconds. Fold paper into a two-inch column. Bend into zigzag and place on its side. Put workbooks on top. || Questions about how to measure two inches without a ruler. "It's the length of your thumb." It's not, though." "That's about two inches - that's the way we're built."

Language Functions: 1. Students will plan & predict.

Language Structure: 1. Students will use sentence starters.