Project GLAD Guided Language Acquisition Design

Focus and Motivation Strategies

Teacher-made big books (students should be within 3 feet of the teacher) Directly focus on content standard of the unit Embed important concepts and vocabulary Expose students to comprehensible text Patterned text gives access to all students

My notes: Use actual pictures used for front loading for their reading level, Sentence frames The most important thing about ____ is Teachers can make electronic copies but should always have a least one HARD copy Students can create or make their own big books

Observation Charts A type of visual inquiry chart Stimulates students curiosity Builds background knowledge information while providing the teacher with a diagnostic tool Provide opportunity for language support from peers Students write down questions, comments, or predictions. My notes: First get several pictures of specific topic that you will be studying Then post the pictures around the room with a white piece of paper below them. Have the students in partners go around the room together and write a question, comment, or predictions below the pictures. They do not have to get to all of them. Have them write their name next to the comments. Then you can repeat this activity when you farther in the unit, and you will be able to compare how much more knowledge they have. This activates prior knowledge and students discuss the topic together. Below is example, but all these pictures would be spread throughout the room.

Picture File Sort Develops higher level thinking Students classify and categorize pictures file cards Students build oral language skills Positive interdependence of team members Students justify categories in small group presentations. My notes: Teacher needs to gather pictures for topic they are studying. The pictures need to be able to classified and categorized. Teacher can give the groups the category prior to giving them the pictures or can have the group try to figure out the categories. (Prior to teaching the lesson, teacher can leave them open ended, then after teaching the lessons teacher can give the students the categories). o Teacher can ask questions like Why did you move some of the pictures after I gave you the categories?) Uses: ELD instruction for Social Studies, Science and Math vocabulary. Could transfer information to a thinking map. For LA, I could use pictures of characters from the stories with character traits. Word sort (another variation)-can use pictures instead of pictures. Examples, parts of speech and math vocabulary. Inquiry Charts (students should be within 3 feet of the teacher) From the inquiry method approach to science Think, predict, hypothesize Assess and activate prior knowledge Address misconceptions when processing and revisiting Teach revision and learning as a continues process Model, reading and writing skills My notes: Create a chart with two headings: What do you know about ____?, and What do you want to learn about ______?) Write mistakes and wrong information Write their name next to their comments Have share with their partner first to eliminate duplicate answers After you start the unit/chapter/theme revisit the Chart. Write T for statements that were true. Fix the wrong statement to make them true. Also write where we found the information If students questions where not answered write NR, for not researched. If you have time you can investigate those later.

Below are a few examples, note the different colors of markers for NR, and answering the questions.

Cognitive Content Dictionary (students should be within 3 feet of the teacher) Vocabulary development Word study skills Prediction and revision Classification My notes: Heading on the charts: New Word, Predictions, actual meaning, and sentence Teacher could add more like synonyms and antonyms. Under New word there should be H=Heard and NH= Never Heard, when introducing the word, ask the student who has the heard the word and not. Then put the number underneath the vocabulary word. This chart is used to teach any content vocabulary. The teacher can choose to do a new vocabulary word each day like for science or social studies. For language arts, the teacher can do all the HM words in one day. But need to have signal word of the day for each day (choose one of vocabulary words). The last new word, give students an area in the room or few pages in the book to find a hard vocabulary word. Whichever word has the most votes, then use that word. When using this strategy, you should stop after the first word after predictions, then read the text and come back to the chart and write the actual meaning and sentence. When doing HM, you can do all the vocabulary words.

Super Scientist Awards (teachers can rename this for their class) Behavioral management tools Connected to the standards Use of academic language and content vocabulary Individual standards (make good decisions, show respect, solve problems) My Notes: Teacher creates fact cards from the unit/chapter/theme with pictures if possible Teacher can create bookmarks with facts, too. Teacher should number the fact cards Teacher gives the students the awards (facts) when they following the rules Students get very excited about these and will start trading them to get them all.

Then the teacher selects a scout and the scout student has to find students doing a good job and had to explain why the student got the award.

Input Strategies (Direct Instruction)

Pictorial Input Chart (graphic organizer) (should be within 3 feet of the students) Organization of information in comprehensible way Uses real photos Labels Big picture concept Created in front of the students for brain imprinting My notes: Draw pictures in pencil prior to students arrival, and you can trace it. Draw and label drawing with the students. Dont forget to 10/2 throughout the lesson. To review the chart, give the students word cards (words that are labeled on the picture) and have them come up and tape then on the picture. Use chalk to color drawings, while the students come up and label the image. Add actual images to the picture if necessary. Timelines need to have pictures as well as facts.

