SIOP – GLAD Strategies



|GLAD STRATEGIES |

|Focus and Motivation | |Input | |Guided Oral Practice |

NAME OF STRATEGY: Picture File Cards (Guided Oral Practice)

What? Laminated cards with pictures from units of study. Since many students don’t have the prior knowledge needed to internalize concepts/ideas – these present a visual for them to grab onto.

Why? Many uses- can be used for sorting, group work, to activate PK, for Big Books, for Observation Charts, for a formative assessment, for stimulating discussion, for timelines, for read alouds

• helps link language to pictures and discussions promote language development

• scaffolds learning

• builds integration into other content areas

• develops higher level thinking – predicting, classifying, etc.

• high interest activities

Steps: Using internet graphics and photos, magazines and photos, build a collection of colored picture file cards, maybe 80 – 100 per unit – cut out and laminate – keep in ziplocs to organize – label bag

Notes/sketches:

NAME OF STRATEGY: Exploration Report

What? A type of inquiry chart

Why? Give indication of background knowledge. Provides students with the opportunity for increased team building. Scaffolds vocabulary and meaning for information

Steps: Use real photos, in color, if possible. Choose high interest photos. Use the exploration report as the first team task activity as an intro to the unit

Select 2-3 photos per team. Each team will then decide one photo to report on. Each team must then decide on an observation, a question and a prediction that they will report to the class. The teacher will then ask each team for their observation, their prediction and their questions, recording them in the team color. Used to determine background d knowledge. Teacher can revisit the report as the unit progressed and information is learned.

Notes/Sketches

NAME OF STRATEGY: Mind Maps (reading and writing)

What? Blank template for use by students to transfer information

Why? Helps kids learn to organize information and summarize

Steps : Once you have worked with expert groups and highlighted important information, now have them transfer the information onto a mind map so they can learn how to be succinct and how to synthesize/summarize information. Information can be organized with key words, adding very brief details. They will use these when they work on process grid. Model this explicitly with students. Note taking is a difficult skill for some.

Notes/sketches:

NAME OF STRATEGY: Process Grid (Reading and Writing)

What? A poster that is created which represents what the students are learning in the unit of study in a clear, organized manner. Used as a reference tool throughout unit.

Why? Helps kids learn to organize and categorize information. Aids in writing expository text. Teaches reading for information. This is a grid, with categories across the top and down the side. Students acquire information in a number of ways- prior knowledge, expert groups or teacher input. Builds confidence and comprehension when students can teacher others. Students use the developed process grid to write an individual essay. This should occur only after there has been time allowed for the team task practice time. Teacher models – then lets teams finish completing the chart.

Steps : Once you have worked with expert groups and highlighted important information, now have them transfer the information onto a mind map so they can learn how to be succinct and how to synthesize/summarize information. Information can be organized with key words, adding very brief details. You model first section or two, filling in with the kids help, the information. Choose kids randomly to give you the info. Once you have modeled one row, have kids go back to seats and work together to fill in chart, using information kids have gathered in expert groups.

Notes/Sketches

NAME OF STRATEGY: Expert Groups (reading and writing)

What? Using varied level of teacher created text, (3-4 paragraphs) students are taught to read and summarize.

Why? Great example of differentiation. Demonstrates features of non-fiction text. Teaches reading for information. Promotes comprehension and communication of key concepts. Builds note taking skills and summarizing. Promotes academic discourse. Encourages cooperative group skills. Builds student accountability. Integration of reading into core subjects.

Steps :

• Group kids by ability into “expert groups”

• Prepare one paragraph text sheets (see sample) with room for drawing. You will create 4 – 5 different text sheets (one for each group you will meet with)

• Each small group meets with teacher – you read text together – teacher helping.

• You can say: it is important to be able to remember what you read and summarize it for others. A good way to do this is to sketch pictures to help you tell a story. Read the first sentence of the first paragraph. Let’s highlight words that were important to remember then sketch a picture that might help you remember what you read. Kids will then sketch.

• Together, highlight key words then do quick sketch – connecting text to picture with a line.

• Teacher uses picture cards to go along with each paragraph to scaffold learners (as needed)

• Information will eventually transfer to a mind map and they will do a “jigsaw” activity to teach their peers.

• Model this well – using think aloud to help identify key words

• Once students are experts – they will teach to peers

Notes/Sketches

NAME OF STRATEGY: Story Map (Reading and Writing)

What? Template that allows for students to organize, sequence and summarize.

Why? Teaches story elements. Promotes sequencing and comprehension. Can be used as a story planner during writer’s workshop. Can be used in conjunction with narrative input. Highly interactive. Scaffolds instruction when modeled effectively. Great for cooperative learning.

Steps : Choose a story with a clear problem and solution as a model. Read orally- section by section. Kids do “10 -2” and share with partner, talk about problems, solutions, etc. Kids orally share with teacher to fill in blanks on story map and teacher records. Once kids have gotten the hang of it, you can send them back to their teams to complete the story map or break it down even further and have them partner up. This is a great extension to the Narrative Strategy when possible. After students are proficient at filling in story maps, they can use story maps to plan their own stories.

Notes/Sketches

NAME OF STRATEGY: Team Tasks

What? Group assignments done by students

Why? Used in place of centers

• Allows teacher to pull flexible groups

• Use modeled strategies

• Provide scaffolding – teacher models, team task, then individuals work

Steps : Choose strategies that have been modeled and then write a list of extension activities around them. Assign the teams 3 tasks to begin with, then add more tasks as they begin to work better together and understand assignments. Students within teams should choose colored pens/pencils/markers to do their work in for individual evaluations.

Notes/Sketches

NAME OF STRATEGY: Learning Logs/Double Entry Journal (Reading & Writing)

What? Paper journals where students write daily about what they have learned and their thinking about it. Done with each unit of study. Paper is divided into two sections – one that is labeled Text and the other is labeled You.

Why? Increases metacognition; teacher uses it as an assessment tool to see who is learning concepts and who is struggling and might need review. Give students feedback. These are checked weekly.

Steps : Provide the journal – 5-8 sheets of paper stapled together. Kids can label them appropriately. Model what you want done in these journals. Kids label the two sections.

Notes/Sketches

NAME OF STRATEGY: Interactive Journals

What? A journal with spaces for students to engage in written dialogue with with their teacher about issues that are meaningful to them.

Why? Students are engaged in an activity and issue that is meaningful to them. It builds relationships bwt. Teacher and students. Models correct writing and spelling while corresponding. Students will begin to self correct on their own. Use throughout the year.

Steps : Provide journals for the kids to use. Divide the class up so that each student can write to the teacher and get a response once a week. Respond to 5-6 per day maybe – depending on numbers. Use a different color pen as the teacher. Students can write in the journal at any time but know they will only have it seen by the teacher once a week. You can assign them a day and time for them to write to you. You never correct the student writing/spelling – simply respond to their writing. Model correct spelling/grammar through your response.

Notes/Sketches

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