Selected GLAD (Guided Language Acquisition Design)
Building Content Mastery and Reinforcing Form/Function and Thematic Vocabulary
Strategies organized
GLAD Unit
Forms/Functions – for Frames see “Frames for Fluency”,
roughly by order in
Sample sentences -GO English Charts, activities for practicewhich they would be
Carousel/Champion Curriculum
presented –All charts
Language Development Focus – Provide sentence frames for
remain up for duration
structured oral practice of forms and functions
of unit, and are
processed after initial
presentation creating a
living wall
Cognitive Content
Word Study-cognates
Describe/Express/Predict/Define/Explain
Dictionary
Academic Language –learn in context
Sentence Frame for Oral sentence This is a ______. There
Content Area
are____in the ________. She is _____ because____. I need to
Idioms
____because___. or I need a_____because____.
Vocabulary
TPR and Sketch, Oral Sentence, Cognates, Word parts
Tier II, III words (Beck)
Observation Chart
Build Background knowledge
Add discussion around each chart,
reading some of the contributions, asking
questions according to level.
May use picture/word cards, theme
pictures to supplement
Inquiry Chart
Access background knowledge
validate/document learning
Write exactly as students say it.
Chants
Whole group, focus on content, highlight
words, add sketches.
Big Book
Build background knowledge, preview of
key concepts in unit.
Can explicitly teach academic structures
of language – form/function.
Picture File Cards
(Google Images,
magazines)
Support chants, inputs, narrative input
and use with exploration report, for
discussion– essential for building
background knowledge and supporting
understanding
Present whole group and immediately
review with ELD students
Provide sentence frame for structured academic talk – to
discuss picture – kids use pictures to practice functions – I see a
________ I want to know more about_______? What is_____?
Use Sentence Patterning Chart for reference.
Do with ELD students
Record language as they say it. Write
response for each student in different
color.
Just tell me what you remember
Can you think of anything else?
Input Charts with ELD
Review
 Graphic Organizer
 Pictorial Input
 Comparative Input
ELD Frame
Describe/ Narrate/Ask/Recall
Use sentence frames appropriate to levels in the group. From
simple to complex –
There are ____ _______.
He is_____. I see_____. Does the ______? I wonder
about________. I remember when_______.
Students write question or comment – pictures give context
and tap into/build background knowledge.
Predict/Statement/Question
What do you know about___? What do you want to know
about____? Provide possible frame to respond:
I know_____. I want to know____.
Highlight repetitive sentence structures in chant, rhyming
words, academic words, add sketches, any other language
focus as indicated in standards
Pick apart key refrain, structure of supporting sentences, text.
Reinforce with Read-Alouds with patterned/repetitive language
(Content/Background/pictures- Incorporate Frames
appropriate to various levels (simple to complex).
Sentence Frames for “heads together” 10/2 talk. ie: “Three
important facts I learned from the Input chart are________.”
Analyze,Compare/Contrast, Express/Explain/Describe
He can____She has_____She is a____. You say that the ____.
Strategy
GLAD Unit
Narrative Input
Homeroom/ELD -may be
different story
Follows oral storytelling tradition –
link with literature or content , lead
to story map.
Story Map
Focus on retelling content of story.
Story linked to literature
Reinforce comprehension strategies
Retell/Sequence/Narrate/ Describe
First, Then, Next, Last
Teach Frames for retelling and transitional phrases like: All of a
sudden, however, therefore, Once upon a time, etc…
Sentence Patterning Chart
Teach parts of speech,
complex sentence
formation. Student’s
words
Choose plural noun.
Trading game
Reading game
Do after students have gotten into
unit
VERY powerful strategy.
Uaw picture file cards-generate
discussion.
Directed, language experience
approach-K/1
May use when introducing Theme
Picture
Transfer information from Pictorial to
Process Grid
Use to write complex sentences,
Color code rows – process grid chunk information
Build as whole group, practice reading
for fluency – whole group then small,
homogeneous group.
All – change verb endings, superlatives/comparatives.
Practice English syntax and sentence construction
Word bank. Explain complex vs. simple sentences
Using Form/function charts or Frames for Fluency teach
form/function appropriate to level/unit
Exploration Report
Mind Map-Process Grid
Coop Strip paragraph
(from process grid)
Functions – for Frames see CW Charts
Language Development Focus, Tips for ELD
Ask/Narrate/Retell/Sequence/Predict, etc..
Be strategic about processing – speech bubbles, choose
individual words and phrases that will be key to use in retelling.
Explain/Describe/Ask Questions/Predict
I observe/ I see________.
I wonder_______/.I predict____________.
We think_________.
Categorize/Classify/List/Summarize
Compare/contrast, describe, narrate/retell/sequence
Read for fluency and comprehension
Teach sentence, phrase and word formation.