Selected GLAD (Guided Language Acquisition Design) Strategies in SDAIE and ELD Classroom
Building Content Mastery in SDAIE and Reinforcing Form/Function and Thematic vocabulary in ELD and
Strategies organized
GLAD Unit –
GLAD –
Forms/Functions – for Frames see “Frames for
roughly by order in
SDAIE Classroom
ELD Class
Fluency”, Sample sentences -GO English Charts,
which they would be
activities for practice- Carousel/Champion
presented –All charts
Curriculum
remain up for duration
Language Development Focus – Provide sentence
of unit, and are
frames for structured oral practice of forms and
processed after initial
functions – not necessary EVERY time, just when
presentation creating a
using strategy for ELD
living wall
Cognitive Content
Word Study
Word Study-cognates
Describe/Express/Predict/Define/Explain
Dictionary
Academic Language –
Academic language and
Sentence Frame for Oral sentence This is a
learn in context
conversational language
______. There are____in the ________. She is
Content Area
Idioms
_____ because____. I need to ____because___.
Vocabulary
Tier I, II, III Words (Beck)
or I need a_____because____.
Tier II, III words (Beck)
TPR and Sketch, Oral Sentence, Cognates, Word
parts
Observation Chart
Build Background
Same. Add more discussion Describe/ Narrate/Ask/Recall
knowledge
around each chart, reading
Use sentence frames appropriate to levels in the
some of the contributions,
group. From simple to complex – See GO-English
asking questions according
charts.
to level.
There are ____ _______.
May use picture/word
He is_____. I see_____. Does the ______? I
cards, theme pictures to
wonder about________. I remember
supplement.
when_______.
Students write question or comment – pictures
give context and tap into/build background
knowledge.
Inquiry Chart
Access background
Same.
Predict/Statement/Question
knowledge
What do you know about___? What do you want
validate/document
to know about____? Provide possible frame to
learning
respond:
Write exactly as
I know_____. I want to know____.
students say it.
Chants
Whole group, focus on
ELD – focus on language in
Highlight repetitive sentence structures in chant,
content, highlight
chants, vocabulary and
rhyming words, academic words, add sketches,
words, add sketches.
sentence structures
any other language focus as indicated in
highlight, add sketches
Carousel/Champion.
Chants in program.
Big Book
Build background
Same plus – can explicitly
Pick apart key refrain, structure of supporting
knowledge, preview of
teach academic structures
sentences, text. Reinforce with Read-Alouds with
key concepts in unit.
of language –
patterned/repetitive language (Carousel).
form/function.
Content/Background/pictures-US History- Explore.
Incorporate Frames appropriate to various levels
(simple to complex).
Picture File Cards
Support chants, inputs, Same – essential for
Provide sentence frame for structured academic
(google Images,
narrative input and use building background
talk – to discuss picture – kids use pictures to
magazines, Carousel
with exploration
knowledge and supporting
practice functions – I see a ________ I want to
Picture/word cards)
report, for discussion
understanding
know more about_______? What is_____? Use
Sentence Patterning Chart for reference.
Input Charts
Present in Homeroom
Present or Present and
Sentence Frames for “heads together” 10/2 talk.
Homeroom/
process in ELD/ or
process, EL Review with
Ie: “Three important facts I learned from the
EL review in ELD
present in ELD.
small group
Input chart are________.”
ELD Retell
Present Narrative.
Pull 2-4 Newcomers/Early
Just tell me what you remember
Review after
Intermediate level Ss
Can you think of anything else?
processing. Follow
Record language as you
Draft – Rev. 10/2010, GLAD and ELD, Anne Ginnold, aginnold@ballard-tighe.com /510.760.9395
same process as in ELD.
they say it. Write response
for each student in different
color.
Draft – Rev. 10/2010, GLAD and ELD, Anne Ginnold, aginnold@ballard-tighe.com /510.760.9395
Strategy
Input ChartsGraphic Organizer
Pictorial Input
Comparative Input
Narrative Input
Homeroom/ELD -may be
different story
GLAD Unit – SDAIE
Classroom
Present in homeroom
and process in ELD/or
present in ELD – a Input
- related to
Theme/topic ie:
Human Body line
drawing.
Follows oral storytelling
tradition – link with
literature series, ELD
program or content ,
lead to story map.
Story Map
Focus on retelling
content of story.
Sentence Patterning Chart
Homeroom and ELD
Teach parts of speech,
complex sentence
formation. Student’s
words
For prepositional
phrase – “a preposition
is anything a squirrel
can do to a tree”
(except: of, with, like,
during)
Exploration Report
In Class – using picture
file cards-generate
discussion.
EL Retell/Group Frame
Assess student
learning, pull small
groups
Transfer information
from Pictorial to
Process Grid
Mind Map-Process Grid
Coop Strip paragraph
(from process grid)
Build as whole group,
practice reading for
fluency – whole group
then small,
homogeneous group.
GLAD -ELD Class
Relate Input to Theme
picture (Carousel) or
Chapter theme
(Champion)
Process in ELD class (word
cards, picture cards)
sketch to add to chart
Use book or story that ties
in with ELD theme. May
develop input from Short
readings (Explore) or
Stories in programs
(Carousel and Champion)
Retell
process
leads to story map.
Story linked to literature
series, reinforce
comprehension strategies
learned
Focus on retelling, then on
language to use in
retelling .
Choose plural noun.
Trading game
Reading game
Do after students have
gotten into unit
VERY powerful strategy.
Directed, language
experience approach-K/1
May use when introducing
Theme Picture (Carousel)
or theme (Champion or
Explore)
Whole group based on
level, then turn into coop
strip paragraph
Same -Use to write
complex sentences, Color
code rows – process grid chunk information.
Same
Functions – for Frames see CW Charts
Language Development Focus, Tips for ELD
Analyze,Compare/Contrast,
Express/Explain/Describe
He can____She has_____She is a____. You say
that the ____.
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.
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…
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
Explain/Describe/Ask Questions/Predict
I observe/ I see________.
I wonder_______/.I predict____________.
We think_________.
Retell/Sequence/Describe
Categorize/Classify/List/Summarize
Compare/contrast, describe,
narrate/retell/sequence
Read for fluency and comprehension
Teach sentence, phrase and word formation.
Draft – Rev. 10/2010, GLAD and ELD, Anne Ginnold, aginnold@ballard-tighe.com /510.760.9395