GLAD Strategies

The following GLAD strategy notes were compiled by Brian Yarbrough, Dawn McCaffer, and Haylei Torres of East Whittier Middle School District.

GLAD

Guided Language Acquisition Design

Zero Noise Signal
Research:

1. Spencer Kagan
   
2. Dr. Robert Garmston & Bruce Wellman
   

Rationale:

1. Helps to honor and respect learners
   
2. Helps to focus attention
   
3. Effective for classroom management
   
4. Auditory and Visual cues for the learners
   

Key Points:

1. The strategy is used to focus attention before giving directions, instructing or presenting
   
2. Teacher counts down “5-4-3-2-1,” covers the mouth, and raises hand
   
3. Stop talking after the “5-4-3-2-1”
   
4. Hold students accountable and set the expectations high
   

Variations:

1. Verbal prompt – “5-4-3-2-1”
   
2. Non-verbal prompt: Frozen Gesture
   

Three Personal Standards

1. Make a Good Decision
   
2. Solve the Problem
   
3. Show Respect
   

Research:

1. Johnson Institute-Drug/Alcohol Awareness Program (make good decisions/ownership)
   
2. D.A.R.E. (Drug Abuse Resistance Education)
   
3. High Scope (early intervention in preschool)
   

Rationale:

1. Expounds the teaching of lifelong social skills
   
2. Allows students to articulate positive behavior verses negative
   
3. Teaches positive behavior
   
4. Encourages intrinsic motivation
   
5. Behavior management of individual behavior
   

Key Points:

1. Shared standards
   
2. Fingers used to reinforce standards
   
3. These are expectations—not rules
   
4. Explain why the student is making a good decision/solving problem/showing respect
   
5. Focus on positive energy
   
6. Can earn a literacy award, super scientist, anthropologist award, historian award, etc.
   
7. Examples of awards: bookmarks, golden pen award, seed notebook, scientist notebook,
   postcards, badges, or pencils
   
8. Scouts: 2 students responsible for watching for the 3 standards and giving awards
   
   1. Don’t choose volunteer scouts
      
   2. Pick those who follow standards
      
   3. Scouts need to say what the student was doing to earn the award, focusing on the
      positive
      

Literacy Awards
Research:

1. Marcia Brechtel
   
2. Linnea Haley
   

Rationale:

1. Tied to literacy and rewarding students for positive behavior
   
2. Used to help reinforce the 3 Personal Standards
   
3. The reward itself is based on the content you are studying (Should contain academic
   language and authentic pictures)
   

Key Points:

1. Students can pull out awards during tests, review games
   
2. Make them fun so that students can appreciate them
   
3. Tie the awards to the content area, focusing on academic vocabulary and authentic
   pictures
   
4. Authentic words/pictures/concepts printed on bright paper
   
5. Scouts: Two students should be responsible to watch for the three standards and give out
   awards to students that are demonstrating that positive behavior. 
1. Don’t choose volunteer scouts 
2. Pick those who follow standards 
3. Scouts need to say what the student was doing to earn the award, focusing on the positive 

Variations:

1. Anthropologist Awards
   
2. Historian Awards
   
3. Bookmarks
   
4. Badges
   
5. Pencils
   
6. Post Cards
   

Cognitive Content Dictionary
Research:

1. Isabel Beck-Tiered Level Vocabulary
   
2. Rudell and Shearer-Vocabulary Self-Collection Strategy
   
3. Robert Marzano-Non-Linguistic Representations
   
4. International Reading Association: Students skip vocabulary they do not know
   
5. John Shelfelbine- Academic Language
   

Rationale:

1. Students can use meta-cognition
   
2. This is used for words study skills (prefix/suffix/word origin)
   
3. Direct instruction
   
4. Self-selected vocabulary
   
5. Sketch to remember
   

Key Points:
Day 1

1. Count the number of letters in the word with students
   
2. Have the students say the word with the teacher (Have the students say the word to the
   ceiling, to the floor, and to their neighbor)
   
3. Count out the number of syllables in the word
   
4. Break the work into syllables
   

Variations:

5. Write the letter on the chart sound by sound (do skywriting as the kids write (students can do it too) 
6. Teacher surveys how many have heard of the word and how many have not heard of the word (H: “Heard” & NT: “Not Heard”)
   
7. Have students put their heads together, make predictions, and then share out (ask students where they got the information from)
   
8. Teach it many times (on charts/books)
   
9. It becomes the signal word of the day
   

Day 2

1. Students will put the heads together to share the final meaning
   
2. Next, the teacher will add it up to the chart with a sketch
   
3. Do a word study with initial word (noun/suffix)
   
4. Have students share out an oral sentence (model it first)
   

Observation Charts
Research:

     1. Judy Moe-Social Studies Mentor, LAUSD

Rationale:

1. This is done as a frontloading exercise—creates a visual background to knowledge
   
2. It accesses the students’ background knowledge
   
3. Allows for academic discourse, the students need to be having conversations
   
4. Activate learning, Think critically, meta-cognition, Think-pair-share
   

Key Points:
     1. Use poster board paper or construction paper
     2. Categorize the picture file cards
     3. Use 5-7 pictures
     4. Assignment is color coded according to group so that the teacher can tell 
        who wrote what. Students can also initial comments
     5. Include observations on one side. On the second side, students 
         will sketch or write a comment, they will come up with a question, 
         or they will come up with a prediction 
      6. Use authentic pictures (not illustrated pictures) as much as possible
      7. You can also use realia (physical objects)

Variations:
Teacher can go back to the observation chart at the end of the unit and have the students discuss what has been learned.

