1. 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

2. 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)

3. 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”

4. History of Project GLAD Developed 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

5. 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.)

6. 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 years 2 years

7. Stages of Language Acquisition  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 ELD Standards

8. 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)

9. 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

10. Primary Language Transferability Concepts Cognates Reading and writing process Habits of Mind, identity, language and culture

11. What is Culture?

12. Cultural Connections  Validation of home language and culture  Strengthening connections between home and school  Critical pedagogy  Lily Wong Fillmore  Alma Flor Ada  Joan Wink

13. 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)

14. 10/2 What does this information about primary language and culture make you think about?

15. Brain Research  Metacognition and 10/2  Patterning & Language Window  Right/Left Brain  Multiple Intelligences  Triune Brain  Costa  Kovalik  Rico  Gardner  Wolfe

17. Multiple Intelligences Logical/Mathematical  graphic organizers  problem solving Verbal/ Linguistic  storytelling  journal writing Musical/Rhythmic  rhythmic patterns  musical performance Interpersonal  giving feedback  division of labor Visual/Spatial  drawing, painting  mind-mapping Intrapersonal  reflection  metacognition Body/ Kinesthetic  drama  body language TOOLBOX

18. 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

19. Shefelbine’s Framework for Reading Motivation (success, pleasure, relevance) DecodingComprehension Word Recognition Strategies FluencyAcademic Language Comprehension Strategies Concepts of print Phoneme Awareness Sight Words Automaticity Background Knowledge V ocabulary Syntax and Text Structure Comprehension Monitoring ( Re)organizing Text

20. 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

22. 10/2 How does this approach to planning instruction fit in with your experience?

23. Strategies-Walk the Walls Five Components of GLAD Focus and Motivation Input Guided Oral Practice Reading/Writing Closure/Assessment

24. 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

25. Strategies  Three Standards  Super Scientist Awards  Observation Charts  Cognitive Content Dictionary Inquiry Chart  Big Book  Realia

26. 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

27. Strategies  Graphic Organizers – –Tree of life –Timeline –World Map  Pictorial Input Chart  Comparative Input Chart  ELD Review  Narrative Input

28. 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

29. Strategies  T-Graph  Team Points  Chants/Poetry Booklet  Picture File Cards  Exploration Report  Sentence Patterning Chart –Games/add-ons/chants 

30. 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

31. 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

32. 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

37. 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

38. Effective Interventions committed 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

39. Who does GLAD benefit? English Learners GATE Students Struggling Readers Unmotivated Students THAT IS--ALL STUDENTS! Standard English Learners Visual, Kinesthetic, & Auditory Learners Multiple Intelligences 39