Comparative Input Chart (should be within 3 feet of the students) Variation of the pictorial Compares and contrasts two objects, animals, characters in a story. Pictorial of a Venn diagram Big picture concept Information can be comprehensibly presented with the comparative, taken to a Venn diagram, and finally to writing. My notes: Two pictures that compare at the same time Draw pictures in pencil prior to students arrival, and you can trace it. Draw and label drawing with the students. Dont forget to 10/2 throughout the lesson. To review the chart, give the students word cards (words that are labeled on the picture) and have them come up and tape then on the picture. Use chalk to color drawings, while the students come up and label the image. Add actual images to the picture if necessary. Could put the information on a thinking map

Narrative Input Chart (should be within 3 feet of the students) High level, academic language and concepts are used but put into a story or narrative format. The story format allows for increased comprehension of academic concepts. Provided a visual retelling. My notes:
The teacher has to create narrative story and use images. The teacher should put chunks of the story on the back of pictures, so there is a chunk of the story for each picture. Then as the teacher reading the story, he/she puts them on the pre-drawn background. Teachers could use the HM read aloud, or create their own stories using science, social studies vocabulary words. Good after a focus and motivation strategy.

Extension activities: have pre-made quotes that students could add to the characters, have vocabulary words on cards so students could label them, put students in small groups have them retell the story in their own words and write together, use different color pens for each student in the group. Could use HM vocabulary too. Could have student s create their own after modeled. Using at flow map.

Guided Oral Practice

10/2

Backed by brain research, Art Acosta Important allow at least 2 minutes of student processing time for every 10 minutes of teacher input

T-Graph for Social Skills Created by Dee Dishon Students verbalize and internalize appropriate behavior More meaningful to the students than teacher imposed Sets standards for behavior

All statements in positive terms

My notes: On the top we can do a circle map, and add third column titled feel (from tribes). If students are having a difficult time, you can always come back to this at another time but use a different color marker. Or when the teacher observes the behavior they tell the students and add it.

Chants Embed key concepts and vocabulary Auditory and visual patterns Vocabulary building My notes: Written by teacher prior Students can create them after this has been taught Use old songs

Here is a form for one (example to left):

Noun here, noun there Noun, noun everywhere Adj. noun verb (w/ing) Adj. noun verb (w/ing) Adj. noun verb (w/ing) And Adj. noun verb Noun Prep. Phrase Noun Prep. Phrase Noun Prep. Phrase Noun Prep. Phrase And Noun Prep. Phrase Noun here, noun there Noun, noun everywhere Noun! Noun! Noun!

Sentence Patterning Chant Adapted from the McCrackens Skill building Patterning Parts of speech Resources for writing. My notes: To the tune of farmer in the dell Teachers choose one noun and it must be plural Then the teacher and students come up with other words for the other categories. Color code each category After it is filled out, students choose 2 adjectives and one of other parts of speech. Use post its to show which words the students choose Extension, cut apart the prepositional phase and put in the front to show different sentence structure or teacher can add columns synonyms, antonyms, past tense, etc. Look for below for example, The fearful poor farmers, the fearful poor farmers relocate unhappily under Hoover.

Reading and Writing

Team tasks (similar to UA) Used in place of centers Allows teacher to pull flexible (homogenous) groups Use modeled strategies Provide scaffolding: Teacher models Team take Individual work My notes: Team tasks start at the end of the first week, and teacher can only use strategies they have taught on that subject. Only 4 in a group. Start with 4 activities and do not pull any groups the first few times (similar to UA) Stop 10 min, reward teams for working well together Every week add more tasks All participate, and the students are only to 4 different color markers, this way you can look at the activities to make sure they are ALL participate. All four colors should be on every task. Example of task sheet Colors Name Red student 1 Blue student 2 Green student 3 Purple student 4
Student should have X amount of tasks done by X date. What are the tasks? They are the any of the strategies that are up in the room and the recreate them on their in a group.

Expert Groups Demonstrate features of non-fiction text Teaching reading for information Promote communication concepts My notes:
They are in their same team task groups (4 students) The teacher pulls 1 student from each and teaches them one concept, so that student is the expert.

So there are total of 4 subjects, and so each child will be an expert in different topics.

Process Grids Based on Sharon Bassanos wall grid Categorize information Aid in writing expository text Teaching reading information My notes:
Using about the 4 week of the unit The students on with task teams, so each student is an expert in one of the four subjects. Teachers can make this a game and give team points for correct answers. The experts teach the others in the group, while the class filling out this chart together.

Co-op Strip Paragraphs and Group Frames Aid in reading and writing expository text Model process of editing and revising Completed work becomes leveled reading related to the unit of study. My notes:
Have the students use the process chart. For examples say the students were going to write a paragraph about the loggerhead turtle. Give each team a topic and tell them to write a complete sentence with two facts from description, and the next team from the life cycle..etc. on sentence strip. The teacher writes in black the title, opening, closing sentence on sentence strips. Then as a whole class, we put the entire sentence together. Highlight good aspects (probably the writing target) Then edit for one thing, example capitals. Then go back and edit for something else.

Story map Teaches story elements Promotes sequencing My notes:

Use can the flow map

Interactive Journal Provides an opportunity for student to engage sustained silent writing and sketching The content of the writing is student choice