An Introduction to GLAD (Guided Language Acquisition Design) Language and Literacy Support Strategies Jennifer Green, Ph.D. Sarah Ferris, M.Ed.

Agenda--Part 1 9:00-9:10--Introduction 9:10-9:30--Overview of GLAD 9:30-10:00--Getting Started Numbered Heads, Standards 9:50-10:00--Break and Transition

Agenda--Part 2 10:00-10:30--Picture File Cards and Pictorial Input Chart 10:30-11:00--Chant and Sentence Patterning Chart 11:00-11:30--Big Book and Paragraph Scramble 11:30-12:00--Workshop

Introductions Jennifer Green, Ph.D. Taught English in Japan and Ukraine (2 years each) Taught in Intensive English Programs (4 summers) Taught ESL grades K-12 in Minnesota (7 years) Faculty and Director of ESL Endorsement Program at Western Washington University (3.5 years so far…) Sarah Ferris, M.Ed. Taught 3rd and 4th grades in Bellingham, Washington (6 years) Taught literacy and methods courses at Western Washington University (3 years) English Language Learner (ELL) Specialist, Bellingham Public Schools (First year so far…)

Project GLAD (Guided Language Acquisition Design) Overview What you should know: Project GLAD™ is a model of professional development in the area of language acquisition and literacy Project GLAD™ is an instructional model with clear, practical strategies

Project GLAD Promotes: Positive, collaborative interactions among students and teachers Academic language English language acquisition Academic achievement for all learners

Important Reminder: The Project GLAD training is a week-long intensive training. You are only seeing some of the GLAD strategies, which is a good start. You are not formally “GLAD trained” until you complete the intensive training.

Getting Started in Your Classroom Numbered Heads Standards

Numbered Heads Organize students in color groups (or use unit-related names) Each student is assigned a number Students discuss by “putting their heads together.” Students make sure everyone knows what is being discussed and/or what their consensus/response/answer will be if the teacher calls on their group. For example, if the teacher calls on the “Red #2” person randomly, then that student shares out for the group. (Popsicle sticks work well to draw out students’ numbers/colors randomly).

Numbered Heads How it supports language development: Students get to explore and rehearse their thinking first with others before having to present it publicly to the class. Students can refer back to their team if they need extra help answering the question or responding to the task.

The 3 Behavior Standards Make Good Decisions Solve Problems Show Respect

Unit-focused strategies Picture File Cards Pictorial Input Chart Chant Sentence Patterning Chart Big Books Suggested extensions: Paragraph Scramble; Picture Scramble

Picture File Cards Find photos related to your unit of study online, in magazines, in photographs, etc. Display engaging photos and images related to the unit content that promote conversation. Some ways to use them are: Sorts Describing pictures (what do I see, think, wonder?) Introducing a topic Writing stories

Picture File Card examples

Pictorial Input Chart Large, color-coded illustrations that introduce a concept and use academic language to label items/concepts around the illustration Can be later revisited with picture file cards.

Pictorial Input Chart 10/2 lecture: Teacher talks for 10 minutes Students process for 2 minutes (turn and talk) Or 5/1 lecture (5 min. teacher talk and 1 min. process time)

Pictorial Input Example

Chants Songs or chants are a fun and engaging way for students to use vocabulary and grammatical structures before being able to use the language independently. You can find many chants/songs online. Simply google “Glad chants food” for samples about food. You can always make your own to fit your own needs and your students ability. Make the chant a little more difficult than your students’ language ability.

Chant SHOUT IT OUT! If you think you know this food, Shout it out! (clap, clap) 2x It can be red, yellow, or green This fruit is something I have seen If you think you know this food, Shout it out! (clap, clap) This drink comes from a cow And children drink it now If you think you know this food, Shout it out! (clap, clap) These are often served with rice They have protein, that is nice If you think you know this food, Shout it out! (clap, clap)

Sentence Patterning Chart Separate columns for the parts of speech: adjectives, nouns, verbs, adverbs, and prepositional phrases. The teacher and students brainstorm and combine words to make sentences and sing to the tune of “Farmer in the Dell.”

Sentence Patterning Chart Examples

Big Books Can be teacher-made or student-made Images and text about the topic that summarizes the main idea in a predictive, repetitive pattern *Can also be made electronically using powerpoint or another program

Big Books

I like apples. I see apples on trees in the summer and fall. They can be green, yellow, or red. Apples feel smooth. Apples smell sweet. I like to eat apples. They are crunchy. Apple pie is a delicious treat.

I like blueberries. Blueberries grow on bushes. They are ready to eat in July. When I bite into smooth blueberries, the sweet juice explodes in my mouth.

Blueberry muffins smell so good. I love to hear the oven buzzer. It means the muffins are ready to eat. Blueberry muffins and blueberry pancakes are delicious breakfast foods.

I like cherries. I like to see them growing on trees in the early summer. They are red and shiny. Some are dark red and others are dark—almost purple. I like to touch their smooth skin. Cherries are firm when they are ready to eat.

I like to smell cherry pie. It is sweet. I also like to hear a can of cherry soda being opened…fizz. Cherry pie, cherry soda, and just plain cherries are sweet and delicious. I am hungry just thinking about cherries!

I like pumpkins. I like to see the round, orange pumpkins growing in the fall. I touch the pumpkins when I carve them. The seeds are slimly to touch, but it is important to remove the seeds. The good thing is I can bake and eat the seeds!

I like to smell pumpkin bread when it is baking. Pumpkins sound hollow when I knock on them. I can also hear the knife when I start to carve. It is important to be careful, though. I don’t want to cut my finger! I like to eat pumpkin pie in November. It tastes sweet and delicious.

Big Book: Extension options Paragraph Scramble ● Picture Scramble ● Picture/Text Match

Review/Wrap up