East Bay Teacher InstituteU S Department of Education

CSU East Bay FoundationGLAD

Guided Language Acquisition Design

Presented by GLAD Trainer Consultants

Olivia Gallardo and Noemi Romero-Rodrigues

& Heather Skibbins

Project GLAD™ is a curricular model of professional development dedicated to building academic language and literacy for all students; especially English learners.

What is Project GLAD (Guided Language Acquisition Design)

ObjectivesReview the Theoretical Base for Project GLADIntroduce the curriculum model as an

integrated, balanced language and literacy approach to language acquisition.

Model strategies that fully integrate listening, speaking, reading and writing in a “language functional environment”

History of Project GLADDeveloped for Newcomer EL Students by Marcia Brechtel and Linnea Haley in Fountain Valley, CA Designated Exemplary Program by the State

Designated Program of Academic Excellence by the U.S. Department of Education 

Identified as model PD for Title III

Used in over 100’s of districts and schools internationally, over 100 Key trainers across the country

1980’s

1990

1991

2004

Today

GLAD Coaching ModelTheoretical Framework - research andtheory of model based on Joyce and Showers

A. Two day workshop

B. Four day in classroom demonstration with coaching (a.m.)

C. Four days for grade-level, standards based planning with coaching andassistance from GLAD trainers (p.m.)

RESEARCH:HOW LONG DOES IT TAKE ENGLISH LANGUAGE

LEARNERS TO LEARN ENGLISH?

Conversational Language

FLUENCY B.I.C.S.

Basic Interpersonal Communication Skills

Academic Language

PROFICIENCY C.A.L.P.

Common Academic Language Proficiency

5 - 7 years2 years

Stages of Language AcquisitionStages of Language Acquisition

PRE PRODUCTIONPRE PRODUCTIONno verbal productionno verbal production

EARLY PRODUCTIONEARLY PRODUCTION one/two word one/two word responsesresponses

SPEECH SPEECH EMERGENCEEMERGENCE simple sentencessimple sentences

INTERMEDIATE INTERMEDIATE FLUENCYFLUENCY more complex sentences more complex sentences

FLUENTFLUENT

BEGINNINGBEGINNING

EARLY INTERMEDIATEEARLY INTERMEDIATE

INTERMEDIATEINTERMEDIATE

EARLY ADVANCEDEARLY ADVANCED

ADVANCEDADVANCED

ELD StandardsELD Standards

Negotiation for MeaningExample of zone of proximal development in action:

• first, no one thought he could learn• second, he learned with his group• third, he was able to learn alone

 Memorizing a list of words  vs. Knowing what to do with them

Definitions only have meaning if you sit and think about it, talk about it, and act upon it.

                                                                        Vygotsky (Adapted by: Project GLAD)                                                        

Primary Language Knowledge and skills

transfer across languages Longitudinal studies have

shown primary language use accelerates English acquisition

Parents can support literacy through primary language use

Cummins

Ramirez

Collier/Thomas

Wong Fillmore

Primary LanguageTransferability

•Concepts•Cognates•Reading and writing process •Habits of Mind,

identity, language and culture

What is Culture?

Cultural Connections Validation of home

language and culture

Strengthening connections between home and school

Critical pedagogy

Lily Wong Fillmore

Alma Flor Ada

Joan Wink

Funds of Knowledge“This totality of experiences, the cultural

structuring of the households, whether related to work or play, whether they take place individually, with peers, or under the supervision of adults, helps constitute the funds of knowledge children bring to school.”

(Moll & Greenberg, 1990)

10/2 What does this information

about primary language and culture make you think about?

Brain Research Metacognition and 10/2

Patterning & Language Window

Right/Left Brain

Multiple Intelligences

Triune Brain

Costa

Kovalik

Rico

Gardner

Wolfe

Multiple Intelligences

Logical/Mathematical

graphic organizers problem solving

Verbal/Linguistic storytelling

journal writing

Musical/Rhythmic rhythmic patterns

musical performance

Interpersonal

giving feedback

division of laborVisual/Spatial

drawing, painting mind-mapping

Intrapersonal

reflection metacognition

Body/Kinesthetic

drama body language

TOOLBOX

Reading & Writing A Balanced Literacy Approach

Philosophical Foundations

Language Functional Environment

Writer’s Workshop Effective &

Meaningful Writing Strategies

ELL Framework for Reading

Goodman/Cambourne& Smith

Traill

Calkins & Graves UCI Writing Project

Shefelbine

Shefelbine’s Framework for ReadingMotivation (success, pleasure, relevance)

Decoding Comprehension

Word Recognition Strategies

Fluency Academic Language

Comprehension Strategies

Concepts of print

Phoneme Awareness

Sight Words

Automaticity Background Knowledge

Vocabulary Syntax and Text Structure

Comprehension Monitoring

(Re)organizing Text

To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction…

Stephen Covey

10/2How does this approach to planning instruction fit in with your experience?

Strategies-Walk the WallsFive Components of GLAD

Focus and MotivationInputGuided Oral PracticeReading/WritingClosure/Assessment

Focus and MotivationPurpose:

Motivation - To hook students

Diagnostic - To find out what students know and where we need to build background knowledge

 When:

At beginning of unit

Throughout to motivate/sustain interest

Strategies Three Standards Super Scientist Awards Observation Charts Cognitive Content Dictionary

Inquiry Chart Big Book Realia

Input

Purpose: Direct teaching of concepts Comprehensible Input and Output Done whole class

– “teach to the highest, review to the lowest”

When: Mostly at beginning of unit Reprocessed throughout the unit

 

Strategies Graphic Organizers –

– Tree of life– Timeline– World Map

Pictorial Input Chart Comparative Input Chart ELD Review Narrative Input

Guided Oral Practice

Purpose: To build academic language Opportunity to practice using

vocabulary in risk-free environment

Foster habits of positive interaction

Provide opportunities for academic discourse

When: Throughout the unit

Strategies

T-Graph Team Points Chants/Poetry Booklet Picture File Cards Exploration Report Sentence Patterning Chart

– Games/add-ons/chants

Reading and WritingThe curriculum model provides a natural scaffold where

students complete learning tasks in this order:

“First you do, then we do, then I do…”

1. Whole class

2. Small group

3. Individual

“Stress the Joy and purpose of reading and writing” - Brechtel

Strategies

Non-Rhyming/Free-form Poetry

Expert Groups Process Grid Coop Strip Paragraph EL Review Story Map

Learning Logs Interactive Journals

Writer’s Workshop Team Tasks Portfolios

Any student can hit a target if they can see the target, and it holds still. Our kids don’t know what they need to learn, how they’re going to be assessed, and what they need to do to get there.

Sagor

Assessment and Evaluation

Education is Based on Relationships

“The starting point for understanding why students choose to engage academically or, alternatively, withdraw from academic effort is to acknowledge that human relationships are at the heart of schooling.”

Jim Cummins

Effective InterventionsEffective Interventions

For a real change to occur, educational interventions must be oriented toward empowerment -- toward allowing students to feel a sense of efficacy and control over what they are committedcommitted to doing in the classroom and in their lives outside the school. Jim Cummins

Who does GLAD benefit?English Learners

GATE StudentsStruggling ReadersUnmotivated Students

THAT IS--ALL STUDENTS!

Standard English Learners

Visual, Kinesthetic, & Auditory Learners

Multiple Intelligences

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