Inquiry Charts
Research:

1. Inquiry Method of Science
   
2. Predecessor of the K.W.L.
   

Rationale:

1. This allows for a living document with articulated language
   
2. It honors student statements and gives them ownership of their ideas
   
3. It sets the purpose for learning
   
4. This can be used as a form of assessment
   
5. Can be used as a revision tool
   

Key Points:

1. Students put heads together and are asked “What do you know about....?” (facts/ hypothesis)
   
2. Accept any ideas, whether they are actually correct or not
   
3. Important to put the name of the student with the statement to validate
   
4. Record verbatim (start with capital and end with a period)
   
5. Come back to first part of chart later and make changes
   
6. When asking “What do you wonder about....?” Give the students cues for how to frame
   their questions (who/what/when/where/how) and write it as it is stated by students
   
7. Use information from observation chart
   
8. Come back to the second part of chart later and make changes (put the resource and site)
   

Variations:
Can add sketches

Teacher Made Big Books

Research:

1. Leanna Trail
   
2. Alma Flor Ada
   
3. Marcia Brechtel
   
4. Linnea Haley
   

Rationale:

1. Example of good use of sentence structure
   
2. Uses authentic pictures
   
3. Discusses the big idea/ enduring understanding
   
4. It embeds academic words/pictures
   
5. Purposeful language helps student comprehension
   
6. Fluency
   

Key Points:

1. There is big enough text so that students can read along
   
2. It teaches the big ideas (7-9 pages long)
   
3. Academic words are used
   
4. Find or make a frame:
   
   1. “I wonder”
      
   2. “The Important Book”
      
   3. “Imagine if you can” (John Lennon – “Imagine”)
      
   4. “I just thought you might like to know”
      

Variations:
Students make their own big book in groups, based off of information they have learned on topic

Prediction/Reaction Guides
Research:

1. Frank Smith
   
2. Spencer Kagan
   
3. Patricia Cunningham
   
4. Dorothy Hall
   
5. Robert Marzano
   

Rationale:

1. Activate prior knowledge
   
2. Set a purpose and motivation for learning
   
3. Expose misconceptions and possible stereotypes
   
4. An assessment tool at the end—did students’ thinking change, was there new learning,
   etc.
   

Key Points:

1. Create about 10 true/false statements or open-ended questions that involve key unit concepts. Add columns for answers before the unit, after, and references
   
2. Copy enough pages for each student
   
3. Use before launching into the unit with CCD, observation charts, inquiry chart
   
4. Read each question with students and ask them to sketch/write their predictions
   
5. Ask where they learned the information (meta-cognition)
   
6. Process learning with the guides late in the unit, having students note where new
   information was found
   

Graphic Organizers
Research:

1. Susan Kovalik-Brain patterning: visual and aural/oral
   
2. John Shefelbine-Academic language
   
3. Multiple Sources
   

Rationale:

1. Non linear representations of information are created
   
2. Can see the big picture
   
3. Allows for universal access to the core curriculum
   
4. It teaches big, global ideas
   

Key Points:

1. Everything is drawn in pencil first
   
2. Number where the pictures should go
   
3. Important to bring the students up close
   
4. When stating the words on the chart, use following: “Say it with me”
   
5. Add kinesthetic movements
   
6. Add color picture file cards to make information comprehensible
   

7. Use 10/2s (be specific)
   
8. Color code the different sections
   
9. The 2nd time you refer to graphic organizer, use the vocabulary cards
   

Pictorial Input Chart
Research:

1. Marcia Brechtel and Linnea Haley
   
2. Susan Kovalik-Brain Patterning: Visual and Aural/Oral
   
3. John Shefelbine-Academic Language
   

Rationale:

1. Visual brain imprinting
   
2. It is created with the students
   
3. Helps the walls to be “dripping with language”
   
4. Allows for engaged participation
   
5. High retention over time
   
6. High motivation for learning
   

Key Points:

1. Group information in categories
   
2. Use systematic color-coding
   
3. Bring students close to the chart for brain imprinting and have them sit in language
   groups
   
4. Don’t use picture file cards or word cards the first time through
   
5. During the second time through use word cards
   
6. Say “Read it with me” instead of “Say it with me”
   
7. Add picture file cards during the second time through
   

Variations:
Students can go back to the pictures and color them themselves or they can add to it with their own pictures.

Comparative Input Chart

Research:

1. Marcia Brechtel and Linnea Haley
   
2. Susan Kovalik-Brain Patterning: Visual and Aural/Oral
   
3. John Shefelbine-Academic Language
   

Rationale:

1. Same as pictorial
   
2. Language will be used that both compares and contrasts, which increase comprehension
   
3. Categories are linked to grade level standards
   

Key Points:

1. Same as pictorial
   
2. Put it up in pencil (have the categories linked to standards)
   
3. Each category needs to be of the same color (color code)
   
4. Categorize based on similarities and differences
   
5. Help the students to relate to the parts of the characters.
   
6. ELD: Revisit chart, find out what students know and take them on from there in review
   according to their language level
   

Narrative Input
Research:

1. Marcia Brechtel and Linnea Haley
   
2. Afghanistan (despite high illiteracy, this culture has involved oral storytelling for 200-300
   years).
   
3. Oral storytelling an important part to many cultures.
   

Rationale:

1. Expose students to narrative text formats
   
2. Choral storytelling tradition is important
   
3. To be able to successfully retell the narrative
   
4. Modeling a fluid narrative
   

Key Points:

1. Laminate the pictures with the story on the back of picture file cards
   
2. Make a background
   

3. Pictures must be highly visual
   
4. Go through the story from the beginning, middle, to the end
   
5. Allow for a 10/2 at the end
   
6. During the 2nd time through, the students can act out the kinesthetic movements with facial emotions and facial expressions
   
7. During the 3rd time through, retell everything for the story (use word cards)
   
8. During the 4th time through, use word bubbles
   
9. This a teacher created story or a read aloud
   

Variations:
Can bring ELD group forward:

1. Point to questions
   
2. Yes/no questions
   
3. Either/or questions
   
4. Open ended questions
   

The teacher can bring students closer to cover parts they may have missed.

