SDAIE Strategies
SDAIE PLANNED INTERACTIONS

Four Corners-Pre-assess for Prior Knowledge
•        Numbers from 1-4 are placed in corners of the room
•        Teacher Frames what is being assessed and how it will be assessed
•        Students choose what corner best describes their level of understanding
•        Students must demonstrate what they know in the corner they choose.  (White    
          Boards, Pair Share, etc)

Carousel (Pre-assessment)
•        Place large post it notes or poster paper around the room.
•        Put questions that students will answer on each post it note
•        Put students in pairs. Have each pair visit each topic or set of questions and
      answer the questions using small post it notes. Students write their names on
      outside of note and answers on inside of post it note and stick it on the large
      paper.

Stay and Stray
•        Have same group of students go to charts that were developed in Carousel         
      activity
•        One student stays to teach the concept and three ideas.
•        The other students “stray” to the next chart in clockwise motion
•        After the student who “stays” teaches the concept, ask the students at that
      group to summarize what was taught.
•        One student is selected to “stay” and teach the concept to the next group that
      “strays”
•        Cognitive Level-High
•        Retention Level-High

KWL Chart
•        Have students work in groups to write down what the Know, Want to know and
      at the end what they have Learned about the topic
•        Students work together to write their ideas about the topic on the chart
•        Have groups “Send a Spy” to the other groups to find out more information
•        Have groups prioritize and summarize the important ideas for each section of  
      their charts

Send a Spy
•        One member of your group goes to the other groups and seek information that
      is missing from your team’s chart.
•        The “Spy” visits each group’s chart to compare their team’s results and reports
      the results back to his/her own group.

Storyline
•        Use backwards “S” drawn on paper as the format for drawing the story
•        Read small segment of the story.  Teacher draws and describes what is
      happening.
•        Students draw their own pictures on their storyline.
•        Label key points in the story.
•        Use storyline to retell the story

Inside/Outside Circle
•        Count students off by 2’s
•        Have 1’s form inside circle (Students with the most knowledge and language)
•        Have 2’s form outside circle (ELL students and students who need the most
      review)
•        Students on the inside circle quiz students on outside circle
•        Have students move to their right one person and repeat the process
•        Reverse roles and repeat process with inside circle moving.

Think, Pair, Share Using Hand Graphic Organizer
•        Have students individually think about something they have just heard or learned
•        Have students pair up with someone sitting nearby
•        Have students share with a partner what they have learned and write it down on
      hand graphic organizer.
•        Pair with another student across table.  Add another thing to graphic organizer.  
•        When finished sharing, write summary sentence using three things they have
      learned about the topic.

Mix, Freeze, Pair, Share
•        Frame what they are to share about before you begin
•        Have students individually think about something they have just heard or learned
•        Have students stand up and mix around the room
•        Say, “Freeze” and have students immediately freeze where they are
•        Have students pair up with someone close by.  If they do not have a partner,
      they raise their hand and move towards someone with a hand up
•        Have pairs share with each other their ideas and what they have learned.

Mix, Freeze, Match
•        Frame what they are to share about before you begin
•        Have students individually think about something they have just heard or learned
•        Have students stand up and mix around the room
•        Say, “Freeze” and have students immediately freeze where they are
•        Have students pair up with the person that has the matching definition or    
      information
•        When students have found their match, they go to the front of the room.

Compare/Contrast Venn Diagrams
•        Compare and contrast 5 ELL levels of proficiency
•        Use 3 circle Venn diagram
•        Do Inside/Outside Circle to teach others about the topic

Flip Books (One for each story)
•        Fold paper length wise and into three columns
•        Make three blocks along right and left fold
•        Cut along fold lines  
•        Write words on one side of flip and definitions on the other side of the flip
•        Write topics that students are to answer when reading the story (Main idea,
      Characters, Setting, Plot, Genre, Author’s Purpose, theme, etc)
•        Draw or staple S for storyline on the inside fold of the book.  
•        Draw or staple picture of hand for summary on back of flip book.  
 
 
 
 
 
 
Key To Success Learning Services
3475 Eagle Ridge Court
Sierra Vista, AZ 85650
Phone: 520-378-6396 Fax 520-378-6396
Email:ckdean@cox.net


 
SDAIE Strategies