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Glad

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  • 1. GLAD
    Guided Language Acquisition Design
  • 2. Project Glad :
    • Promotes English language acquisition, academic achievement, and cross-cultural skills
    • 3. Tied to standards
    • 4. Provides access to core curriculum
    • 5. Promotes positive, effective interactions between students and students, and students and teachers
    • 6. Develops metacognitive use of high level, academic language, and literacy
    A GLAD unit has four Component :
    • Focus/Motivation
    • 7. Input
    • 8. Guided Oral Practice
    • 9. Reading and Writing
    This presentation aims to highlight these four components.
    Source: projectglad.com
  • 10. Focus/Motivation
    • Cognitive Content Dictionary
    • 11. Daily exposure to high level academic language and vocabulary to unit
    • 12. Encourages student metacognition as students use context clues, visuals, and hang signals to determine final meaning
    • 13. Super scientist awards
    • 14. Provides authentic, interesting information and pictures throughout unit
    • 15. Rewards students for following three standards: Show Respect, Make Good Decisions, Solve Problems
    • 16. Observation Charts
    • 17. A collection of authentic pictures
    • 18. Encourages discussion of grouping, classification, and gives students a chance to simply talk about topic
  • Focus/Motivation
    • Inquiry charts
    • 19. T-chart like the KWL. Provides students opportunities to share background knowledge as well as hook them with opportunity to ask questions that may be answered in unit.
    • 20. Model of Inquiry Science Method
    • 21. Teacher-made Big Books
    • 22. Introduces 4-7 major concepts of the unit
    • 23. Exposes students to high-level scientific vocabulary and complex language structures
    • 24. Patterns scaffold students towards being able to read grade level text
  • Input
    • Graphic Organizers
    • 25. Three types: World Map, Timeline, or 6 Kingdoms of Life
    • 26. Provides students a big picture of where the unit fits
    • 27. Provides students visual representation of different concepts of unit
    • 28. Pictorial Input Chart
    • 29. Directly teaches the concepts of the unit
    • 30. Color-coded chunks
    • 31. As you revisit it the next day, students put up word and picture cards, helping them to engage and imprint further
  • Input
    • Comparative Input Chart
    • 32. Directly teaches concepts
    • 33. Provides students an opportunity to practice higher-level skill of compare/contrast
    • 34. Visual representation provides for all learning styles
    • 35. Narrative Input Chart
    • 36. Teaches concepts through storytelling
    • 37. High level difficult concepts become understandable
    • 38. Provides an opportunity for ELD review—adding speech bubbles, retelling story, high-level vocabulary
  • Guided Oral Practice
    • T-Graph for Social Skills & Team Points
    • 39. Authentic way to practice social skills
    • 40. Work on up to six social skills for the year
    • 41. Students choose aspect of skill to work on—ownership
    • 42. Picture File Cards
    • 43. Used in all areas throughout the unit (60-80 pictures)
    • 44. Great resources for oral and written language
    • 45. Can be used for writing prompts, sorts, classifying
    • 46. Exploration Report
    • 47. What we observe, what we wonder, what we predict
    • 48. Can use ELD sentence frames to scaffold
    • 49. Academic Discourse
  • Guided Oral Practice
    • Chants/Raps/Poems
    • 50. Examples: Here, There; Yes, ma’am (sir); I Can Spell, Bugaloo, Sound Off
    • 51. Revisit to add sketches, picture file cards
    • 52. Rhythm and patterning with vocabulary and contents
    • 53. Lowers affective filter
    • 54. Sentence Patterning Chart
    • 55. Teaches parts of speech
    • 56. Adjective, Adjective, Noun, Verb, Adverb, Prep. Phrase
    • 57. Patterns high level sentence structure
    • 58. Color code parts of speech
  • Reading and Writing
    • Poetry Frame
    • 59. Able to teach academic language through rhythm and patterns, figurative language, formatting
    • 60. Creative outlet
    • 61. Found Poetry
    • 62. Promotes creativity
    • 63. Read a descriptive text, students choose words that stand out, and write poems with those words
    • 64. ELD Group Frame
    • 65. Students practice retell of narrative
    • 66. Write a retell and then edit/revise collectively
    • 67. Team Tasks
    • 68. Students recreate charts in order to imprint in mind
    • 69. Teachers have opportunity to pull expert and review groups
  • Reading and Writing
    • Expert Groups
    • 70. Each team is split into four, become experts of one “topic” in unit
    • 71. Teacher works with small group, students go back to “teach their team”
    • 72. Process Grid and Mind Maps
    • 73. Students take info, make mind map, teach teams, and as a class, fill in Process Grid
    • 74. Can be used to write reports, paragraphs, etc.
    • 75. Cooperative Strip Paragraph
    • 76. Models writing process
    • 77. Teacher writes topic sentences, teams make their own sentence
    • 78. Class revises, rewrites, edits together
  • Reading and Writing
    • Story Map
    • 79. Teaches elements of story
    • 80. Scaffolds retell of a story
    • 81. Setting, Characters, Problem, Goal, Events, Resolution, Theme
    • 82. Student Folders
    • 83. Includes Learning Logs, Poetry & Chant Booklet, Interactive Journal
    • 84. Writer’s Workshop
    • 85. Culminating assessment of information for each students
    • 86. Encourages metacognition