10/2 Oral Processing: Chunk and Chew
Research:

1. Art Costa: Teaching for Intelligent Behavior
   
2. Long, Swain, Cummins
   

Rationale:

1. Oral Practice of key vocabulary/Comprehensible output
   
2. Oral processing to internalize learning/strengthen neural pathways
   
3. Negotiating for meaning
   
4. Primary support for beginning level ELD students
   

Key Points:

1. Bring students close together during direct teaching
   
2. Divide information into meaningful chunks or categories that can be covered in ten
   minutes (or 5 for kinder)
   
3. Teach for 10 minutes, then give students 2 minutes to discuss it with a partner
   
4. Encourage students to use the language in which they are most comfortable.
   
5. Randomly ask a few students, “What did your partner say?” (Listening and speaking is
   one of our literacy goals and important to learning language. It lowers the affective filter because they are sharing what someone else said rather than their own ideas).

ELD:
Make sure beginning level ELD students are partners with a bilingual student who will speak the primary language to give primary language support and access to the English curriculum.

Variations:
Reciprocal teaching: Paired students label themselves A & B, A teaches B the information just taught, then switch roles the next time.

ELD Review 
Research:

     1. Cummins

Rational:

1. Assessment of student progress in language
   
2. Small group opportunity to practice language
   
3. Take students on to L + 1 from their current level
   

Key Points:

1. Students should be grouped according to their language level (Even if it is a group of 1)
   
2. Bring students up to the input chart on which the whole class has been working (pictorial,
   graphic organizer, narrative)
   
3. Use the level of questioning that is appropriate to their language level, and lead them
   through talking about what they understand -Point to _________. Students point -Yes/no questions
   -Either/or questions
   -Open ended questions
   
4. Then nudge them forward, teaching them some concepts that they have missed
   

T-Graph for Social Skills
Research:

1. Dee Dishon: Model of cooperative learning
   
2. Bonnie Rossell: Social Skills
   

Rationale:

1. Allows structure for team interactions through cooperative learning
   
2. Sets expectations for social skills in team
   
3. Molds skills that are used in classroom and that are used later in the work force
   
4. Classroom management during group work
   

Key Points:

1. Yellow paper should be used to highlight it
   
2. Every 4-6 weeks there should be a new social skill
   
3. Use a concept map when making it
   
4. Have students put heads together for cooperation and then share out responses.
   
5. Teams can earn points if they follow the T-graph for social skills
   
6. Behavior must be tied to the social skill before teams can earn points
   
7. Only put new things up with permission from student(s)
   
8. There should be no more than 4 to a group
   
9. Should have at least 8 social skills over the course of a year
   

Variations:
Process the chart often:

1. Written evaluations: Teams write two areas they do well on and one area they need
   improvement (can get bonus points for area they improve on!). They sign paper stating
   that they are committed to improve on area.
   
2. Oral evaluations: Teams decide one area they are doing well with and one area they
   should improve on. Teacher will write a star in the team color next to what the team is doing well with and their team color next to what they need improvement on (students can earn 5 extra bonus points to improvement on area).
   
3. Personal Evaluation: Students will individually evaluate how well they did with contributing to the team for the day (fill out personal slips).
   

*Refer to the chart before starting team tasks.

Picture File Cards Research:

1. Marcia Brechtel
   
2. Linnea Hailey
   

Rationale:

1. Evaluating, justifying, categorizing, classifying, describing
   
2. Language practice and language building
   
3. Prompts ideas for writing
   
4. Direct teaching made more comprehensible for student understanding
   
5. Predictions made
   
6. Used to form questions
   

Key Points:

1. Use magazines or Google Images to find authentic pictures that can go with the particular unit
   
2. Cut the pictures and paste them on construction paper
   
3. Laminate the pictures
   
4. Use pictures for different charts
   
5. Open sort: Students categorize their pictures on their own
   Closed sort: The teacher categorizes the pictures beforehand
   

Exploration Report 
Research:
1. Marco Press-Science Curriculum; Fountain Valley Teachers

Rationale:

1. Scientific method is used in regards to inquiry of realia and pictures
   
2. Make observations
   
3. Create questions
   
4. Teaching the difference between prediction, observation, and questioning
   
5. Hypothesis can be formed based on previous knowledge
   
6. Language practice and language building
   

Key Points:

1. Teacher should utilize picture file cards
2. Teacher gives 6 picture file cards to the group (laminated) in themes
3. 1st: Students have free exploration (talk about what they see)
4. 2nd: Open sort (students categorize the stacks)
5. 3rd: Students share out categories and reasoning
6. 4th: Students will identify a picture file card to represent overarching word used fo exploration            report
7. 5th: Each group will share out the following: observations, things students are wondering, and             any predictions

Variations:
     1. Open sort versus closed sort
         In a closed sort, teacher gives the topic and the category

Extended Nametag 
Research:

     1. John Hopkins University

Rationale:

1. Personally relate to topic of study
   
2. Cross cultural respect and sensitivity
   

Key Points:

1. Students write their name in the middle of a paper
   
2. Teacher writes a prompt for each of the four corners of the paper that relates to what will
   be studied
   
3. After writing in each of the four corners, the students get up and form groups of three or
   four students
   
4. Each student shares something from one of his corners
   
5. Continue sharing other corners until the time has expired
   
6. Share whole class a few things that were said, always with the permission of the person
   who said it
   

Examples:
Weather unit: What is your favorite season and why? What weather do you most enjoy?

