Intergrating GLAD strategies with technology

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Intergrating GLAD strategies with technology

• Lisa Baum
• 3rd grade
• East Omak Elementary

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What is Project GLAD?

• Project GLAD (Guided Language Acquistion Design)
• GLAD is an instructional model with clear,
  practical strategies promoting positive,
  effective interactions among students and between
  teachers and students. GLAD develops
  metacognitive use of high level, academic
  language and literacy.
• From Project GLAD website

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GLAD and technology
GLAD is sometimes described as language dripping
off the walls with all the posters that are hung
up that help the students in the classroom. My
peer group and I sat down and thought how can we
do both GLAD and technology (since all of us
were still brand new to using GLAD in the
classroom). We decided to try it with the
traditionally taught ways of GLAD and to also add
in some of the same content with the Mimio and
other technology in the classroom. Each student
had a folder that all of the content that was in
as it was added in the classroom. This way they
were able to access it from any computer in the
school. If they wanted to go and read it on the
computer or play a game they were able to do so.
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Social Studies CBA and GLAD

• My class chose the meeting wants and needs for
  our CBA
• My two peer coaches chose cultural contributions
  for their CBA
• 3rd grade Unit Outline from OSPI
• All 3 of us have Mimios and shared resources to
  meet our goals.
• All of us have been trained in GLAD stratgies.

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Pre-planning

• We got together all of our printed materials and
  looked at what we could transfer into the Mimio.
• Searched for pictures to supplement for GLAD
  strategies
• Facebook- Native American Indians Old photos (in
  files on iPAD)
• Library of Congress Edward S Curtis

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• Put chants on posters and also on the Mimio
  Studio.
• Shared expert groups writing.
• Made input chart to match our needs. (both on
  Mimio and chart).
• Made big book in PowerPoint.
• Finalized process grid to match what we have for
  resources.

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CBA in progress
Input Charts An introduction to what they are
studying. I did two input
charts. One of the different regions of tribes
(focusing on North
America) and the other was the introduction to
comparing and contrasting two
different regions.
Chants singing/chanting and hand motions help
students remember language easier. They can
associate a motion or song/chant with a word or
an idea.
Expert groups- teach one student per a table pod-
they go back and teach
the other students their information.
Process grid - do practice row together from a
tribe that expert groups
didnt do (Plateau). Then as a class the
students fill in the rest of the grid
with information they learned from each
other. Based on the process grid-
I make a jeopardy game
to play on Mimio.
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Cooperative strip paragraph
A method of writing that helps the kids see how
to make a paragraph. We were working on compare
and contrast. Each table is a certain color and
as a team they use the process gird to come up
with a sentence (done verbally first and then
written in their color). All sentences are put
up on a chart and as a class we go through the
writing process. The paragraph is formed by
ripping apart the strips, moving them around,
combining them with other sentences and adding
words or sentences where needed until the
paragraph is finished. For the final part of
proof reading the paragraph, I typed up the
paragraph and it became the entry task the next
day on the Mimio. After a class paragraph, the
students wrote a group paragraph with mini charts
and I also typed those up for the students after
they had done the check list. With those, the
students exchanged among each others group twice.
Finally, the students were asked to write their
own compare and contrast paragraph. Some samples
of work.
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Final Projects!
For the final project to end the whole unit of
study I had my class pick a tribe that they would
want to live with based on how they meet their
needs and what they liked about it. Once again
they were asked to use the process grid and write
a letter to the leader of the tribe, asking to
become a member of tribe and then describing why
they wanted to be part of the tribe. I then let
them practice their writing out loud and then we
recorded it with the video recorder and put
together a small show for them to see themselves
and each other in their recordings. One of my
peer coaches had the students make dioramas,
showing the tribe and how they made a cultural
contribution to people around them. The other
peer coach did the writing of the paragraphs in
their class and put together a book with all the
writing in it.
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CBA in progress
Chants -
Washington Natives Sound Off Video Clip
Audacity
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Mimio practice
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Highlight main Idea here
Draw a sketch of what they highlighted here
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