East Bay Teacher Institute
U S Department of Education
CSU East Bay Foundation
GLAD
Guided Language Acquisition Design
Presented by
GLAD Trainer Consultants
Olivia Gallardo and Noemi Romero-Rodrigues
& Heather Skibbins
What is Project GLAD
(Guided Language Acquisition Design)
Project GLAD™ is a curricular
model of professional
development dedicated to
building academic language and
literacy for all students;
especially English learners.
Objectives
Review the Theoretical Base for Project GLAD
Introduce 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 GLAD
1980’s
1990
Developed for Newcomer EL Students by Marcia
Brechtel and Linnea Haley in Fountain Valley,
CA
Designated Exemplary Program by the State
1991
Designated Program of Academic Excellence by
the U.S. Department of Education
2004
Identified as model PD for Title III
Today Used in over 100’s of districts and schools
internationally, over 100 Key trainers across the
country
GLAD Coaching Model
Theoretical Framework - research and
theory 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 and
assistance from GLAD trainers (p.m.)
RESEARCH:
HOW LONG DOES IT TAKE ENGLISH LANGUAGE
LEARNERS TO LEARN ENGLISH?
2 years
5 - 7 years
 Conversational
 Academic
Language
 FLUENCY
 B.I.C.S.
Language
 PROFICIENCY
 C.A.L.P.
Basic Interpersonal
Communication Skills
Common Academic
Language Proficiency
Stages of Language Acquisition
ELD Standards





PRE PRODUCTION
no verbal production
EARLY PRODUCTION
one/two word responses
SPEECH
EMERGENCE
simple sentences
INTERMEDIATE
FLUENCY
more complex sentences
FLUENT

BEGINNING

EARLY INTERMEDIATE

INTERMEDIATE

EARLY ADVANCED

ADVANCED
Negotiation for Meaning
Example 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 Language
Transferability
•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
 Joan
Flor Ada
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
10/2
and
 Costa
 Patterning
& Language
 Kovalik
 Right/Left
Brain
 Rico
Window
 Multiple
 Triune
Intelligences
Brain
 Gardner
 Wolfe
Logical/Mathematical


graphic organizers
problem solving
Verbal/
Linguistic


Interpersonal


Visual/Spatial
TOOLBOX
storytelling
journal writing

drama
body language

drawing, painting
 mind-mapping
Multiple
Intelligences
Intrapersonal
Body/
Kinesthetic

giving feedback
division of labor
reflection
metacognition

Musical/Rhythmic


rhythmic patterns
musical performance

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
 UCI
& Graves
Writing Project
 Shefelbine
Shefelbine’s Framework for Reading
Motivation (success, pleasure, relevance)
Decoding
Word
Fluency
Recognition
Strategies
Concepts of
print
Phoneme
Awareness
Sight
Words
Automaticity
Comprehension
Academic
Comprehension
Language
Strategies
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
10/2
How does this approach to
planning instruction fit in with
your experience?
Strategies-Walk the Walls
Five Components of GLAD
Focus and Motivation
Input
Guided Oral Practice
Reading/Writing
Closure/Assessment
Focus and Motivation
Purpose:
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 Writing
The 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
Assessment and Evaluation
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
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 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 committed to doing in
the classroom and in their lives
outside the school.
Jim Cummins
Who does GLAD benefit?
English Learners
Standard English Learners
GATE Students
Struggling Readers
Unmotivated Students
Visual, Kinesthetic, & Auditory Learners
Multiple Intelligences
THAT IS--ALL STUDENTS!
39