Describe the worst storm you have seen in a movie or T.V. What do you like to do when it’s hot?
American Revolution: Have you ever disagreed with the authorities about the rules? What do you know about wars? What is one time when you have stood up for what you believe? What is something you have worked with a group to create?

Chants/Poetry
Research:

1. Susan Kovalik-Brian-Patterning
   
2. John Shefelbine-Academic Language
   
3. Pat Wolfe-Brain and Oxygen
   
4. University of Irvine, UCI Writing Project
   

Rationale:

1. Teaching cadence, rhythm, and beat
   
2. Use of embedded vocabulary and brain patterning
   
3. Ear to ear reading to practice fluency
   
4. Teaches importance of fluency
   

Key Points:

1. Use TPR with it (have movements with the chants)
   
2. Highlight, sketch, and include pictures
   
3. Students will choose what key words to highlight
   

Variations:
     1. Students will write their own chants and poetry n groups using the same 
         framing.

Sentence Patterning Chart
Research:

     1. Marlene and Robert McCracken

Rationale:

1. This structures sentences in a variety of ways helping students with parts of speech
2. This creates high level sentences
3. Helps with fluency
4. Students generated text
5. Low-anxiety environment to practice sentence structure and grammar

Key Points:

1. Teacher chooses a plural noun
   
2. Students generate words for the other columns by putting their heads together or by
   teacher prompting (columns are color coded according to the part of speech)
   
3. When discussing, have a choral calling from the class (lowers the affective filter)
   
4. Remember to state that the word “well” is misused as “good”
   
5. Do the prepositional phrase before the adverb
   
6. Farmer-n-the dell tune used when reading the chart or processing the chart
   
7. Do this during week 3 or week 4
   
8. Add sketches to aid in comprehension
   
9. Students will come up and point out words to use at the end of the exercise
   

Variations:

1. In the upper grade (teacher provides plural nouns)
   
2. In the lower grades there is no adverb used
   

Reading Game:
     -Students are given a teacher determined color coded word cards based on the SPC
Trading Game:
     -Students are given a mixture of cards and asked to trade with other teams until they have a                      complete sentence Flip Chant:
     -This is the ‘Here, There’ poem where students input parts of speech based on the SPC 

Adjectives (Red)

Plural Noun (Black)

Verbs (Green)

Adverbs (Blue)

Prepositional Phrase (Orange)

Suzy
Research:

     1. Marcia Brechtel and Linnea Haley

Rationale:

1. Cross cultural respect
   
2. Empathy
   
3. Students are not put in a box
   

Key Points:

1. Draw a “Suzy” character and hold up picture for students to see
   
2. Tell a story about “Suzy” and how she has been demeaned in school
   
3. Each time you discuss a disparaging remark about “Suzy,” tear/crumble up the picture
   
4. Explain that mean remarks about others can bring down their confidence and self-respect
   
5. Explain that though “Suzy” tries to get help later from the teacher, it is too little too late
   
6. Explain that students should treat one another with respect from the beginning, so that
   instances like this don’t take place
   

Mind Map 
Research:

     1. The name “Mind Map”—Nancy Whisler

Rationale:

1. Assist student in processing, organizing, and categorizing content
   
2. Visual format
   
3. Graphic organizers: non-linear representations of information.
   

Key Points:

1. Decide on categories for your process grid from the standards
   
2. Teach whole class the info. For the first row of the grid using a pictorial or narrative
   
3. Make the mind map with them with the categories from the grid
   
4. Students obtain the other information through the expert group process on their own mind
   maps
   

Variations:
Students may also create open ended mind maps on the subject at hand, where they try to include as many related words as possible

Process Grid
Research:

1. Adapted by Marcia Brechtel and Linnea Haley from Sharon Bassano’s Kid Grid

Rationale:

1. Assist students in processing, organizing, and categorizing content
   
2. Visual format
   
3. Diagnostic tool for teacher—was teaching successful?
   
4. Accountability for team
   
5. Positive interdependence—team needs to listen to the expert for information that will go on the process grid
   
6. Teach writing of expository paragraph
   

Key Points:

1. Decide on categories for your grid from the standards
   
2. Teach whole class the info. For the first row of the grid using a pictorial or narrative
   
3. Make a mind map with them with the categories from the grid
   
4. Students obtain the other information through the expert group process on their own mind
   maps
   
5. Play the Process Grid Game to complete in the grid
   Teacher uses spoons/numbered heads for a team member, not necessarily the expert, to
   give factual information about subject
   
6. Use the grid to write the cooperative strip expository paragraphs
   

Variations:
-Students fill in the grid as part of the final test 

Team Tasks
Research:

     1. Marcia Brechtel and Linnea Haley

Rationale:

1. Respects all modalities of learning
   
2. It allows for expression
   
3. It allows practice within the context of a low affective filter
   

Key Points:
Examples that can be used

1. Team Task Menu (Team Task: Color Key)
   
2. Team Inquiry Chart (Come up with a new one)
   
3. Cognitive Content Dictionary (application of new words from walls)
   
4. Big Book
   

Variations:
Individual Tasks

1. Decide which team tasks will be required as individual tasks to be graded (keep writing and assessments in mind while choosing). 
2. Place a star next to the tasks that each student has to complete. 
3. Each student will be allowed to pick the others that they want to do for their final portfolio (multiple intelligences). 

Guess My Category 
Research:

     1. Brechtel and Haley

Rationale:

1. Shows understanding of categories taught
   
2. Metacognition
   
3. Practice organization of information
   

Key Points:

1. Teacher Prep: Find Picture File Cards to fit into pre-determined categories (about 5-6 categories)
   
2. Start with a blank chart with boxes drawn in
   
3. Students will sit up close
   
4. Pass out a picture file card to each pair of students. In upper could be one per student
   

5. Students put heads together to discuss similarities/differences of their pictures
   
6. Students come up in pairs to place their pictures in a box. First picture is placed
   anywhere on chart
   
7. Next pair of students with a picture file card must decide if the picture is in the same
   category as the first picture or if it should be placed in a different category or group
   
8. This continues with each pair of students until all pictures are placed on chart. Have a
   whole class discussion to support students. Pictures can be moved as the process
   continues and new connections are made.
   
9. Students put heads together to “Guess the Categories.” Teacher writes the names of the
   categories on the chart (for example: snakes, turtles, lizards), along with attributes (descriptions: snakes—long body, scaly skin).
   

Variations:
Can be done with word families

Numbered Heads
Research:

1. Vygotsky 
2. Marzano

Rationale:

1. Negotiating for meaning
   
2. Scaffold learning: Vygotsgy’s Zone of proximal development
   
3. Low affective filter
   
4. Reinforce learning
   
5. Positive Interdependence
   

Key Points:

1. At the beginning of the unit, students in each team assign themselves a number from 1 to 4
2. Each time a team is going to share out, the teacher roles a dice or picks a numbered spoon to see which student will speak for the team
3. Since students never know who will have to speak, they need to make sure each person in the team knows the team’s answer
4. Students’ affective filter is lowered because they are sharing a team answer, not a personal one. Students always have the team support to form an answer before being put on the spot to respond.
5. Encourage students to share the team answer using team language, “Our team said..., We though..., etc.”

Framed Poetry
Research:

     1. Marlene and Robert McCraken
     2. Brechtel and Haley
     3. Susan Kovalik: Brain patterning
     4. Language Acquisition research—lowers affective filter

Rationale:

     1. Patterning is used to practice vocabulary
     2. Negotiation for meaning produces new vocabulary
     3. New words are practiced with a lowered affective filter

Key Points:

1. Poetry needs to be found that has a recognizable frame
   
2. It then is adapted for the unit of study, inserting the new content vocabulary for the old
   
3. Students are helped with brainstorming other words that could fit into the frame to make
   their own class poem
   
4. Some frames connect directly to the sentence patterning chart words (“Here, There”: By
   McCrackens, “What Could I Be?” By Karen Hernandez).
   

Found Poetry
Research:

    1. University of Irvine-UCI Writing Project 
    2. Gabriele Rico-Writing the Natural Way 
    3. Brechtel & Haley

Rationale:

    1. Uses rich vocabulary in user friendly form

    2. It can evoke feelings
    3. Helps to find meaning in words
    4. Reading and re-reading of important words

Key Points:

   1. Select a piece of text with many descriptive words
   2. Write is out on butcher paper
   3. Bring students up close to read through the text (Teacher reads through once and then the class              reads through once.)
    4. The teacher will ask, “what words do you not know?” (Add sketches to those words) 
    5. Teacher will highlight those words that evoke feelings (Students choose those words) 
    6. Teacher will place the highlighted words into a pocket chart
    7. Students turn those words into a found poem

Variations:

    1. Students will create their own poems in their groups after demonstrating it whole class (then share          it out and explain why they put it together the way they did—metacognition). 
    2. Students will create their own poems individually after demonstrating it in groups (then share it 
         out and explain why he/she put it together the way he/she did—metacognition).

ELD Group Frame
Research:

1. University of Irvine-UCI Writing Project

Rationale:

1. Assessment of student progress in language
2. Help students to move forward based on their personal abilities (Vygotsky) 
3.  Can be used fort he language experience approach

Key Points:

1. Students can retell the narrative or explain a pictorial, etc.
2. Teacher writes exactly what they say in a different color for each student. (Student signs bottom when finished.)
3. Allow time for students to “negotiate for meaning”
4. Encourage risk taking in language, limit overcorrecting
5. Make the content challenging and the vocabulary and sentence structure academic
6. If students are in the later stage of language acquisition, can take group frame to coop strip paragraph
7. Use this frame to go through the process of reading

Variations:
Later, students can write their own and date it.

Cooperative Strip Paragraph
Research:

1. Nancy Whisler
   
2. University of Irvine-UCI Writing Project, Editing Checklist
   

Rationale:

1. Teaches the writing process: writing, reading, responding, revising, & editing
   
2. Whole class practice of writing process
   

Key Points:

1. Teacher asks, “What’re we writing about?” Students brainstorm....
   
2. Teacher has a well-developed topic sentence pre-written
   
3. Teacher reads topic sentence and allows students to decide which are the most important
   words.
   
4. Each team comes up with one sentence using process grid (or other posters/information
   around the room) and teacher makes sure the students are not doubling up and that their
   sentences are factual.
   
5. Teacher gives students colored pens and sentence strips. Students write their sentences
   once they have been approved by the teacher
   
6. Put student generated sentences into the pocket chart (in no particular order)
   
7. Use checklist to respond, revise, edit
   
8. When going over it, ask permission for changes
   
9. Use black marker as an editor. Don’t use red!
   
10. Highlight words/phrases students liked
    
11. Use highlighted words for conclusion
    
12. Type it up and give to the students
    

Variations:
Use group frame for emerging writers who cannot write sentences yet. Start with one paragraph, move to multi-paragraph.

Story Map
Research:

1. Nancy Whisler
   
2. Frank Smith: Insult to Intelligence
   
3. Graphic organizers-various sources
   

Rationale:

1. Information can be represented in a non-linear fashion
   
2. Students are exposed to elements of the narrative
   
3. Scaffolding takes place to get students into writing
   

Key Points:

1. This will be used after the narrative
   
2. The students will work with you to complete the parts of the story on the story map
   
3. Finish half of it first, and then have the students write it within their teams
   

Variations:
For primary grades: Cut the story map apart and use it for sequencing.

Learning Logs
Research:

1. Dialectic Journals
   
2. University of Irvine-UCI Writing Project
   
3. Cornell Notes
   

Rationale:

1. Form of assessment
2. Form of checking for understanding
3. Written processing break
4. Relating learned information to own life
5. Strengthens the neural pathways just created for new information

Key Points:

1. Do this after the pictorial
   
2. Separate page into two sides: text and you
   
3. Text side: students will write information just learned
   
4. You side: students will relate the information learned to their own lives
   

Variations:
For Math:

1. On the “text” side, the teacher gives the students a word problem and students show steps
   to solve it.
   
2. On the “you” side, the students will write their own word problem relating to their own
   lives and it will mirror the steps taken to complete the word problem on the “text side.”
   

Interactive Journals 
Research:

1. Marcia Brechtel

Rationale:

1. Allows for written dialogue to take place between the teacher and the student about meaningful issues.
   
2. Allows for silent, sustained writing and/or sketching for the student (personal or content based).
   

Key Points:
K-1: Have five sheets of unlined paper stapled together

1. First, the teacher will monitor journal writing/interactive journal writing
   
2. The students will write in their own journal and then turn it upside down. The students
   will involve themselves in a reading/writing activity away from their desks. Then, the
   teacher will call the student over to read through the journal and respond.
   
3. Important to encourage the students’ use of transitional words
   

Older Students

1. 15 minutes to write
2. The teacher will take journals home and respond to them
3. Eventually, the journals are returned with the teacher response (teacher mirrors same writing style as the student. So, if student writes in cursive, so does the teacher).
4. Students can always leave journals on the teacher’s desk

Variations:

1. Students write to one another and respond to each other
   
2. Students write to guardians/parents and they respond to each other
   

Writer’s Workshop
Research:

1. Lucy Calkins
   
2. Donald Graves
   

Rationale:

1. Voice and identity established
   
2. Stress the purpose and joy for writing
   
3. Learn the writing process
   
4. Meta-cognition
   

Key Points:

1. Do mini-lessons
   
2. Students will then write/plan: Student Choice!
   
3. Author’s chair (Select 2-3 students)
   
4. Student at the author’s chair will share what’s produced so far (asks other students for
   questions/compliments/suggestions)
   
5. Conferencing (use editing checklist) can take place between student-student or teacher-
   students
   
6. Publishing (Celebrate student work!)
   

Strip Book 
Research:

1. Brechtel and Haley

Rationale:

1. Patterning is used to help practice vocabulary
   
2. Practice a structure of language
   

Key Points:

1. Use the ELD or ELA standards to help find what language structure needs to be taught (similes, metaphors, types of grammar such as “if I were, then I would...”)
   
2. Fold the sentence strips into small booklets.
   
3. K-1: write the frame you would like them to use into each small booklet, while leaving
   them
   space to write in the words (_______ are as _______ as a _________)
   
4. Model how to make the book (get words from the classroom charts)
   
5. Go from team booklets to individually done
   

ABC Book 
Research/Source:

1. Dr. Seuss – ABC Book

Rationale:
     1. This reinforces letter sounds for K/1 students

Key Points:

1. The teacher will brainstorm academic words for each letter of the alphabet
   
2. The teacher will provide this list for the teacher packet
   
3. Next, team sized A-B-C pages with the dotted alphabet font will be created (available
   online)
   
4. Teacher inputs the letter A page whole class. Aa alligator
        a. Teacher chants
            Capital A, Little A,
            What begins with A? Alligator, alligator, A, A, A.
        b. Students then engage in skywriting of the letter as you trace over the dots
        c. Teacher sketches as an alligator
        d. Teacher puts a picture file card of an alligator up
        e. Teacher reads and chants again.
        f. 10/2 Have the students look around the room and think of as many other words as they can          that begin with the letter 'A' and have them tell their partner
   5. This is repeated with 2-3 letters daily (pages are done as a team). The students should
       look for as many words as possible that begin with that letter and add sketches/words to them.

DRTA
Research:

     1. Dr. Russel G. Stauffer 
     2. OCDE

Rationale:

1. Establish predictions and set the purpose from the title clue only
   
2. Examine the illustrations and read only the first page
   
3. Appraise the predictions and purposes and reject, refine or adjust them
   
4. Continue with these steps until the end
   

Variations:
Modified DRTA for Non-Fiction

1. Overhead of text
   
2. Make prediction from the title
   
3. Read the subtitles, confirm or refute the predictions
   
4. Read the first paragraph out loud
   
   1. confirm or refute the predictions
      
   2. pick out new words to clarify
      
   3. make new predictions
      
5. Repeat all the way until the end
   
6. End the article: Summarize, decide fact/opinion, does it fit with experiences?
   
7. The teacher will listen non-judgmentally and remind the students that the evidence moves
   them forward, there is no right or wrong.
   

Clunkers and Links

Research:

     1. Strategies That Work

Rationale:

1. Using metacognition while reading
   
2. Students can identify links to prior knowledge and words that they are struggling with
   

Key Points:

1. Introduce topic
   
2. Make predictions about words and concepts that will come up as you read. Write them
   on a poster.
   
3. Give post-its for Clunkers—make you stop when you read—“Good readers stop for
   
4. comprehension” Post-its for Links—powerful connection
   
5. Students read with a partner
   
6. Then come back to the small group and discuss their clunkers and links. (Write the
   clunkers and links on the poster)
   
7. Go through SQ3R process orally with students to read the first section
   
8. Survey text—titles, captions—don’t read—add any more words to predictions
   
9. Read—give post its to kids
   
10. Pass out SQ3R to do with a partner sentence by sentence, ear to ear, or choral reading for
    the rest of the chapter.
    Struggling readers: Language Development Cycle
    

For whole to part reading with student generated text

11. Retype and recopy cooperative strip paragraph (with correct colors) on sentence strips (one sentence on each)
    
12. Reread paragraph—kids have to put sentence strips back together in the correct order
    
13. Cut into phrases, count words in each phrase—put together paragraph
    
14. Cut into words, count syllables in each word—put together paragraph
    
15. Teach coop strip paragraph games:
    
    1. Take words out of paragraph: “What word is missing?”
       
    2. Modified Cloze activity:
       i. Look for long vowel “a” (Clue game or “I spy”)
       ii. Meaning: “I spy a word that means...”
       iii. Synonyms/Anonyms

16. Asking the whole time: “Are you right?” “How do you know?” Providing the student
    with validation
    
17. Give them typed version and tell them they need to read it to 5 people and get it signed
    
    Poem reading: Struggling Emergent Readers (K-1)
    

1. Rewrite the Here, There Poem on sentence strips, color-coded to match the poem.
   
2. Follow the same steps as above for the cooperative strip paragraph reading.
   
3. Then, give students a booklet with one line on each page to illustrate and practice reading
   for automaticity and fluency.
   

Ear to Ear Reading
Research:

     1. Jim Rogers in CIRC: Cooperative Integrated Reading and Comprehension

Rationale:

1. Fluency and Automaticity
   
2. Using partner reading will lower the affective filter (with some struggling readers the eye
   to eye reading can be threatening).
   

Key Points:

1. Reading partners will place their chairs side to side while facing opposite directions
   
2. Both the heads and ears are close together
   
3. They will take turns reading to one another form a previously read text (sentence by
   sentence)
   
4. An excellent choice is poem packets
   

Expert Groups
Research:

1. Spencer Kagan (Jigsaw)
   
2. Marzano—note taking with sketches; use of non-linguistic representation which increases
   comprehension and retention
   

Rationale:

1. Positive Interdependence
   
2. Note taking—study skills
   
3. Makes content comprehensible using modified text format
   
4. High academic language and content
   
5. Organizes content in a visual format (mind map)
   
6. Struggling readers become experts (helps self-esteem)
   

Key Points:

1. Heterogeneous, to teach study skills
   
2. Call all #1s from each team and tell them what they are going to be an expert on
   
3. Build some background knowledge with some pictures
   
4. Give them each a pack of text that includes content information that covers the
   categories of the process grid.
   
5. Read the text with them, thinking aloud about what is important
   
6. Stop to highlight words or phrases and sketch important info
   
7. Give them a Mind Map to record the information they found
     a. Write words and sketch for the brain to remember

8. Release of responsibility of finding information to students part way through the reading
   material
   
9. Repeat for #s 2-4
   
10. Then each student is responsibility to teach their group the information during the process
    grid game
    

ELD: team support is crucial!
-Students who are not proficient in sharing their expert information need to be supported by
   the team to explain.
-The team needs to make sure all students are ready with the information since they don’t
   know whose number will come up.

Focused Reading with Personal Cognitive Content Dictionary
Research:

1. Marcia Brechtel
   
2. Linnea Haley
   

Rationale:

1. Engage students
   
2. Cooperative, content-based reading
   
3. Language functional environment
   

Key Points:

1. Students get into small groups (2-3)
   
2. Students choose a chart on the wall to be their starting point and move from chart to chart
   
3. They read and discuss with each other as well as question each other about the content of
   the walls looking for specific concepts.
   
   1. words to add to their personal CCD
      
   2. Phonics skills
      
   3. High frequency words
      

Variations:
-Use as a choice during team and individual time 

Listen and Sketch
Rational

     1. Practice visualizing what they are reading

Key Points

1. Students are given a blank piece of paper
   
2. Tell them that good readers visualize what they are reading
   
3. Sketching is different than drawing, drawing is art, sketching is for the brain
   
4. Teacher reads aloud a short book in small chunks
   
5. After each chunk, teacher instructs the students to “sketch the picture in your head.”
   
6. At given times, they are told to sketch what they heard
   
7. Share sketches at the end
   

ELD
-Show low-level ELD students the illustrations to help them understand the story.

Team Narrative Writing
Rationale:

     1. Scaffolding takes place to help struggling writers.

Key points:

1. Teams will use a graphic organizer to brainstorm important details of their story (includes parts of the genre they will be writing.
   
2. Teams will complete graphic organizer
   
3. They will trade their graphic organizer with another team (give each other a suggestion
   and a compliment).
   
4. The teams will write the essential outline of their story on a story map.
   
5. They will trade with ANOTHER team (give each other a suggestion and a compliment).
   
6. The teams will then write the actual story out.
   
7. The writing checklist will be used to help respond, revise, and edit.
   

Teacher and Student-Made Rubrics 
Research:

     1. Marcia Brechtel and Linnea Haley

Rationale:

1. Authentic
   
2. Student Empowerment
   
3. Makes rubric comprehensible for the student
   

Key Points:

1. Have all important unit materials in mind when creating the rubric (including Chants & Poems Pack, Interactive Journal, Learning Log Pack, Letter home, Personal CCD, etc).
   
2. Include learning goals in the rubric
   
3. Make it student-friendly so that it is comprehensible for the student
   

Portfolios
Research:

     1. Marcia Brechtel and Linnea Haley

Rationale:
     1. Learn organization: Students will keep their unit materials here

Key Points:

1. Construction paper is used when creating the portfolios (include a unit related picture on the front)
   
2. Team colors will be marked by a colored sticker on the portfolio or by using different colors of construction paper
   
3. All unit materials that students will need will be put into the portfolios
   
   1. Interactive Journal: stapled, colored, unlined paper
      
   2. Chants and Poems Pack
      
   3. Learning log pack
      
   4. Personal CCD
      
   5. Letter home
      
   6. Optional: extended nametag paper, anticipation guide
      
4. The students can add their individual tasks to the portfolio before turning it in for evaluation. Give students a student friendly rubric to use while getting ready to turn the portfolio in.
   

Action Plan 
Research:

     1. Marcia Brechtel and Linnea Haley

Rationale:

1. To demonstrate comprehension of the universal truth or value that the unit was focused upon.
   
2. Whatever is learned should affect how we live
   

Key Points:

1. The teams will work together and write down an action plan that each of them can take.
   
2. Define what one problem is
   
3. Brainstorm the causes
   
4. Brainstorm the solutions with pros and cons
   
5. Choose one solution and write a plan of action that includes the reason why that plan was chosen.

Home/School Connection
Research:

     1. Alma Flor Ada
     2. Bruce Baron
     3. Gardner—intelligences

Rationale:

1. Homework should be an opportunity for ‘meaningful practice’
   
2. Make connections between home and school
   
3. Tell parents what is being learned at school
   
4. Allows parents to be included as “experts” at school
   
5. Take kids out of the box (we put them in a box—white, Mexican, etc.)
   

Key Points:
     1. Home/school connections must be done with an adult
               a. Parent/caretaker signature and student signature is always included.
     2. Writing, sharing, and sketching is part of the connection
     3. Three types of connections:
               a. Students have to explain a part of the unit they are studying.
               b. Parents to explain to the student what they know about the topic.
               c. Student and parent explore something together that relates to the topic.
     4. Give points (on t-graph) for everyone who brings it back.
               a. Bonus points of the whole table brings it.
     5. Students share out about the home/school connections
               a. If just student explanation; share with their team
               b. If parent knowledge, all students share with class
               c. If exploration, share with team, each team share out one

Team Presentations
Research:

     1. Marcia Brechtel and Linnea Haley

Rationale:

1. Allows for practice in presenting
   
2. An opportunity to demonstrate what they have accomplished
   

Key Points:

1. The teams will pick one team task that they are particularly interested in.
   
2. The teams will collaborate to decide how they will present it to the class so that each
   person participates.
   
3. The teacher will then evaluate if the task is truly a “team task” by evaluating if all of the
   students have worked on it (Team bonus points are given).
   

Graffiti Wall 
Research:

      1. Bryan Steele

Rationale:

1. It reviews concepts
   
2. Assesses learning
   
3. Allows for academic discourse
   
4. Negotiating for Meaning
   
5. Involves the students in the creation of student-generated tests (With students proficient
   at writing test questions, they will approach test-taking with less anxiety and understand test format. Tier II vocabulary are words that appear on standardized tests will be comprehensible to students as well).
   

Key Points:

1. Place chart paper all around the room (with one per team)
   
2. The teacher will write a question at the top of each sheet using cloze, matching, open-
   ended, multiple choice questions, etc.
   
3. Each team will start at one of the charts. The students will have 1-2 minutes to answer
   and record on the chart using their own colored markers and an additional 1-2 minutes to
   create their own team test question on the chart.
   
4. The teams will go to another chart when all the time is up and repeat the process (20-30
   minutes on Graffiti Wall and you will have questions for your next quiz/test).
   
5. This also allows you to re-teach important concepts students need help with before the next quiz/test.

Team Feud
Research/Source:

    1. Family Feud

Rationale:

1. Concept review
   
2. Creates motivation for earning the awards.
   

Key Points:

1. Some of the questions need to strictly be form the awards in order to motivate the students to desire the awards (teams can bring up their awards)
   
2. Two teams will face off with one student in the front to answer
   
3. A question will be asked and the person in the front will answer (with help of team if
   needed)
   
4. The first team to get the correct answer will stay up while the other team sits (give points
   to team that gets correct answer)
   
5. A new team will come forward to face the winning team
   
6. The student that answered in the last round will go to the back of the line
   
7. Play will be continued as long as time allows
   

Jeopardy 
Research/Source:

1. T.V. Jeopardy

Rationale:

1. Concept review.
   
2. Motivation for students to earn awards
   

Key Points:

1. Create a Jeopardy game with questions that pertain to the test. Also include a category that has theawards to help motivate them.
2. Teams will send #1 to the front for the first round, #2 for the second, etc.
3. Teams will take turns picking the category and going for the points by answering

Fantastic Jeopardy Games can be created with the use of PowerPoint!
Create a “miscellaneous” category that will include sports/t.v./pop culture questions to add fun and excitement to the game.

Student Made Big Books
Research

1. Leanna Traill
   
2. Alma Flor Ada
   
3. Marcia Brechtel
   
4. Linnea Haley
   

Rational

1. Show understanding of concepts in the unit
   
2. Provides a frame to scaffold for sentence structure, writing style or different genres
   
3. Utilizes patterning and predictable language
   

Key Points
Teacher made – beginning of the unit
Teacher made – end of unit using the same frame

1. Give teams a page with the frame
   
2. Students work together to create their page to make the finished product more special
   
3. Or students can work individually to make a page for their team big book
   

Where’s My Answer? 
Research:

1. Spencer Kagan

Rationale:

1. Negotiating for Meaning
   
2. Reviewing Information
   

Key Points:

1. Each student will get a card, which matches with another card.
   
2. The students will find their partner by walking around and talking to one another.